I have been teaching 30 years and have never ever ran into a problem like this one. I have 22 students in Mixed Chorus. This is a non-audition class. Out of the 22 students, 19 are failing at least 3 of their core subject classes plus mine. They don't want to sing, I have given them paper work, they wont do that either. All they want to do is sit a...See MoreI have been teaching 30 years and have never ever ran into a problem like this one. I have 22 students in Mixed Chorus. This is a non-audition class. Out of the 22 students, 19 are failing at least 3 of their core subject classes plus mine. They don't want to sing, I have given them paper work, they wont do that either. All they want to do is sit and talk. All the principal does is put them in ISS for one day and then they are out. I have made phone calls home and most of the parents say that they can't do anything about it. I try to get them to sing, but they just won't. I've never ever had a class that has refused to sing like this one. Maybe one or two students, but not the entire class. I have almost made it a music appreciation class and we vary the projects they do and then sing sometime ( but they refuse) I try to sight read with them but to no use. Any suggestions? Now the principal want to know whey they didn't do a Concert at Christmas time. Since they won't sing how can I get them to do a Concert? They do not care about doing their work, being at school etc. Any Suggestions Please.
If the admin is stuck on performance, you can do that in a different setting than an evening concert. You could have this class perform for another class, at a PTA meeting, a Board of Education meeting, etc. You could have an "informance" where parents come join the lesson for the day and the kids teach the parents how to do something. And they don't have to sing. You can do something like bucket drumming or Orff instruments, folk dance or creative movement. It depends on what standards you're supposed to be teaching.
I think if you approach it in a positive way with a plan in place, showing how you will meet the standards this class is supposed to address, you might make some headway. Good luck!!
GaryOn 2/07/17, Mrs H wrote: > I don't know what your relationship with your > administrator is, but you might schedule a meeting with > him/her. Talk about the strategies you have tried to > engage the students, and talk about what has worked (even > if it's just a tiny bit) and what hasn't. Then present a > plan r...See MoreOn 2/07/17, Mrs H wrote: > I don't know what your relationship with your > administrator is, but you might schedule a meeting with > him/her. Talk about the strategies you have tried to > engage the students, and talk about what has worked (even > if it's just a tiny bit) and what hasn't. Then present a > plan regarding a general music curriculum. Include the > standards you would cover, how you would assess them, and > the lesson methods you would use (group projects, online > research, etc.). If your administrator is a data head > (like mine!), you might spend a week or two collecting > data regarding student engagement, then try an > intervention, and collect data to show whether or not the > intervention is effective. > > If the admin is stuck on performance, you can do that in > a different setting than an evening concert. You could > have this class perform for another class, at a PTA > meeting, a Board of Education meeting, etc. You could > have an "informance" where parents come join the lesson > for the day and the kids teach the parents how to do > something. And they don't have to sing. You can do > something like bucket drumming or Orff instruments, folk > dance or creative movement. It depends on what standards > you're supposed to be teaching. > > I think if you approach it in a positive way with a plan > in place, showing how you will meet the standards this > class is supposed to address, you might make some > headway. Good luck!!
The principal said they had to perform in a concert. I told him their behavior was so bad they probably could not be a good audience. Well we learned 3 songs and they were going to perform in the concert. Half of them did not show up and the other half did not wear what they were supposed to wear for the concert. Well, the principal told me they could not perform. During the concert he took them out because they were disruptive while I was directing the other choirs or playing the piano for the other singing groups. Now I am back to doing music appreciation with them for the remainder of the year. I guess the principal believes me now.
I am looking for suggestions of things for a Spring program in May with not much time to put together for Middle School Choir and High School Choir with taped acc. Thanks
On 2/17/17, Will Roberts wrote: > I suspect it depends where in the world you are, though I > would have thought all responsible employers would pay you > the full year. I have worked in the UK and Sweden and > always been payed until the end of the summer when changing > jobs. > > On 2/17/17, Newbie wrote: >> Hello everyone. I've moved a lot in my 7 years of > teaching. >> Every time I do, they cut off my benefits at the summer > and >> stop paying me. Isn't that wrong? We usually don't get > our >> first paycheck until a month into the school year...don't >> they space our paychecks out for the year? So shouldn't I >> continue to get paychecks through the summer? I don't >> understand. We're getting ready to move again... >> >> Thanks.
As others have said, your paycheck would depend on whether you are being paid over 10 months or 12 months. If you opt for 12 months in our district, you'll get a paycheck in July and August. But the checks are smaller because it's still the same pay.
As far as your benefits are concerned, if you resign effective at the end of the school year, the district is within its rights to cut your benefits as of the resignation date. Your benefits cost them money!
