Classroom Management for greeting, pitch, lazy voice, and group activity by Tricia Horvath

Classroom Management for greeting, pitch, lazy voice, and group activity by Tricia Horvath https://padlet.com/triciahorvath/upro261c5sbq Observation Strategies By:Tricia Horvath en-us 2018-02-02 13:15:19 UTC 2025-11-15 05:29:49 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png "Someone is using their lazy voice." Let's see if we can use our singing voice. If the student still sings in a monotone talking voice, explain if we go buy tickets to see a performance and the person we paid money to go see gets up on the stage and starts singing, (illustrate monotone talking voice) Do you think we got our money's worth? I don't know about you, but I would want to get my money back. Your parents and grandparents want to hear you sing, not use your talking voice. Let me hear you use your singing voice. This little bit of instruction got all the students paying attention to their voice and sung using their singing voice. They also were louder because they were concentrating on singing. triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227463285 2018-02-02 13:20:43 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227463285 Many teachers have found that the best way to start each day is by greeting students at the door (http://www.educationworld.com/a_curr/profdev003.shtml). triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227468159 I observed the teacher meet the students at the door. Before they were allowed to enter the room, she instructed the students who would normally sit on the top riser were now going to sit on the carpet and the students who normally sit on the bottom riser were going to sit in their normal spots. The classroom was arranged differently, it had instruments on the top riser positions. The students were instructed to leave their book bags, books and things outside the classroom door. She also instructed the students to enter the room quietly and find their seats.]]> 2018-02-02 13:32:33 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227468159 The students were altering their pitch up to the note (like a glissando), instead of centering their note when they sung. So the teacher had the students get out their imaginary dart ( pinch their thumb and first two fingers) and let it go toward her target. The target was a real target up on her board made of felt with a bright red center. She instructed them to hit the center by saying the word. She demonstrated and they did it back. Since they were playing a game while doing it, it seemed like fun. They took time to send their pretend darts at the target and saying the word correctly, before moving on in the song. When she started the song again, all the students remembered how to say the word without altering their vocal pitch. triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227476829
An individual's ability to monitor the sound of his or her own voice while singing is an essential skill if one wishes to sing accurately (Beck, Rieser, & Erdemir, 2017). A theory proposed by Berkowska and Dalla Bella (2009) suggests that singing engages a vocal sensorimotor loop in which perceptual output is continuously compared against an internal representation of the intended pitch or melody. It is reasonable to ask how and when this skill develops in the course of normative development (Tsang, Friendly, & Trainor, 2011). Two hypotheses are as follows: Learned associations between the act of singing and how that singing sounds may become stronger with age and experience. Alternatively, age and experience may result in more automatization of pitch control and less self-monitoring of auditory feedback (Beck, Rieser, & Erdemir, 2017).

Beck, S. L., Rieser, J. J., & Erdemir, A. (2017). Singing without hearing: A comparative study of children and adults singing a familiar tune. Psychomusicology, 27(2), 122-131.

Berkowska, M., & Dalla Bella, S. (2009). Acquired and congenital disorders of sung performance: A review. Advances in Cognitive Psychology, 5, 69-83.

]]> 2018-02-02 13:51:27 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227476829 The word scale has different meanings. I'm going to give you time to work in groups to find different meanings of the word scale. Now don't leave anyone out, make sure you include the person to your left and right, if you need to work in groups of two or three, that's okay. I'm going to walk around the room and see what answers you come up with for the meaning of the word scale. Ready, go! As the teacher walks around the room she asks the groups what did they come up with for a meaning. To gain back their attention, she called 1, 2, 3, eyes on me! The students stopped their discussions and looked at their teacher. Active learning has a number of benefits. Encouraging students to take command of their own learning increases student motivation, improves decision making, problem solving, pattern recognition, and creative thinking (Yaylaci and Beauvais, 2017). Effective education must stimulate cognitive, motivational, emotional, and social processes in students, as well as declarative and procedural knowledge in the broadest sense. Due to the complexity of all these educational goals (cognitive, motivational, and social) to be achieved by teachers, teaching is becoming one of the most complex professions in modern society. However, high quality knowledge of subject area alone is not sufficient for successful leadership and support to pupils: knowing how to take into account their individual differences is vital; therefore, it is not enough to have knowledge from the field of education and psychology without adequate subject knowledge (Kalin ,Peklaj, Pečjak, Levpušček, and Zuljan, 2017). triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227483867
Kalin, J., Peklaj, C., Pečjak, S., Levpušček, M. P., & Zuljan, M. V. (2017). Elementary and secondary school students' perceptions of teachers' classroom management competencies. CEPS Journal : Center for Educational Policy Studies Journal, 7(4), 37-62.

Yaylaci, S., & Beauvais, E. (2017). The role of social group membership on classroom participation. PS, Political Science & Politics, 50(2), 559-564.]]> 2018-02-02 14:04:55 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227483867 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227540525 Fish Scale]]> 2018-02-02 15:50:17 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227540525 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227540755 Mass scale]]> 2018-02-02 15:50:45 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227540755 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227541317 Weight Scale ]]> 2018-02-02 15:51:38 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227541317 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227543114 Musical Note Scale]]> 2018-02-02 15:54:33 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227543114 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227545891 Balance Scale]]> 2018-02-02 15:59:53 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227545891 triciahorvath https://padlet.com/triciahorvath/upro261c5sbq/wish/227547729 2018-02-02 16:03:20 UTC https://padlet.com/triciahorvath/upro261c5sbq/wish/227547729