12/12/2023 0 Comments 20 minute timer encanto music![]() Movements that target some of the elements of time, space, and energy, especially levels (high, middle, low), flow, and size. ![]() Movement-physical movement to calm and focus.Let them suggest areas of the world to find the music. Global Music-it adds depth to your students’ repertoire of music for a more global perspective.It frees you (they are following the PPT) to take a breath between back-to-back classes, allows you to have a private word with a student who may be having a rough day. It squelches interpersonal problems that they bring in through your door. ![]() It sets a quiet expectation to the beginning of your class. Focus-A calming and focusing routine to begin your class.As they walk in, cue it up and they will begin. It will become a routine and you won’t have to say a word. To be most successful, teach it to be done in silence. Here’s one but there are many others that you can use! Opening Routine Start class with a routine. Addressing the expectations can be non-verbal: a slight “no” shake of your head, a quizzical or questioning look at the person who’s a little too rambunctious, a finger to your lips to remind someone to listen, a smile or fist bump to a person who is clearly following the expectations, a quiet encouraging word to a child who is challenged to stay engaged, the “heart” hands to a student who is being a leader or has done something that is a step up for them. Being watchful means watching and addressing expectations that aren’t being met. If they understand that you are just watching and not addressing little behaviors, none of the above does much good. There’s a difference between watching and watchful. Some kids, maybe most kids, are constantly watching you and your focus, eye contact, and presence. Also, I think it cuts down on foolishness because they see that you are standing back, being watchful, and not distracted by being so involved in the game yourself. All of this allows you to monitor so that you can go stand/make eye contact with someone getting out of hand or pull someone aside to quietly talk to them. Once they understand your philosophy, it will carry over into all similar activities. Someone will get it and start singing and boom, they all get it. When they are first learning this expectation, the song/game will end and CRICKETS! They will look at you, and you shrug your shoulders with an expectant look on your face. I made it clear that they were in charge of the process. I’d praise the class saying, “I love how you keep the game going and don’t need me.” I’d thumbs up the child who restarted it. It was never a designated child, just someone who would naturally keep it going. It could be as simple as, “Each time the game starts over, you will be in charge of restarting it.” Many times these games restart multiple times and I would not sing with them or restart the game but rely on students to keep it going. ![]() I found that taking myself out of the game process really helped with classroom management and made for better student-led learning.
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