Music Class Reward Programs

Over this year in my classroom, I have organized two types of reward programs: one program to reward band students for "performing" above and beyond the class requirement and one program to encourage my general music students to make good behavior choices.


BAND: IT'S REWARDING!

As with many band directors, I have struggled with how to recognize students who are motivated to complete additional assignments beyond the class assignment such as scales, practicing, and attending performances outside of school. This year, I experimented with this program:

Activities, point values, and reward levels

Each additional assignment is assigned a point value; I also remain open to any suggestions from students for assignments I haven't considered. As the students accumulate points, they reach prize points. I printed class rosters, posted them on the wall, and keep track of the points in a prominent area of the classroom.

Class rosters and point tally

For my highly motivated students, this gives them the recognition they desire. For the slightly motivated students, this gives them the kick in the butt to work just a bit harder. For the rest, not much difference in their choices, however it is not viewed as a negative consequence.


STAR STUDENTS

Prior to winter break, my 6th grade general music students began making very poor behavior choices. So I spent a few days devising a rewards program to encourage them to make the good behavior choices.

Class Dojo, star-shaped hole punch, reward cards

Using ClassDojo (online and iPad app), I created class rosters for each class and set up the lists of desired behaviors (positive, green points) and undesired behaviors (negative, red points). During the class period, I keep track of each student's behavior choices. By the end of the period, they need to have earned more positives than negatives and be "in the green." This earns them a "star:" I hole punch a star onto the reward card. Stars can be redeemed for prizes such as candy, key-chains, or special privileges.

Within 4 days (I see my student every other day), the reward program was paying off. The students who consistently make good behavior choices are rewarded for these choices. The students who sometimes make poor behavior choices have a reason to choose positive behaviors. Of course, there are still a few (approximately 1 per class) that this program does not work for since they find more power and control in their current poor behavior. We can't win them all, but we can encourage those on the "fence" to make appropriate choices.

The Reflective Musician: My MdMEA Session

I presented (for the first time!) at the Maryland Music Educators Association Conference. For those who were not able to attend my session (since you were busy or live in another state) and for those who wanted a chance to review the info, here is my presentation in a nutshell (but not literally "in a nutshell", although that would be an interesting delivery system):

THE REFLECTIVE MUSICIAN

This session will provide methods and resources in teaching student reflection techniques to gauge personal learning and progress in instrumental music classes. Methods range from instant reflections using only a few seconds of class time, to complete projects involving multiple class sessions and methods of reflecting. Session attendees will leave with a packet containing worksheets & prompts that can be used immediately, and concepts & examples of how to implement reflection methods daily. 

(Confession of dishonesty: I did not create packets since I could hear the trees screaming. Instead I provided my contact information so those who wanted electronic documents could request them... as can you.)

Why Teach Reflection?

• Reflection is an inherent task in the Arts. An artist must evaluate what they produce in order to learn and grow from the experience.
• Growth is achieved through mistakes and successes. Students often focus on success or mistake, but not both; we must teach them to look at both.
• The more we practice Reflection, the more comfortable the process becomes. Have you ever watched a video of yourself teaching? My first experience was one of the most uncomfortable moment of my life; now I find the practice invaluable!

 Reflection is in the Standards

• National Standards for Music Education #6 & #7
• Maryland Standards for Arts Education 1.0 & 4.0
• Common Core State Standards Math1, Math2, LiteracySL1, & LiteracySL2

         (This list is a quick touch on the standards; there are methods of linking reflection to practically every standard.)

Reflection is in Teacher Evaluation

Charlotte Danielson Framework for Teaching

• Components 2a, 2b, 3b, 3c, & 3d

How Much Time?

• Minimal Time & Preparation: Thumb Checks and Rating Scales
• Medium Time & Preparation: Recordings and Performance Reflections
• Extensive Time & Preparation: Portfolios and Projects
  

Minimal Time & Preparation

These practices do not need any preparation time or equipment and take minimal class time. These are "instant" reflections.

Thumb Check & Rating Scale: to quickly gauge student understanding or opinions

"Thumbs up if you completely understand Allegro, thumb middle if you kind-of understand, or thumbs down if you have no clue about the term."

"Thumbs up, clarinets, if you successfully shifted from A to C; thumb middle if you need more practice; thumb down if it did not work at all."

