Week 5 Student Teaching
My goal was this week was to get students to get all students at least attempting to understand the five finger hand position for the right hand and also to memorize all 125 students names. This week was a lot of individual help. The students tested on their first piano assignment. Most of the students have never played the piano before so the first assignment was difficult for them. Also, it is probably the most important lessons because it sets the student up with the five-finger hand position for the right hand. I am sort of used to doing individual help but when you have so many students I am constantly busy. One thing I realize is how every student is different and how every student has different needs. For example, there is one student who is very interested in piano but does not want to play the assignment. So in order to compromise with the student, I show her a little bit of a song like Beethovens "Fur Elise" and ask her to then play the first line of the assignment. When she shows me what she practiced for the assignment I show her a little more of the song. I get a lot of "Why do I need to know this? I'm not a musician and I'm not into music." This is sometimes a difficult question to answer and it caught me off guard a few times. The main thing I try to stress is that students are going out of their comfort zone and acquiring a new skill they didn't have before. sometimes they accept that response and other times they argue that they won't ever use music in their lives. Sometimes individual students can be difficult to connect with. The more I talk to and get to know students the easier it is to communicate and teach them. I pretty much can name every student's name and I've tested most students on their five five finger piano assignment. For the most part, I'm having a really good time. The students are pretty hilarious. I am learning more about my style of teaching and what my weaknesses are.
Schmidt Chapter 2
1. In chapter two I learned about what eptness is. I learned that eptness resides in the potential of every student but unleashed by their teacher. When trying to create a culture of eptness a teacher must first understand the strengths of each student so they can contribute to the group. In a culture of eptness students know their role as a learner, connect learning with the real world, and share in decision making. Something that I took away from the idea of classroom eptness was that you want to be relentless with your enthusiasm to get the classroom culture you desire and do not isolate yourself by a drill sergeant type style. A good teacher should be looked at as an ally.
2. One behavior I would like to incorporate is an encouragement. With music, students have to learn an instrument and that can be daunting if it is your first time. I remember telling students how well they did on their first assignment and they were absolutely ecstatic. Another behavior I would like to incorporate into my teaching is being a teacher that gives feedback. Giving specific details of feedback other than "good job" is so important to that student. Finally, I really like the idea of model risk-taking. When composing music it's all about risk-taking, not knowing what will happen and that is ok. Most great music is made "by accident" and I like the idea of "I've never tried this before, this might not work."
Schmidt Chapter 2
1. In chapter two I learned about what eptness is. I learned that eptness resides in the potential of every student but unleashed by their teacher. When trying to create a culture of eptness a teacher must first understand the strengths of each student so they can contribute to the group. In a culture of eptness students know their role as a learner, connect learning with the real world, and share in decision making. Something that I took away from the idea of classroom eptness was that you want to be relentless with your enthusiasm to get the classroom culture you desire and do not isolate yourself by a drill sergeant type style. A good teacher should be looked at as an ally.
2. One behavior I would like to incorporate is an encouragement. With music, students have to learn an instrument and that can be daunting if it is your first time. I remember telling students how well they did on their first assignment and they were absolutely ecstatic. Another behavior I would like to incorporate into my teaching is being a teacher that gives feedback. Giving specific details of feedback other than "good job" is so important to that student. Finally, I really like the idea of model risk-taking. When composing music it's all about risk-taking, not knowing what will happen and that is ok. Most great music is made "by accident" and I like the idea of "I've never tried this before, this might not work."
The students who ask you about why they have to learn this have very legitimate questions, and I hope that you have some good answers for them. I think every teacher should let their students know why they should learn what they are being taught. Learning is much more effective when students can see the relevancy of what they are doing. I would encourage you to come up with some very good reasons - What good will this do them later on? How will this enrich their lives? What about what happens in the brain?
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