Part 1: Three Ways to Prepare for Student Teaching
The student teaching experience is one of the most crucial parts of your teacher education. Being proactive both within and outside of your music education classes will help you be as prepared as possible. Here are some ideas.
1. Observe different teachers, and take notes.
- Veteran teacher and MENC member Scott Iseminger recommends closely observing how teachers conduct their classrooms, including their methods, lesson plans, professionalism, dress, behavior plan, and classroom management. Look closely at verbal and nonverbal cues. For instance, Iseminger says, "Many good teachers use 'the look' but what did that teacher do to reinforce that 'the look' meant business?"
- When you're observing, get a close look at everyday, administrative classroom processes. Ask to look at the teacher's books, syllabus, and handouts. Learn about the school's scheduling system and paperwork.
- If your college doesn't require it, observe and talk to a music therapist or music teacher who works with children with special needs. In the current practice of inclusion, you'll likely have some kids with special needs in your class. Check out the March NewsLink or the books below for more information on music and special education.
2. Practice.
Like any good musician, make sure to warm up. Before you enter your student teaching classroom, "Practice your lessons in front of a mirror, concentrating on looking at the mirror and not at your lesson plans or score," says Iseminger. He also suggests practicing in front of a roommate or music ed major to get the feel of speaking to an audience.
3. Keep an open mind, and stay positive.
You might hear lots of stories about horrible student teaching experiences, but stay positive. Your experience is going to be unique, and your attitude can do a great deal to shape it. Remember that however insecure you may feel, you're in charge. As Jennifer Brand points out in Spotlight on Transition to Teaching Music, "There is really no need to fear the students because they are the same stereotypical band nerds that we were in junior high and high school."
Feeling nervous about your upcoming teaching experience? Talk to other music ed students and experienced teachers on the Collegiate forum. Ask veteran teachers your questions at the Ask the Mentors forum.
Next week, hear about "Trouble in Paradise" from a student teacher in the field
MENC Member Scott Iseminger teaches at Krejci Academy in Naperville, IL, and is director and accompanist for a professional children's choir organization.
References/Resources
Adamek, M. and Darrow, A. Music in Special Education (2005). Silver Spring, MD: The American Music Therapy Association.
Sobol, E. An Attitude and Approach for Teaching Music to Special Learners (2002). Raleigh: Pentland Press.
Spotlight on Transition to Teaching Music (2004). Reston, VA: MENC.
--Anne Wagener, April 4, 2008, © MENC: The National Association for Music Education