"Show me fingers of how well we followed dynamics when we performed this piece: 1 is we performed all the dynamics, 3 we performed some, and 5 we performed none."

Always incorporate follow-up questions. As the teacher, you can select any student and ask "Why did you give us that rating?" or "Why was your thumb in the middle?" You can also ask that student to then ask another student to share their reasoning and so on.

Medium Time & Preparation

These practices need preparation time and/or equipment and take some class time. These are reusable reflections once you create them the first time.

Recordings: of a professional group or of the student group. I keep a digital recorder handy at all times to record my group and do instant playback.

"Listen to this recording of Over the Waves; compare and contrast it to how you just sang it."

"I just recorded you as you played the chorale. What do you think of our balance?" 

Concert or Festival Reflection: listening to or watching a performance and completing reflection questions on a worksheet.

"List two things the band did well at the performance."

"List one thing the band needs to improve."

"List one critique from the festival judges." 

"What is one suggestion from the judges that you can implement immediately. Why did you select this suggestion?"

Depending on the experience level with reflection practices of your group, you may also keep the worksheet open-ended:

Using this form, the student lists the compliments (+) and critiques (-) for each piece of music, circling the one that can be fixed at the next rehearsal.

Practice Reflection: with an emphasis on goal-setting and reflection, instead of total time spent practicing.

The student sets two goals for the week and marks progress towards achievement at each practice session. Additional reflection questions are answered at the end of the week.

Extensive Time & Preparation

These practices need preparation time & equipment and will take class time, often spread over multiple days.

Portfolios: this method is primarily for goal-setting and performance preparation. Depending on the needs of your students, the goals can be performance-based (intonation, musicality, etc.) or behavior-based (bringing class supplies, talking when appropriate, etc.). Portfolios can be combined with a project, as shown below.

Projects: this method is used to achieve a task while setting and progressing toward goals. The task can be solo performance, small ensemble performance, or composition.

In the examples below, my students formed small ensembles and selected music to prepare & perform for the class. This process was spread over 15 class meetings, using only 15-30 minutes at a time.

This is the first task which occurred over 2 class sessions. The students were encouraged to write honest and thoughtful answers, not answers they believed I wanted.

The students then set individual goals to give them a focus during the project. I insisted on complete sentences for every item in the portfolio.

Open-ended question allowed them voice their opinion, while encouraging them to practice good writing skills.

Two of the items in the portfolio asked them to reflect on goal progress.

Prior to performing for the class, the groups had to record and assess their performance. I encouraged them to be honest in their evaluation, since the grade at the bottom of the chart would not be the grade at the top of the sheet; that grade is based on completion instead of performance.

As with all teaching practices, I continually tweak my methods as well as gather new methods. I attended a session the day before I presented my session and discovered additional reflection practices that I plan to use this year.

Keep your eyes and ears open, listen to and address the needs of your students, and remember to share, share, share!!! The more the students reflect, the more they will reflect without your guidance, which is something they can use in every facet of their life.

MusEdMot Transcript: Teacher Evaluation

Here is the threaded transcript of the discussion I moderated today on Twitter for the Music Ed Motivation Day.

GREETING
 Mused Motivation Day ‏@Musedmot
It's Noon! @MusicHeather is our moderator for a discussion on Teacher Evaluation! Come join in!

Heather ‏@MusicHeather
#musedmot Teacher Evaluation in the Music Classroom.

QUESTION #1
What, where, and for how long have you been teaching?

Heather ‏@MusicHeather
Music (band & general), MD & PA, 12th year :)

Catie Dwinal ‏@musiccargirl14
Elem general, NH, 3 years!

 Kelly Petro ‏@kellyapetro
7-12 choral Rochester, NY 9 years

 Stephanie Sanders ‏@Stephdon
5-12 band, HS music tech, theory, comp, history at Berwick Academy southern ME 9 yrs there - 35 total Yikes!

Pat Toben ‏@mrstoben
19 years- general music, music tech, band, choir

Elizabeth N ‏@MsNystedtMusic
Elem general in Elgin, IL. This is my (gulp) 10th year.

QUESTION #2
Have you been evaluated this Semester, or will you be evaluated next Semester? Was (or will) your evaluator knowledgeable in music?

Kelly Petro ‏@kellyapetro
Our eval is a year long process I've been observed 3 times so far. There will be at least 3 more.

