12/30/2020
Topic:
Students with Disabilities
John Howell
|
I once taught a trumpet student who was visually impaired. I used a copier to enlarge his music whenever possible. He was also seated near the front of the room in order to see anything on the board or screen more easily. He was given additional time to process information when needed. These accommodations enabled him to be successful. |
12/31/2020
Topic:
Tools and Strategies
John Howell
|
One strategy that I could implement in my classroom is Guided Notes. When presenting information on instrument families and the instruments in those families, students could complete the notes and have the information from class presentations to help them study and retain the information. Technology could be used to differentiate instruction and practice reading music notation. Note names or durations could be drilled and practiced at varying levels for each student and, particularly, to help those who are struggling. |
1/3/2021
Topic:
Assessment of Learning
John Howell
|
I recently taught a student who had difficulty maintaining attention. He also had limited impulse control and would act out when he became frustrated. Giving preferential seating in an area that limited external distractions and was closer to the teacher was very helpful. He was better able to remain focused on the task and I was nearby to observe when he was becoming frustrated and I was able to move to calm him. Having consistent routines and procedures also helped him to know what to expect and what was expected of him. |