7/18/2023
Topic:
Students with Disabilities
Abby Sexton
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I have quite a few students with emotional/behavioral disabilities. One friend in particular had an extremely difficult time with the transition from his homeroom class to my music room. He would often come in visibly shaking with anger, fear, and anxiety and would display a range of disruptive behaviors from calling out inappropriately, to attempting to break classroom materials or harm others.
Together, the homeroom teacher, the resource teacher, and I came up with a plan for him to have a calm corner that was available to him immediately upon entering my room. He didn't need to ask permission or discuss moving to it with me. He could go and sit, disengage, breathe, and move to his assigned area when HE was ready to join us. It wasn't long before he became so much more comfortable coming to my room. By the time he was in 5th grade, he was one of my star Ukulele players.
Most of all, you could see that he was pleased with his progress and felt good about himself each time he came to music. It was an incredible teaching experience for us all. |
8/30/2023
Topic:
Tools And Strategies
Abby Sexton
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Two Strategies Commonly Used in my Classroom:
- Cooperative Learning: While working through Recorder Karate, students are grouped by level to work their way through the four steps before taking their Belt Test. They work together to help each other read and understand rhythms, pitches, and finger placement. Once a student passes, they become a tutor for others who may be struggling.
- Chaining: I regularly use this strategy to teach song. We start by teaching the last phrase of a song. "Watch and listen while I sing. When I am done, please raise your hand to tell me what it is that I sang when I go like this....(demonstrates hand motions that accompany last phrase). Once answered, I again model the phrase and ask students echo. We continue this way, connecting the phrases as we go until students can sing the whole song.
edited by Abby Sexton on 8/30/2023 |
8/30/2023
Topic:
Assessment of Learning
Abby Sexton
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Adaptive Assessment:
For Recorder Karate, some examples of adaptive assessments that are available to my students are:
- Allowing the student to play on their own, with a partner, or with me during the assessment.
- Allowing the student to record their belt test on their tablet and send it to me through Quaver.
- Providing alternative recorders for students with physical disabilities.
- Allowing the student choice on whether or not to play along with accompaniment for assessment.
- Allowing the student autonomy in deciding readiness to test.
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