​​InTASC Standard #3 emphasizes the importance of creating a classroom environment that is not only energizing and engaging, but also safe, inclusive, and welcoming. To do this, the teacher must also be energetic and engaging, and overall have a welcoming teacher presence. A music teacher who embraces this standard understands that music is not only about mastering instruments or performing at contests or concerts, but also about fostering a sense of camaraderie and mutual support among students. The teacher encourages diverse learning styles and provides opportunities for all types of students to learn and thrive in the music classroom. This is especially emphasized when working with English Language Learners (ELL) and students with an Individualized Education Program (IEP). The teacher can offer opportunities for both individual and collaborative experiences, foster a culture of constructive feedback and introduce a wide array of musical genres and styles to promote inclusivity and cultural appreciation. Additionally, the teacher can weave music history, theory, improvisation and other musical concepts into their lessons to provide students with a well-rounded understanding of the subject. The teacher should also offer various performance opportunities, from solos to group performances. Throughout their teaching, the teacher should inspire self-motivation, cultivating a lifelong passion for music in their learners. In addition to creating positive learning environments in their own classroom, the teacher should collaborate with other teachers, colleagues and even musicians to craft an environment that not only nurtures individual skill development, but also encourages group collaboration. Students should be able to provide input so the teacher can improve the classroom to best fit the needs of all present.
In my journey towards mastery of InTASC Standard #3, I have gained valuable experiences through teaching private piano lessons, working with different 6th grade orchestras, and teaching music in a Community Center. These experiences have taught me the importance of developing environments that foster positive social interaction, active engagement in learning, and self-motivation. Every classroom and student is different, learning in a wide variety of ways. It is important to foster an environment where each student has an opportunity to thrive. My time at Ball State University has provided me with formal education where I have received an understanding of effective teaching strategies. I have also become increasingly attentive to the needs of students with Individualized Education Programs (IEPs) and English Language Learners (ELL), recognizing the significance of catering to diverse learning styles and abilities. I ensure I do more than just teach my students how to play music. I teach a variety of content and provide both individual and group work. While I am on the path of implementing InTASC Standard #3 in my teaching environments currently, I want to refine my skills for my future classroom. I am committed to continuous improvement and will work towards collaborating with peers and co-workers, staying updated on the latest educational research to create even more inclusive and engaging learning environments for my students.
To continue to grow as a music teacher, I must do all that I can to seek opportunities in which I can learn more about learning environments. I plan to engage with experienced educators and mentors who can provide valuable guidance. Additionally, I will actively seek feedback from mentors to improve my teaching methods and refine my approach to InTASC Standard #3. I will seek professional development opportunities to learn more about this subject and how different students learn best. I specifically would love to learn more about diversity and inclusion, learning about the necessary skills to address the diverse needs of students, including those with IEPS or ELL backgrounds. Taking these extra steps to ensure that I am continuously learning about how to create the best learning environment possible for my students will not only prepare me to meet the requirements of InTASC Standard #3, but to make me a more effective and empathetic educator, committed to the success of every student in my classroom. ​
Attached below are two artifacts which display InTASC Standard #3. The first artifact is from my Band Methods Course, in which we discussed the essential components of creating a positive and inclusive learning environment for our students. At the beginning of the school year, it is crucial for teachers to set expectations, rules, procedures and punishments and to communicate those to students and parents, as this can then create an atmosphere that promotes individual and collaborative learning, positive social interactions, active engagement and self-motivation. We read more about classroom management in the book Instrumental Music Education: Teaching with the Musical and Practical in Harmony, written by Evan Feldman and Ari Contzius, specifically in Chapter 7. Attached below is my Summary and Reaction assignment that went along with reading Chapter 7. The second artifact is from my String Methods course, where we learned about motivating students to learn. We read an article discussing competition in a music program and discussed the positive and negative effects of competition. However, it is the job of the orchestra director to make sure a healthy environment is created, that creativity is not lost, and that the use of competition in the music classroom doesn’t draw away from the true purpose of music and education. Attached below is the article we read discussing competition in a music program and my response to that article. ​