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Being as interested in other peoples agendas as my own agenda 

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Being as interested in other peoples agendas as my own agenda 

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informal talking and listening. Lots of opportunities for students to make decisions about the music.

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informal talking and listening. Lots of opportunities for students to make decisions about the music.

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Lettings kids jam for the first few minutes of class and see what they create on their own.

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Lettings kids jam for the first few minutes of class and see what they create on their own.

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Asking the students about their day and actually having a discussion about it.

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Asking the students about their day and actually having a discussion about it.

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Being interested in what students want to learn and share

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Being interested in what students want to learn and share

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positive reinforcement, time to socially interact with peers, actively listening to students and building genuine rapport

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positive reinforcement, time to socially interact with peers, actively listening to students and building genuine rapport

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Student choice for rep. Thoughtful groupings for small group work. Enabling daily successes, no matter how small, to build confidence. 

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Student choice for rep. Thoughtful groupings for small group work. Enabling daily successes, no matter how small, to build confidence. 

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Giving the students opportunity to practice for at least 5-10 minutes of class time on their own.

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Giving extramusical context to everything we teach.

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Giving extramusical context to everything we teach.

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get sidetracked on non-musical discussions (favorite foods!)

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get sidetracked on non-musical discussions (favorite foods!)

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Allow for self-directed practice time and more listening/viewing of music

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Allow for self-directed practice time and more listening/viewing of music

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Never shut a kid down if they get an answer wrong. Simultaneously don't allow a non-response (no blank stares allowed lol). Show them the way to the solution. 

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Never shut a kid down if they get an answer wrong. Simultaneously don't allow a non-response (no blank stares allowed lol). Show them the way to the solution. 

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Emphasis on the team/group not worry about individual skills or talent.

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Created a google form for them to submit their favorite tracks. Use the music in lessons whenever possible.

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Making sure the meaning in the music is at the center of the music making.

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Making sure the meaning in the music is at the center of the music making.

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Mostly through making personal connections to the music. But also through the setting of musical priorities.

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Mostly through making personal connections to the music. But also through the setting of musical priorities.

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Listening and asking students how they are, trying to include more discussion

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Laughing at middle school silliness.  Sometimes I can be too rigid.  

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Laughing at middle school silliness.  Sometimes I can be too rigid.  

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Have more advanced students demonstrate and coach their classmates

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Have more advanced students demonstrate and coach their classmates

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Taking an interest in a student's thoughts or opinions about music.  You will then get more authentic responses.

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Taking an interest in a student's thoughts or opinions about music.  You will then get more authentic responses.

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Informal talking between them and me. Giving them the time to be goofy, and letting them see me be goofy too. Letting them play whatever song they want on their instruments

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Informal talking between them and me. Giving them the time to be goofy, and letting them see me be goofy too. Letting them play whatever song they want on their instruments

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making real time current connections to students' lives based on the musical experiences we have in class

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making real time current connections to students' lives based on the musical experiences we have in class

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Sharing information about yourself.

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Having conversations with students-not related to music. , and sparking conversations between students.

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Having conversations with students-not related to music. , and sparking conversations between students.

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Allowing some time to 'geek out' about whatever they want to talk about.

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having class jobs/monitors. drums jams just for fun with no objective other than smiling. joking and making light of the mask wearing that none of us enjoy.

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having class jobs/monitors. drums jams just for fun with no objective other than smiling. joking and making light of the mask wearing that none of us enjoy.

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Teaching the history of music they are interested in. 

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Teaching the history of music they are interested in. 

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once a kid lets themself become immersed in music their personality comes out. It could be playing, listening or talking about music.

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once a kid lets themself become immersed in music their personality comes out. It could be playing, listening or talking about music.

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Asking questions based on their interests unrelated to music

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Asking questions based on their interests unrelated to music

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Students discuss the music they like and tell what makes it appealing to them.

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Students discuss the music they like and tell what makes it appealing to them.

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Having them understand the Why of the story in the music/activity/exercise. Letting them express their thoughts or opinions. Open safe space

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Having them understand the Why of the story in the music/activity/exercise. Letting them express their thoughts or opinions. Open safe space

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Using behaviour modification games and prizes to create an esprit de corps in each class. Gets them to gel as an ensemble + and helps me keep the peace!

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Using behaviour modification games and prizes to create an esprit de corps in each class. Gets them to gel as an ensemble + and helps me keep the peace!

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All the varied experiences can play a role in better understanding one another.

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Being consistent and developing routines

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Being consistent and developing routines

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Listening to everything they ask me to listen to; sharing those things with the class; icebreaker activities; making students ask each other for help instead of coming to me; have fun

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Listening to everything they ask me to listen to; sharing those things with the class; icebreaker activities; making students ask each other for help instead of coming to me; have fun

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learning about students' musical interests, and making connections to daily lessons based on what I learn.

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learning about students' musical interests, and making connections to daily lessons based on what I learn.

