INTASC Standard #6

Communication Skills

 
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

[Headings for INTASC standards are taken from - 
Campbell, D.M. et al.  (1997).  How to develop a professional portfolio:  A manual for teachers.   Boston: Allyn and Bacon.]


 
 

    During MUSED 352, we have started to discuss the various methods of teaching general music to our students.  While we have been talking about this, we have experienced and read about many of the media options that we may use to pass this information along to them.  We have a lot of options that are available to us including "old-fashioned" ways of teaching and new technology based ways of teaching.  For example, we can use power point, overhead projectors, craft sticks, paper handouts, posterboards...the list goes on and on.  In some classrooms, a teacher can place a rhythm activity on the board and count the steady beat for the students and they will need no directions to know that they are to read this using their counting system.  I realize this takes training from the teacher because you cannot walk into any classroom and expect this to happen.  However, we haved gained the knowledge on how to motivate and captivate our students both through the flashy ways of technology and through the ordinary ways of singing and playing instruments.
     In both my Elementary General Music and Choral Literature class, we were asked to interview a music educator of our choice.  I chose to interview a lady here in the local area that teaches in a school that includes grades K-12, however, she does not teach the upper grades.   We talked about differences in students abilities based on their age levels, her experiences with teaching college students as well as the college students teaching in her class, her previous public school teaching, as well as insights into the profession.   I also talked a lady from Arizona who teaches high school choir.   I was interested in talking to her to get a better understanding of how other state schools work.  She gave me insight on their restrictions for ordering music as well as various other aspects of the profession that are different from here in Indiana.  Both of these ladies gave me information that will be helpful to me when I get a job.   Talking with these two both in person and through email has helped me to ask questions and communicate to people in the profession that can provide feedback and answers to specific questions I have.

     I think it is vital for teachers to make sure that they are always talking with their students about situations and events that occur in the classroom.   I think that this will help create a great rapport with students and increase the strength of the program.   One way to do this is by allowing students to have a voice in the rules and consequences of a classroom like I previously stated in INTASC #5.  Students respond better if they help create these parts of their class.

     We not only need to be able to communicate with our students but with their parents, other teachers, and our supervisors.   I think that the most important thing to remember when working with these people is respect and common courtesy.   I have had a lot of experience with this by being a resident assistant for two years.  Not only do I help my residents but also I am constantly in contact with my supervisor, other resident assistants and the students’ parents.   I am also a member of Sigma Alpha Iota, a professional women’s music fraternity.   I am in constant contact with this group of ladies about events going on or just about music in general.

     My teaching others about music project provides evidence of my ability to communicate as a teacher (please see INTASC# 2).  The girls that I chose to teach my lesson to understood most of what I asked them to do even though some of them had not had much music experience.   One of the girls commented that my directions could have been a little more specific and step-by-step.   I know that she is correct and that my directions were rather vague.  It thinks that this is something that I have improved on but could constantly work on.   This is apparent in a teaching from vocal techniques.   I chose to explain an exercise instead of model.   When it came time for the students to sing they were confused so I had to model it anyways; it would have saved time and confusion to just sing it and eliminate the speaking communication.