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Shared experience of being a beginner and learning something new together.

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share some personal info/let them ask you a personal question, start a topic like what's your favorite show or game

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share some personal info/let them ask you a personal question, start a topic like what's your favorite show or game

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Asking questions and giving students time to talk and share. Playing silly games (even with middle schoolers) and joking with each other.

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Student leadership positions - they run warm-ups, tune, conduct, monitor the storage area, etc.  Let's them establish a community without me always dictating.

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Patience, attentiveness, and caring.

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Insisting that children treat each other kindly.

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Insisting that children treat each other kindly.

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Peer evaluation of student work with careful scaffolding to allow students to empower each other and speak kindly to each other with specific and constructive feedback

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Peer evaluation of student work with careful scaffolding to allow students to empower each other and speak kindly to each other with specific and constructive feedback

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Give students the freedom to choose whatever and whenever possible. Songs, instruments, topics, whatever. Including the authority to take a break once in a while.

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Give students the freedom to choose whatever and whenever possible. Songs, instruments, topics, whatever. Including the authority to take a break once in a while.

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Having advanced or semi-advanced students teach/help struggling students. Sharing work through digital platforms.

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Having advanced or semi-advanced students teach/help struggling students. Sharing work through digital platforms.

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Incorporating real world tasks and non-performance related tasks into performance based classroom. Giving community and team building time - both musical and non-musical fun activities.

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song writing, lyric analysis, artist discoveries

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Perform together

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Having students find others with common song preferences.   Matching up students who are struggling with a skill with those who have mastered it and can help.  Having students do assessment and check-in flipgrids in teams together.

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Having students find others with common song preferences.   Matching up students who are struggling with a skill with those who have mastered it and can help.  Having students do assessment and check-in flipgrids in teams together.

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Allowing them time to talk. Allowing the leaders to shine.

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Personal connection to a specific piece or at least the themes/emotions connected to that piece.

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It's connected to everything.

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Assigning jobs randomly (pre-covid of course)

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Assigning jobs randomly (pre-covid of course)

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Icebreaker activities that involve movement. I love "Switch with me if..."

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Student sharing performances. Students learning a song on their own and then teaching the class. Students sharing playlist they create.

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Student sharing performances. Students learning a song on their own and then teaching the class. Students sharing playlist they create.

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Mostly when students share their own music, stuff they like, stuff they listen to, stuff they want to learn.

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Mostly when students share their own music, stuff they like, stuff they listen to, stuff they want to learn.

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Creating norms together.  Doing group work.  Sharing work on flipgrid.

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Creating norms together.  Doing group work.  Sharing work on flipgrid.

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if someone has experience on an instrument, have them become a team leader

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if someone has experience on an instrument, have them become a team leader

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repertoire

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I always play along with my kids and I find that showing them possibilities has made them  work harder towards a goal. Always sharing my part with them brings the class closer together. 

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I always play along with my kids and I find that showing them possibilities has made them  work harder towards a goal. Always sharing my part with them brings the class closer together. 

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Sharing your preferences, sharing your opinions

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Sing songs that the children listen to on social and other media.

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Sing songs that the children listen to on social and other media.

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music making, composing, student choice in repertoire.

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music making, composing, student choice in repertoire.

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I asked students what their favorite song or songs are. Then played a team trivia game with a name that tune round using the songs they said were their favorite

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I think that working in groups on improving the music and setting goals for example, "glow and grow."  I think that it helps students focus in and create better music together and build community.

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I think that working in groups on improving the music and setting goals for example, "glow and grow."  I think that it helps students focus in and create better music together and build community.

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let's play that section as.......name of a student.

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let's play that section as.......name of a student.

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Showing the students that I am human,  I make mistakes also. Don't be afraid to make mistakes.

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Showing the students that I am human,  I make mistakes also. Don't be afraid to make mistakes.

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I push in, so especially this year I have very little control over how students are positioned physically in a space. The older elementary students have their desks arranged in small circles. I have them working frequently in these small groups, which I frame as being "bands". Many students are excited and intrigued by the idea of being in a band, which makes many students more motivated to work together. 

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I push in, so especially this year I have very little control over how students are positioned physically in a space. The older elementary students have their desks arranged in small circles. I have them working frequently in these small groups, which I frame as being "bands". Many students are excited and intrigued by the idea of being in a band, which makes many students more motivated to work together. 

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I have my students do a lot of work around songwriting, but in the context of a larger course on the Musical Genres of NYC. In the process, they learn about themselves through expressive songwriting and about their city and the beautiful cultures that it is comprised of.

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I have my students do a lot of work around songwriting, but in the context of a larger course on the Musical Genres of NYC. In the process, they learn about themselves through expressive songwriting and about their city and the beautiful cultures that it is comprised of.

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I feel when the students really love a piece they are playing their real selves shine.

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I feel when the students really love a piece they are playing their real selves shine.

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Always be caring
Showing your true self
Provide students with musical and other opportunities/time to be a community.

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How they react to any particular activity, and why.  Is there a rhythm or tune, or lyrics they relate to?  ...also how they change in demeanor over a class period.  Did they come in tense and relax? ..or get frustrated?  Hopefully follow-up discussions will follow to help understand a student's individual view.

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How they react to any particular activity, and why.  Is there a rhythm or tune, or lyrics they relate to?  ...also how they change in demeanor over a class period.  Did they come in tense and relax? ..or get frustrated?  Hopefully follow-up discussions will follow to help understand a student's individual view.

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Getting students to share their musical tastes and sharing their compositions with each other

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Student-informed and voted repertoire. Keeping conversation going even when it's outside of expectations.
And with some students, we would also sometimes converse in 2nd and 3rd languages (when it's applicable), when they want to initiate conversation in that language.

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Playing along with the students, sharing musicians' birthdays at the start of class and sharing fun facts about them-I incorporate a lot of popular musicians so that allows them to connect, playing together in person

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I think that music has a lot of feelings, emotions and ideas.  I think that it builds identity in large ways.  On that subject, there was an interesting research shared on NPR about different personalities being drawn to different types of music.  Identity work and the music classroom goes hand in hand.

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I think that music has a lot of feelings, emotions and ideas.  I think that it builds identity in large ways.  On that subject, there was an interesting research shared on NPR about different personalities being drawn to different types of music.  Identity work and the music classroom goes hand in hand.

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mostly with the music I share with my students. either my own works or my favorites

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musical selections