Secondary Management Plan

I currently teach 5th–8th grade vocal and keyboard music at Arts Academy Charter Middle School. Creating a positive, engaging, and supportive classroom environment is a priority in my music classroom.  There are several strategies I intentionally use in order to ensure that students feel comfortable, motivated, and ready to learn in my classroom.

One important strategy is continuing to create an organized and welcoming classroom environment. I make an effort to keep my classroom neat, “pretty” , and appropriately decorated. I believe that a clean and inviting classroom helps students feel more comfortable and focused when they enter the space. When students feel relaxed and welcomed, it can reduce anxiety and allow them to engage more fully in the learning process. Another strategy  is greeting students individually as they enter the classroom. I make an effort to welcome students by name each time they come into the vocal room. This helps create a more personal classroom experience and strengthens the relationships I build with my students. Establishing positive relationships is really important in creating an environment where students feel heard,and supported.

Communication also plays an important role in maintaining a positive classroom culture. When giving feedback, I try to maintain a constructive and encouraging tone. While it is important to provide students with guidance on how they can improve, I also believe in singing their praises whenever possible. 

My personal teaching philosophy is that the classroom should be a safe space where students are encouraged to take risks, make mistakes, and learn from those mistakes. In music education especially, students must feel comfortable experimenting and growing in order to develop their musical abilities.

Behavior management is crucial in maintaining a productive learning environment. At times, Arts Academy Charter Middle School faces challenges with student behavior and accountability. While these challenges may exist school-wide, I make it a priority to hold MY students accountable within my own classroom. I expect students to demonstrate responsibility not only in their musical learning but also in their words and actions. My goal is not only to help students grow as musicians and performers, but also to encourage them to grow as individuals who contribute positivity to their school community. Modeling positive behavior is one of the most effective ways to encourage students to meet these expectations. I  try to model for my students both musically and personally.

To maximize student engagement, I intentionally design lesson plans that are structured and filled with meaningful musical activities. When students remain actively engaged in the learning process, there is less opportunity for distractions or behavioral issues to occur. I have found that minimizing downtime, particularly with 7th grade students, improves both participation and overall enjoyment of the class.

Some students who misbehave may be seeking attention from their peers or reactions from myself as the teacher. In these situations, I try to avoid reinforcing that behavior by giving attention to it. Instead, I document the behavior when necessary and maintain communication with school administration. When redirection is required, I address students using a firm yet respectful tone rather than engaging in arguments. Clear reminders of classroom expectations are also an important part when speaking with these students. I have also learned that student behavior is often influenced by factors outside of the classroom. Many students may be dealing with peer conflict, family concerns, or other external issues that affect their behavior at school. Because of this, I strive to approach students with both empathy and understanding while still maintaining clear and consistent expectations.

The book we recently completed in class has also been beneficial in helping me reflect on my teaching at AACMS. It gave me a good background  in teaching in urban schools and helped me better understand the experiences of students who live in low-income, high-crime urban communities.The idea of maintaining both empathy and firm expectations confirmed my current teaching philosophy.