Classroom Environment: Fire-Aim-Ready or Ready-Aim-Fire

by: William W. Gourley

A significant aspect of a successful educational experience is the psychological impression on the student. A quick tour of the school buildings offers great insight into the importance of the classroom environment. As one travels the halls of the elementary it is obvious what classroom you would like to have your children in. There are those rooms that are vibrant, inviting and seem to be already teaching at full speed ahead. These kinds of rooms inspire students to be active learners and send the message, “Hold on we’re going somewhere.”

The students know that these teachers are:

• Ready for action.
  • Supplies are on the tables
  • Positive behaviors are reinforced throughout the room
  • Labels tell students what goes where
  • Student desks have names on them
  • Student materials are organized to facilitate quick distribution
• The teacher has a goal he/she is aiming toward.
  • Bulletin boards are filled with appropriate information
  • Student assignments/and duties are clearly communicated
  • Mundane administrative procedures have been streamlined
• As soon as the bell rings the teacher is going to pull the trigger and students are going to learn.
  • There is a clearly defined goal for that day
  • Students will leave more proficient at something or more knowledgeable about something than when they entered
  • Impediments to a smooth learning experience have been eliminated as much as possible
  • Things are happening instead of going to happen

These teachers are Ready, Aimed and Firing-up students.

The same principals apply to that large (hopefully) classroom where instrumental music classes are held. It is with some facetiousness that I avoid the terms; band room orchestra room, rehearsal hall or band hall. There is a subtle psychological implication in viewing our classes taking place in a classroom. The same things that make a successful learning environment in an elementary classroom apply to the instrumental music classroom.

·        Ready

o       Music, chorale books, sight reading materials, mutes, etc. are easily accessible

o       Motivational signs/slogans reinforce expectations

o       Lockers, folder cabinets, music folios, etc. are labeled

o       Chairs and stands are set up and appropriate seating charts are displayed

o       Repair forms and procedures are available

·        Aim

• Bulletin boards display
  • Calendar
  • Upcoming events
  • Local professional, university and community music performances
  • Student achievements
  • Musical cartoons

o     Testing schedules, rehearsal schedules distributed weekly

o     Attendance is taken by use of a seating chart rather than taking time to call out names

o     Procedures to purchase supplies, fundraising, trip forms, practice cards, money, repair, etc. without disturbing the instructional flow

·        Fire

• Warm-up procedure and music for the day’s class is displayed when the students enter
• Class begins as soon as practical after the bell rings
• Warm-up includes pedagogical skills required to perform the literature
• Warm-up develops students’ musical skills
• Work on potential difficult areas (micro) then play the composition (macro)
• Minimal instructor talking and maximum active student participation
• There is review of previously learned material
• There is some improvement every day
• Assignments are clearly defined for the next rehearsal

Instead of:

·        Fire

o       Haphazard warm-up (going through the motions)

o       Rote teaching rhythms and fingerings in the music as students encounter difficulties

o       A lack of reinforcement of previously learned concepts

o       Rehearsing “beginning to end” and fixing problems as they arise

o       Instructor talks more than 30% of the class period

• Aim
  • Fundraising, permission slips and practice cards collected by the teacher
  • Roll call
  • Selling reeds, valve oil, gloves, etc. during class
  • Making announcements about upcoming events from the podium
  • Announcing the next warm-up or selection causing delays while students dig through folders and cases

·        Ready

• Looking for books, folders, and misplaced instruments and uniforms
• Students set up the classroom as they enter
• Materials scattered about the room
• Repairs not processed
• Passing out music during the class period

Fire-Aim-Ready waists a lot of ammunition (energy).  Instruction becomes scattered and hit or miss. It always feels as if there just is not enough time to get the job done. Things get misplaced, deadlines pass unmet, and students never feel prepared for the performance. Eventually, this takes its toll on student motivation and they decide to leave the program.

Ready-Aim-Fire maximizes everyone’s potential, instructor and students, and preserves ammunition (energy). Clearly defined goals, procedures, instructional objectives and expectations guide students to successful musical experiences. Stress levels are reduced and time management is maximized. Students become confident performers and learn to enjoy their experiences.

So, get ready, take aim and fire-up your students to success.