Our district is asking us to teach a song and warm up to our students in 3-4th grades and then audition and report on the singing ability of each one of them (I have 260 kids at that level). I was overwhelmed by this task - have before and after school duties and really no time to do this so I decided to at least start during class time. We turned ...See MoreOur district is asking us to teach a song and warm up to our students in 3-4th grades and then audition and report on the singing ability of each one of them (I have 260 kids at that level). I was overwhelmed by this task - have before and after school duties and really no time to do this so I decided to at least start during class time. We turned it into "Who is the bravest kid in the class?" and asked for volunteers. We were all very positive and supportive and after they had all sung I confessed that now I could tell them that I NEVER would have been able to do what they did at that age - that they were amazing! We all had a good laugh over that and how I had "tricked" them. The first couple of times I let the last few "volunteers" sing in twos or threes but after three weeks they are all wanting to be first. The amazing thing is that I have to keep changing their score because they are improving every time they solo - some of them dramatically. Even when I don't offer any suggestions they have improved just from hearing themselves alone. One child who hasn't sung in his head voice for 4 years is finally getting it. It has taking me a decade of teaching to discover what many of you may have known all along, but thought I would share with others who might be like me and hesitant to "Make" the kids sing in front of each other. Model how to be supportive of each other, give them lots of praise, use a very short song and just go for it. We have been having so much fun with this and they are amazing me. So many are wanting to be in choir now too. Can you tell that I am excited about this?
Hi, everyone. Just wondering if anybody has some tried and true music games/ideas to do with a large group of 3rd/4th graders. By large I mean 35ish in a medium sized music room. Thanks for any help :)
But, from the perspective of the people funding this project - they aren't doing it because they want kids to learn music. They are likely doing because of the positive impact the musical experience can provide.
And those difficult 25 are the ones who MOST could benefit from that experience if they allow themselves to take that benefit.
So - I think it is important to realize that, from the point of view of the organization funding this, they could care less about the music aspect of this...really....
It's all about the possible social impact. And reaching those most difficult kids.
On 2/27/17, Cheryl Pope wrote: > I work for a program that > provides music education to > children from 1st to 4th grades > in an inner city school where > most of them live in the > projects. We teach Monday to > Friday 2:00 until 5:00. The > students pay nothing for the > program including > instruments.they have small > group lessons, theory, ensemble > and symphony. Teachers are > highly educated. Peabody > conservator, albany symphony. > Program is based on election > sistema. problem is that some > students are rude, defiant > distructive. Funding comes from > private sources and fundraiser > feels it's important to keep > students in the group - not > expel them and discourage them > from quitting. My question is: > is it better to have 400 > dedicated, well mannered > students or put up with another > 25 who require so much > discipline and counseling. Your > opinion?
It is important that you confirm your participation with enough time. Preparing for a festival requires a bit of planning and therefore your lessons should be oriented to re-enforce the pieces meant to be performed.
Why is the festival so important?
If you are not following the ABRSM syllabus, then this is your main academic goal If you are following the ABRSM syllabus, the festival is a must. This is the best mock test ever in this way you properly access the benefits of studying music. The extreme focusing needed to play in front of an audience leads you to reach a completely different league in terms of concentration skills. Please make sure you confirm your program with your teacher and you start working towards perfecting it during your lessons.
To confirm your participation please purchase your ticket online at [link removed]
If you have any doubts don’t hesitate in calling 0207014479 Monday to Sunday 9am to 9pm.
HI. I have recently had some unplesant dealings with a parent. The parent has decided to stop lessons, and I have agreed to waive the notice period. Now the parents (rude and aggressive) have requested a meeting with me. I don't want to have any more to do with them. How should I respond?? Thanks.
Emily WilliamsIf you don't want to meet with them don't meet with them. If you're waiving a policy, or a fee than they haven't paid for your time. If they want to pay you for the time they will be meeting with you then I would meet with them if you want to. It doesn't sound like you want their business, so what would be the goal in meeting with them?
On 2/03/17, Is...See MoreI think you've answered your own question: "I don't want to have any more to do with them"!
If your professional relationship is over, you need not even reply to emails if you don't feel comfortable doing so. It it might be more prudent to respond to the request, though, and decline the invitation to meet.
On 2/03/17, Is this in school, or private studio? wrote: > If a private studio, I would say you have every right to > simply say, sorry, I do not choose to meet with you. > > However, if it is in a school it is more complex. > Check with your principal, department chair or other > supervisor to see if there are any policies that would guide > you here. > > > On 2/03/17, hornblower wrote: >> HI. I have recently had some unplesant dealings with a > parent. >> The parent has decided to stop lessons, and I have agreed > to >> waive the notice period. Now the parents (rude and > aggressive) >> have requested a meeting with me. I don't want to have any >> more to do with them. How should I respond?? >> Thanks.