Inclusive Music EducationI believe in creating a welcoming and inclusive classroom where all students are encouraged to achieve at their individual maximum capacity. I achieve this by letting students know that my classroom is a safe place to take supported risks, to make mistakes and to ask for help. We explicitly discuss and co-create classroom expectations around how our classroom should look, sound and feel so that everyone can succeed at reaching their learning goals. I discuss with students my expectations around their use of supportive language and thoughtful feedback with their peers. Building a learning community where students feel safe, valued and supported helps all students feel a sense of belonging regardless of their abilities or challenges.
To create an inclusive classroom I incorporate a variety of teaching styles and techniques from large group activities and small group learning centers, to co-operative learning techniques and individual conferencing. I structure lessons using the Gradual Release of Responsibility Model so that students have the opportunity to take supported risks, receive feedback and practice skills many times before being formally assessed. I use a variety of modes to teach concepts including, but not limited to, teaching explicitly, singing games, playing instruments, Smartboard activities, multimedia presentations, visual-aides, manipulatives, and web-based tools. My students are provided with educational activities that address their multiple learning styles and enable them to make choices in how they demonstrate their learning. When adaptations, accommodations or modifications are necessary it is important to me that I consult with other teachers, district support staff, the family and the student in order to best meet each child's unique learning needs. Whenever possible I attend all IPP (IEP) meetings that concern my students, even if I only see them for music, as this information helps me to plan for their learning in my classroom. I am currently researching how to differentiate my instruction for Gifted, Talented, Creative and Twice Gifted students. Please click here for more information. As a music teacher I often hear horror stories of those who tell me, "I couldn't sing, so my teacher told me to mouth the words", or "I couldn't sing so my teacher made me play the drum." Meaningful participation and authentic learning through musical activities is what I hold myself most accountable for with all my students including those with unique learning needs. |
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