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1、9ClassroomManagementandtheInstrumentalMusicClassroomEDU-330Dr.DanielMoos18November20089Whatcomestomindwhenyouhearthewords“classroommanagement”?Manypeoplethinkofaschoolclassroominutterchaos:studentssocializingduringworktime,projectilesflyingacrosstheroom,afightbreakingoutinthecorner,anda
2、helplessteacherwondering,“wheredidIgowrong?”.EggenandKauchak(2007)citeclassroommanagementastheprimaryconcernofpreserviceteachers(p.369),andIamnoexceptiontothiscitation.Iamveryexcitedtoteachinaclassroomsomeday,butconfessmyconcernthatstudentswillnotbehaveorlisten.Thispaper,therefore,seeks
3、tofurtherexploretheconceptsofclassroommanagement,withanemphasisonchallengesspecifictotheinstrumentalmusic(band)classroom.Classroommanagementisdefinedas“teachers’strategiesthatcreateandmaintainanorderlylearningenvironment”(Eggen&Kauchak,2007,p.371).Classroommanagementistobedifferentiated
4、fromdiscipline,whichistheresponsetomisbehavior.Thedistinctionisimportanttomakebecauseteachers’viewsofclassroommanagementareoftendiscipline-focused.However,aspsychologistJacobKouninclaims,disciplineisjustasmallpartofclassroommanagement(Eggen&Kauchak,2007,p.371).Mostofclassroommanagements
5、houldbeaproactive,ratherthanreactive,process.JustastheUnitedStatesdeclaredwaronIraqbeforeadirectattackoccurred,teacherscanuseclassroommanagementasasortof“preemptivestrike”againstmisbehavior(heredefinedasanythingthatpreventslearning)beforeitattacksthem.Theprocessofclassroommanagement,how
6、ever,islesscontroversialthandeclaringwar;itisinsteadanessentialingredienttomaximizinglearningintheclassroom.9Threeprincipalclassroommanagementgoals,asdetailedbyEggenandKauchak(2007,p.371),areoutlinedbelow.Interestingly,eachgoalcorrespondstoadifferentbasicneedoftheself-determinationtheor
7、yofmotivation,atheorydealingwith“theprocessofdecidinghowtoactonone’senvironment”(Eggen&Kauchak,2007,p.321).Thisisultimatelywhatteacherswanttoteachstudentsbeyondcontent:howtoshapetheworldtheylivein.Thefollowingsectionswilldescribeeachclassroommanagementgoal,howitrelatestothemoti
