Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard B

4. EFFECTIVE LEARNING ENVIRONMENTS

Management and monitoring of time, relationships, students, and classrooms to enhance learning, including the ability to:

b. Structure the classroom environment to promote positive peer interactions and positive self-esteem, to ensure that each student is a valued participant in an inclusive learning community;

b. Structure the classroom environment to promote positive peer interactions and positive self-esteem, to ensure that each student is a valued participant in an inclusive learning community;

This substandard addresses the teacher’s ability to exhibit consistent commitment to include and differentiate learning activities, as well as grouping instruction to promote positive peer interactions and self-esteem among students in the classroom.

This substandard embodies everything that band directors work to included and promote in their marching band program. Marching bands need to work as a group on and off the field. Even though marching band is a lot of hard work and can induce blood, sweat and tears from students, one performance is enough to get even the toughest band student hooked. From band camp to the end-of-the-season parties, marching band should include evening activities, instrumental sectionals, group music rehearsals, and other activities on top actual daily marching rehearsals. Without these opportunities to promote positive peer interactions and build individual self-esteem, the group cannot hope to perform to the best of their abilities and get the rewarding sense of accomplishment that comes along with it.

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