Teach-Primary-Issue-19.2

teachwire.net/primary 64 Routines Structure is a teacher’s best friend in a music lesson. Begin with a familiar warm-up activity, such as clapping rhythms or vocal exercises. This sets the tone and focuses pupils' energy. Likewise, signal the end of a session with a calming activity, helping pupils transition smoothly back to the classroom environment. This is particularly important if you are handing the children back to a different teacher after a PPA or specialist music session. No-one wants a class full of hyped-up pupils descending on them when they’ve got to teach something static. Encouragement, not demand If you’re dealing with a child who is off-task or refusing to join in, take a moment to think about how you would feel in the same situation. If someone asked you to sing in a room full of 29 other people, would you be happy doing it? Some children find it really intimidating to sing or perform in front of others, and it’s important to know the difference between genuine defiance and performance anxiety. The important thing is to deal with it calmly and quietly, and have some alternative suggestions up your sleeve for other ways the pupil can participate, so that you don’t end up with a snowball effect where everyone else decides they’re not going to do something just because they’ve seen that one pupil ‘getting away with it’. Having said that, in my experience, even at KS1 children are very good at recognising that some classmates are different from others, and take varying levels of expectation in their stride. I once taught a child with Tourette’s syndrome; all the other children in the class just knew instinctively that they weren’t allowed to shout out in the same way, and we genuinely never had any copycat instances or ‘it’s not fair’ issues. Protect your instruments The use of musical instruments is both a privilege and a responsibility. Set clear rules about when and how they can be played. For example, state that instruments must remain on the floor or table until you signal to begin. Regularly demonstrate how to handle each instrument, and get the pupils involved in telling you what not to do with them, and why. You might find it useful to incorporate some free play time into your sessions so that your pupils can get their excitement out of their systems. I have many colleagues who start with a ‘one-minute free-for-all’ before the serious work of the lesson begins. Musical community Foster a sense of community in your classroom, where pupils respect one another’s contributions and take pride in their collective achievements. Showcase pupils’ work through performances or recordings, and teach pupils to give constructive feedback to one another. This builds mutual respect, and helps them take your music lessons more seriously. Classroommanagement in music is undoubtedly more challenging than in many other subjects. However, by embracing the unique energy of music lessons, setting clear expectations, and employing key strategies, you can create a positive learning environment where creativity flourishes. Remember that your passion for music can be contagious! Show enthusiasm yourself and your pupils will be more likely to mirror your own positive attitude. TP Dr Liz Stafford is the author of The Primary Music Leader’s Handbook , editor of Primary Music Magazine , and director of consultancy companyMusic Education Solutions®. 64 | www.teachwire.net musiceducationsolutions.co.uk @DrLizStafford 1 Accept that music is going to be louder than pretty much everything else you do; and warn the teachers either side of you! 2 Use the musical concept of dynamics (loud and soft) as a teaching tool. Encourage pupils to think about how they play – sometimes vigorously, sometimes gently. This helps them develop control and ensures that instruments are less likely to become damaged through, shall we say, overenthusiastic use. 3 If the entire class playing simultaneously becomes too noisy, divide pupils into smaller groups. While one group plays, the others can engage in quieter activities, such as notating rhythms, practising clapping patterns, or listening to the others and thinking about the answers to some key questions you’ve given them. 3 STEPS TO PREVENT OVERWHELM “Structure is a teacher's best friend in a music lesson”