Teaching "Who's that"?
"Who's that"?
Cuckoo and ostinatos
elementary music teaching philosophy
My first memory of teaching took on the form of 5-year-old me, standing in front of my stuffed animals teaching them how to count and say the alphabet. I would spend hours creating math workbooks for them to “complete” and then spend just as long filling them out, each with a unique handwriting. Each of my fuzzy students had their own journals filled with their own individual experiences and I loved all of them equally and fully.
My teaching philosophy involves understanding that each student is an extraordinarily unique human being while still offering them equal opportunities. My current teaching includes one-on-one private brass lessons with students from 8-15 years old. Each one of my students learns in a different way, is at a different level and has different goals for themselves on their instruments; however, my teaching effort and joy in their success is uniform. An elementary music classroom, while different from one-on-one teaching, is a special environment in adopting this view as young children are often not yet afraid to be their true unique selves. I want my students to understand that uniqueness makes us who we are and that when they step into my classroom, they can explore and express their individuality in the music we listen to or create.
Throughout my elementary experience, the music room was always a place of comfort and belonging to me, and that is what I wish to bring to my future classroom teaching. I want my students to understand that regardless of what is happening in their personal lives, the music room is a safe space where all are welcomed and accepted just as they are. To create such an environment requires mindful teaching in which every action and word reflects a welcoming place. Thoughtful care and consideration will go into making sure every student feels heard and appreciated. As I was always a shy student, I know what it feels like to be overlooked, so I will seek to acknowledge each student in the way they need individually.
From a young age we are taught that mistakes are unacceptable and make us look weak; however, I hold the belief that mistakes create the most growth in our learning because they teach us about ourselves and how we learn, and they motivate us to move forward. As a teacher, I wish to encourage my students to make mistakes and view them as steps to improvement. The term “fall forwards,” meaning that every mistake brings you closer towards thoughtful learning, is a teaching philosophy that I wish to demonstrate to my students. Whether in music making, speaking or writing, mistakes are welcomed with new perspectives and approaches for improved learning.
My teaching philosophy for my students also applies to my personal learning and growth as a teacher. I constantly remind myself that my learning is unique to me and should not be compared to anyone else. I strive to fall forwards and instead of viewing my mistakes as failures, I choose to view them as opportunities for growth. As I continue to learn and begin my experience as a school music teacher, my philosophies may change and that is okay. I plan to use my experiences to continually redefine my teaching beliefs in order to serve my students the best I can. I only hope to be a model of acceptance to my students and that I can be the kind of teacher that my 5-year-old, stuffed animal teacher self would be proud of.
My teaching philosophy involves understanding that each student is an extraordinarily unique human being while still offering them equal opportunities. My current teaching includes one-on-one private brass lessons with students from 8-15 years old. Each one of my students learns in a different way, is at a different level and has different goals for themselves on their instruments; however, my teaching effort and joy in their success is uniform. An elementary music classroom, while different from one-on-one teaching, is a special environment in adopting this view as young children are often not yet afraid to be their true unique selves. I want my students to understand that uniqueness makes us who we are and that when they step into my classroom, they can explore and express their individuality in the music we listen to or create.
Throughout my elementary experience, the music room was always a place of comfort and belonging to me, and that is what I wish to bring to my future classroom teaching. I want my students to understand that regardless of what is happening in their personal lives, the music room is a safe space where all are welcomed and accepted just as they are. To create such an environment requires mindful teaching in which every action and word reflects a welcoming place. Thoughtful care and consideration will go into making sure every student feels heard and appreciated. As I was always a shy student, I know what it feels like to be overlooked, so I will seek to acknowledge each student in the way they need individually.
From a young age we are taught that mistakes are unacceptable and make us look weak; however, I hold the belief that mistakes create the most growth in our learning because they teach us about ourselves and how we learn, and they motivate us to move forward. As a teacher, I wish to encourage my students to make mistakes and view them as steps to improvement. The term “fall forwards,” meaning that every mistake brings you closer towards thoughtful learning, is a teaching philosophy that I wish to demonstrate to my students. Whether in music making, speaking or writing, mistakes are welcomed with new perspectives and approaches for improved learning.
My teaching philosophy for my students also applies to my personal learning and growth as a teacher. I constantly remind myself that my learning is unique to me and should not be compared to anyone else. I strive to fall forwards and instead of viewing my mistakes as failures, I choose to view them as opportunities for growth. As I continue to learn and begin my experience as a school music teacher, my philosophies may change and that is okay. I plan to use my experiences to continually redefine my teaching beliefs in order to serve my students the best I can. I only hope to be a model of acceptance to my students and that I can be the kind of teacher that my 5-year-old, stuffed animal teacher self would be proud of.