Stephanie Sanders ‏@Stephdon
informally but formally probably not. DFA visual art based good educator, likes music but really knowledgeable in music ed. ped. no.

Pat Toben ‏@mrstoben
No. Walk-throughs but not formal.

 Elizabeth N ‏@MsNystedtMusic
My evaluator is in charge of Fine Arts for the district, but she is a former art teacher, not music.


Stephanie Sanders ‏@Stephdon
@MsNystedtMusic same here.

 Heather ‏@MusicHeather
I have been evaluated this Semester, and I will be evaluated again next Semester.

 Elizabeth N ‏@MsNystedtMusic
I think my evaluator knows what to look for, though, since she does see so many music teachers in action. I have not been evaluated yet this year, but I am on the cycle to be.

QUESTION #3
Briefly describe the evaluation form or system for your school.

 Pat Toben ‏@mrstoben
Hybrid CharlotteDanielson model every 3 years. Walk-throughs all the time.

Heather ‏@MusicHeather
@mrstoben CD as well here, 2nd year using the Framework

Pat Toben ‏@mrstoben
@MusicHeather I love it! Very comprehensive.

Kelly Petro ‏@kellyapetro
end of the year I will be given a number score based on my observations and the results of student tests - both music and ELA

Heather ‏@MusicHeather
@kellyapetro My final eval also depends on math & reading scores

Kelly Petro ‏@kellyapetro
this is the 1st year of this eval system. NY districts were required by law to adopt this system because of RTTT

Elizabeth N ‏@MsNystedtMusic
This is the 3rd year we're using Danielson, the 2nd time for me being evaluated with it. We are evaluated every other year.

Kelly Petro ‏@kellyapetro
scored out of 100 based on a 38 page rubric, observation results, and student test scores

Heather ‏@MusicHeather
2nd year on Danielson Framework; 2 evals (50%) + MAP scores (30%) + School Index; used to be "check-list" form: poor, area for growth, satisfactory; I find Danielson more comprehensive & useful

Stephanie Sanders ‏@Stephdon
Very generic form, 3yr cycle, 2-3 DFA in-class obsv., mostly based on yearly self-evaluation, sit-down chat w/DFA. we are moving to a more formal evaluation but not quite there yet. we also currently include Ss evaluation in each class we teach 7-12

Catie Dwinal ‏@musiccargirl14
We have a confusing teacher eval system, It makes it look like we did badly but in reality a check minus is good. I get observed 9 times a year because I'm in my first 3 years. Anyone else have this happen?

Heather ‏@MusicHeather
@musiccargirl14 That's a lot! First 2 years = 4 times for me.

Joe Guarr ‏@jguarr
@musiccargirl14 I think that's new standard in MI. 3 observations/year until you get tenure.

Stephanie Sanders ‏@Stephdon
@musiccargirl14 in public/current school supposed to be several times 1st 3 years in school. In all my years never happened.

Catie Dwinal ‏@musiccargirl14
@MusicHeather @jguarr told admin I get nervous when they're in there. The new admin started showing up at least for 5 min 2X a wk

QUESTION #4
How does the eval system work FOR you as a music teacher?

Heather ‏@MusicHeather
Checklist system did not work for me. Danielson kicks my butt into gear!

Stephanie Sanders ‏@Stephdon
self-eval is good for me, makes me reflect/document Whole process makes me look good but doesn't help me be a better teacher.

Heather ‏@MusicHeather
@Stephdon Part of my eval is to video record lessons and self-eval 2x a year; definitely see myself differently!

Stephanie Sanders ‏@Stephdon
@MusicHeather Yes! Video and/or audio tells it as it is! Agree!

Stephanie Sanders ‏@Stephdon
@MusicHeather record audio almost every band class mostly to check band sound - but amazing things I learn about my teaching!

QUESTION #5
How does the eval system NOT work for you as a music teacher?

Joe Guarr ‏@jguarr
@MusicHeather I crave content-specific feedback. There's no system in place right now to get observed by a music expert

Heather ‏@MusicHeather
@jguarr I had the privilege of getting a music expert in to observe me last spring...  soooo helpful!!

Stephanie Sanders ‏@Stephdon
@jguarr @MusicHeather This would be so helpful to us!

Catie Dwinal ‏@musiccargirl14
Wish I could have a music expert eval me!

Joe Guarr ‏@jguarr
@MusicHeather Somebody from your district, or somebody from outside?

