Classroom Management Plan
(Ideas for an Elementary General Music Classroom)
Overall Philosophy
I believe that music has the potential to be one of the most inclusive environments in a
school setting. Music crosses academic and social boundaries, and therefore is the perfect place
for inclusive education. I believe that every child deserves an equal opportunity to experience
the impact music can have on their life. I feel very strongly about the rights of special education
students, and I aim to have a classroom that includes and provides the same musical experiences
for all students. While the manner in which a musical experience is achieved may be different or
unique for some individuals, the experience itself is what matters, and finding a way for all
students to experience and connect with music personally is the utmost goal of music education.
Environment
A music classroom (or any classroom) should provide a sense of comfort, stability and
safety for children. I have learned how to maintain consistency while being flexible and
allowing the direction and motivation of the students to drive the learning. As seen on the
classroom schematic, there is plenty of room for activities and adjustment to make students feel
comfortable, as well as establish a sense of community. Placing students in a U shape allows
them to feel a sense of community with each other, but still maintains enough personal space
between seats. Having desks that fold up and down allows students to do work at their seats, but
also provides access to the open space in front of them for movement and musical experience.
Organizing Your Classroom
I am a very logically driven person, and the organization of my classroom would
certainly reflect the logical side of me. I also love to decorate, so designing a classroom is
exciting to me! In an elementary classroom there are students of varied grade levels coming in
each day. I think that having a board for each grade that shows the main concepts they are
learning is a unique way to unite all the levels. Not only can each grade see and understand the
concepts they are learning, but they can also look forward to what they will learn in upcoming
years/reflect on the things they have already learned in music class. While second grade may be
doing rhythm, third grade may be doing notation, fourth grade learning recorders and fifth grade
doing music history. This also is a way to remind students that music is for everyone, no matter
what age! Other posters and decorations will fill the walls, containing motivational and
educational music posters. Basic music ideas such as note names, solfege syllables, note values,
and instrument families help serve as a reminder to students as they learn music. Having a board
up front with the agenda for each class of the day is the final part of classroom organization.
Developing Rules/Routines/Procedures
Naturally, the rules and policies of the school are the primary source of structure.
However, as a musical learning facility, things might flow a little differently in my classroom. I
always plan to have music playing while students are entering the room. This can be a song they
learned, a song they are going to learn, or a classical piece of music we will study. Regardless,
the intent will be to contain and direct their energy towards music and help them transition their
focus to class. Students will be expected to come in and find their seats and identify something
(e.g. find the steady beat, listen to the melody and be able to sing it, identify instruments) in the
welcome music in order to transition into the lesson. From there we will follow the agenda for
the day as posted on the board. I have also found that using music during transitions within a
lesson is helpful in managing the focus, talking and amount of time it takes students to switch
gears. Using the same techniques (in slightly innovative or different ways), helps to establish
consistency in the classroom and gives students unspoken cues regarding the flow of classes.
Every day before students leave, some or all of them will be asked what they learned in class as a
closing wrap-up to the lesson.
Assigning and Managing Work
I will definitely have the outlined plan for class posted. I have a strong personal
preference for agendas and organized lists. I have found that they help me to stay organized and
stay on track with myself, not to mention that they are beneficial for students. For elementary
students, listing the activities (without specific names of songs or games) would be most
practical, in order to keep them engaged and anticipating what is coming next, while still
providing structure to the class. This way, I can follow my own structure and students can know
what activities to expect without getting distracted by the details. A lesson outline for each class
of the day will also include some sort of question that students should be able to answer at the
end of class. This is the learning objective/outcome, and helps students to be aware of what they
should be learning every day.
Preparing for Instruction
Once a curriculum is built, lessons can be developed. In collaboration with other music
teachers in the district, as well as with general classroom teachers, lessons can be planned to
coordinate with ideas that can be transferred between learning settings. Ideally each lesson will
remain the same throughout each class, and only daily lesson plans will need to be adapted on a
regular basis. The classroom will be set up prior to class, with all materials that will be needed
set up/at the individual seats in order to provide maximum instruction time.
Managing Behavior
Following the schools behavior management plan is the first step to classroom behavior
management. Communicating with other teachers and parents is also critical for effective
behavior management for individual students. To manage classroom behavior, I have developed
a hypothetical reward system. In this system, there is a piano (octave from C-C) on the board for
each class. When inappropriate behavior occurs, a class can receive a strike. For every day that
a class receives no strikes for inappropriate behavior, one key on the piano will be colored in. If
the class gets any strikes, they do not earn a piano key for the day. When all 8 of the keys have
been colored in, the class receives an award. This can be something as simple as playing a
musical game, singing a class favorite song, or something more involved like an ice cream party.
These pianos will be displayed for all students to see, so that they can compete with other
classes to have the best behavior and race to earn a reward.
Maintaining Momentum
Pacing and transitions are very important to maintain timely lessons. Using timers that
play music (sort of like musical chairs) can help students know when their time to do an activity
is up. When the music stops, its time to switch to the next activity. Playing purposeful music in
between activities also helps to minimize talking and maintain focus by directing the thoughts of
the students to the musical ideas they are hearing. Having all the supplies needed for a class
period ready prior to class also helps to maintain momentum within a lesson. I have found that
sending students to transition in small groups is more successful and efficient than sending the
whole class at once. This way, some students are cleaning up/preparing while the rest are still
purposefully listening to music. Focus is maintained more easily because not everyone is in
commotion and transitioning at the same time.
Schematic Plan of Classroom