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Allowing time for conversations.  I also leave an open Google form on Classroom where students can share school appropriate songs.  I play these during transition times, as students enter the room etc.

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Allowing time for conversations.  I also leave an open Google form on Classroom where students can share school appropriate songs.  I play these during transition times, as students enter the room etc.

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Informal discussions about non-band topics.  The other day (friday before halloween) I had my ensemble talk to their sections about their favorite scary movie or why they hate scary movies.  Had nothing to do with my lesson but just created a social communal opportunity. 

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Informal discussions about non-band topics.  The other day (friday before halloween) I had my ensemble talk to their sections about their favorite scary movie or why they hate scary movies.  Had nothing to do with my lesson but just created a social communal opportunity. 

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In the songs students choose to learn and the impromptu conversations we engage in

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In the songs students choose to learn and the impromptu conversations we engage in

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Showing an interest in students, their voice, and off the cuff conversations 

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Showing an interest in students, their voice, and off the cuff conversations 

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Questioning why we are doing this, and what is the real purpose--hopefully they discover that the purpose is self-expression, as well as discovering that together, we go farther.

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Questioning why we are doing this, and what is the real purpose--hopefully they discover that the purpose is self-expression, as well as discovering that together, we go farther.

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Have students share the music they may want to learn

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Have students share the music they may want to learn

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Bilingual classroom! Didn't expect to have a newcomers ENL class this year but now we are all learning musical terminology in both English and Spanish. 

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Bilingual classroom! Didn't expect to have a newcomers ENL class this year but now we are all learning musical terminology in both English and Spanish. 

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I like all the ideas here about extra-musical content and meaning. I still find that a bit difficult to implement while teaching mostly music theory and guitar but it's something I hope to weave in during my discussion questions.

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Tapping into students' knowledge and having them make connections to their own lives about where or when they would hear a certain piece of music being played.

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Making little trailer videos from their FlipGrids. It shows them all practicing at home and getting ready to work as a team. Usually I'll overlay it with inspirational music and speeches. 

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Making little trailer videos from their FlipGrids. It shows them all practicing at home and getting ready to work as a team. Usually I'll overlay it with inspirational music and speeches. 

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Using a variety of modalities in rehearsals/lessons so that there is something for everyone.

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Using a variety of modalities in rehearsals/lessons so that there is something for everyone.

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Having students share music that is important to them

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Having students share music that is important to them

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Giving background stories to lessons. Sharing my personal stories and encouraging students to share theirs.

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Giving background stories to lessons. Sharing my personal stories and encouraging students to share theirs.

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By validating what they listen to regardless of your opinion.  

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By validating what they listen to regardless of your opinion.  

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They evaluate and take part in all assessments.  Their opinions are welcomed and valued

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They evaluate and take part in all assessments.  Their opinions are welcomed and valued

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Reaching out to parents/guardians to make them partners in the music making process. Learning about your students cultural background and identity. 

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Reaching out to parents/guardians to make them partners in the music making process. Learning about your students cultural background and identity. 

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Finding a balance between establishing routines and having flexibility and patience (and keeping things fun and not too rigid).

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Finding a balance between establishing routines and having flexibility and patience (and keeping things fun and not too rigid).

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asking ourselves if the music we are using in the classroom reflects our students, ourselves, both or neither

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asking ourselves if the music we are using in the classroom reflects our students, ourselves, both or neither

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Teaching music that they can identify with

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Teaching music that they can identify with

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You can use almost any genre or style of music to teach fundamental concepts. Showing that all styles are valid and worthy of study. 

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You can use almost any genre or style of music to teach fundamental concepts. Showing that all styles are valid and worthy of study. 

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Building  a program that includes music that they love. 

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Building  a program that includes music that they love. 

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Help them to find their identity through their playing.

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Teaching context of music - and encouraging students to share their own connections and prpspectives

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Teaching context of music - and encouraging students to share their own connections and prpspectives

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Student choice concert selections.  I do lots of listening for repertoire choices to get a gauge on what the students are feeling, regardless of level/style/cultural background of pieces/composers.  They have to like what they are performing to make it come alive.  I hold off on the discussion about composer/meaning/etc. Let them like it for music's sake before they attach themselves to liking it for non-musical reasons.

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Student choice concert selections.  I do lots of listening for repertoire choices to get a gauge on what the students are feeling, regardless of level/style/cultural background of pieces/composers.  They have to like what they are performing to make it come alive.  I hold off on the discussion about composer/meaning/etc. Let them like it for music's sake before they attach themselves to liking it for non-musical reasons.

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Giving students a chance to vote for music they would want to perform, instead of only teacher-selected pieces.

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Giving students a chance to vote for music they would want to perform, instead of only teacher-selected pieces.

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Making musical connections across different styles & genres from around the world.

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Making musical connections across different styles & genres from around the world.

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I try to teach to my central question, "What should they remember in 10 years?"