Heather ‏@MusicHeather
@jguarr The principal of our Arts Magnet HS, who is a former band director; he provided amazing feedback, insight, and ideas

Stephanie Sanders ‏@Stephdon
@MusicHeather @jguarr That is fabulous!

Catie Dwinal ‏@musiccargirl14
@jguarr @MusicHeather its hard to get evaluated fairly on one class

Joe Guarr ‏@jguarr
@MusicHeather @musiccargirl14 So true. A brief snapshot isn't terribly informative for admins or teachers.

Heather ‏@MusicHeather
50% of my overall yearly eval is based on items NOT in my classroom: math & reading tests scores and school performance, and my evaluator last year & this year are not knowledgeable AT ALL in the arts, much less music!

 Joe Guarr ‏@jguarr
@MusicHeather That's a huge flaw in eval today. We should not be evaluated based on     students that we might not even teach

Catie Dwinal ‏@musiccargirl14
I really wish my evals were based at least a little on my shows, thats the final result of those classes that they come watch!

Stephanie Sanders ‏@Stephdon
It is too fluffy. Doesn't help me improve my teaching and specifically related to how I teach music.

 Heather ‏@MusicHeather
@Stephdon Fluffy? How so?

 Stephanie Sanders ‏@Stephdon
@MusicHeather Not consistent from teacher-teacher/yr.-yr., set up to make us feel good     w/o any concrete, helpful feedback.

 Heather ‏@MusicHeather
The current system (Danielson) is better than checklist, but seems better suited to ES classroom teachers

 Stephanie Sanders ‏@Stephdon
@MusicHeather con't. I feel the "form" is generic seems like it covers the fact the evaluator lacks content knowledge. 

QUESTION #6
Where could you find "music experts" in your area to ask to observe you?

 Heather ‏@MusicHeather
Colleges & Universities (although some may have been out of "the classroom" too long)

 Joe Guarr ‏@jguarr
Put out a call to any retired music teachers in the area. Wouldn't be "official" but could be beneficial.

 Heather ‏@MusicHeather
@jguarr Definitely! Great idea! I'm sure my fine arts supervisor knows who they are.

 Stephanie Sanders ‏@Stephdon
univ. faculty observe, more relevant to have music colleagues w/excellent programs. Issue = their time.

 Heather ‏@MusicHeather
@Stephdon Yes, and the idea of "compensating" them for their time is always my concern.

 Stephanie Sanders ‏@Stephdon
@MusicHeather Yes $$ compensation important!

QUESTION #7
Does the eval system provide useful feedback for you as a music teacher?

 Catie Dwinal ‏@musiccargirl14
Somewhat, I get good feedback on classroom management but nothing else really

 Stephanie Sanders ‏@Stephdon
some things relating to classroom mngmt/org but not at all related to my music teaching.

 Heather ‏@MusicHeather
Yes and no. The feedback on the new sys is more valuable and useful, however does not come from a musician

 Joe Guarr ‏@jguarr
Classroom management tips have been helpful, content specific feedback has been non-existent. So yes and no. 

Elizabeth N ‏@MsNystedtMusic
I agree, not much on actual MUSIC teaching, just on teaching in general.

 Kelly Petro ‏@kellyapetro
we used to have a peer eval/mentor program. this provided me with the most useful feedback ever! I worked with other choral teach

 Elizabeth N ‏@MsNystedtMusic
We can take days to visit other music teachers in our district for ideas, although I haven't taken advantage of it.

 Elizabeth N ‏@MsNystedtMusic
I'm assuming it can work in reverse and we can ask those other music teachers to visit us for evaluation.

WRAP-UP
 Heather ‏@MusicHeather
Our time is up!!! Thanks to @Stephdon @jguarr @musiccargirl14 and @mrstoben for an excellent discussion!

Heather ‏@MusicHeather
Also thanks to @kellyapetro and @MsNystedtMusic! What an awesome PD method :)

 Catie Dwinal ‏@musiccargirl14
@MusicHeather Thank you for moderating!!

 Mused Motivation Day ‏@Musedmot
@MusicHeather Thank you for moderating!!

 Kelly Petro ‏@kellyapetro
@MusicHeather Thank you for a great discussion

Stephanie Sanders ‏@Stephdon
@MusicHeather Thank You! I so value these opportunities to connect with my virtual colleagues!