Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard E

5. RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT

Systematic reflection to organize and improve teaching and develop effective relationships, including the ability to:

e. Embrace and model teaching as a lifelong learning process and continue efforts to develop professionally;

This substandard addresses the teacher’s ability to actively embrace and model teaching as a lifelong learning process. This included adjusting and reflecting on their current goals and objectives as a teacher.

For the instrumental music teacher, an example of this can mean choosing music that is the correct musicality level of your current ensembles. I’ve seen directors who purposely choose music beyond the level of their ensembles, hoping that the difficulty in the technicality will force their students to practice and become better performers. But it rarely ever works. The students who are struggling the most in rehearsals will quit, while the ones who are embarrassed by what they view as failure on their end will loose self-confidence.

Directors should observe what their ensembles can do now and set realistic goals for where they are and what they can accomplish in a semester’s time. By setting single, short-term goals for individual performers or sections, such as mastering light-tongue articulations in the clarinet section or legato expressive playing by a particular baritone player, your chances of achieve success improve drastically.

Also set goals of selections you’d like to be able to accomplish in the future. Pick “stepping-stone” pieces to help your ensembles develop to a level of musicality where they will be able to tackle the bigger and tougher selections.

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