Chapter+2

Thought this quote was great and went along with having a zest for teaching....and a memorial to a great genius!

"Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. The only way to do great work is to love what you do." - Steve Jobs

"Chunk and Chew": presenting new information in small pieces or chunks, then giving students time to process what they've learned (such as small group summarizing or answering questions about the content)T

Student energy levels is an interesting topic for this district.We have students who get up very early and are tired early on in the day.

Key Points to Chapter 2 **HOW DO I FEEL?**

Five strategies to help ensure that students respond positively to “How do I feel?”:  Using effective pacing  Incorporating physical movement  Demonstrating intensity and enthusiasm  Using humor  Building positive relationships
 * Question 1: How Do I feel?**

__**Chapter 2**__ “How do I Feel?”

Charles Condello (Trying Out this Wikispace)


 * How the student feel’s is a composite function of at least three factors: the students level of energy, the demeanor of the teacher and the students perception of acceptance by the teacher and peers.
 * **How students feel at any given moment in time is a function of many factors, most of which are outside of a teacher’s sphere of influence.**
 * **New term for an everyday and all-consuming process: “Administrative Tasks” for the teacher.**
 * (Clear transitions from one activity to the next are obvious to any specialist because of the numerous and necessary transitions that we make.)
 * (Monitoring student’s attention, again, is obvious to any music teacher because each and every note played, sung or composed eventually has to be “correct” and “pleasing” to the ear.
 * Incorporating Physical Movement was mentioned in Chapter 1 and is, of course, what every musician must be involved in when practicing and playing/conducting/modeling, etc.
 * Whole class movement is incorporated into any music program with dance, orchestra, band, chorus, miming, conducting, drama, moving to music in general, etc.
 * T**eacher demonstrations of intensity and enthusiasm.**
 * Relating personal stories that a teacher may have had that relates to the content being addressed is a very good way to speak about how the teacher viewed music, musical styles, practicing, musical events, etc., when s/he was a young student.
 * **Ensure fair and equitable treatment of all students.**
 * **Simple courtesies:** meeting and greeting students as they come into your classroom (I usually do this outside of my room on the staircase), making a point to say hello, good-bye, good morning, thank you, you’re welcome, take care, using students’ names, etc.
 * **Attending to the needs of all students.**
 * As in “Simple courtesies” above, attending to students’ needs is at least as important as communicating respect and acceptance of students. Often times a show of respect and acceptance can be devising multi-disciplinary/differentiated/teaching beyond “difference”, types of instruction, etc.
 * Getting to know students in an active - not a passive - manner by deliberately structuring a special time (or any time) to learn about their interests and, where possible, incorporate/adapt the learning material to fit and enhance their interests and learning.
 * **Communicating Students’ Achievements:** A very great boost to most student’s morale is to “celebrate” their accomplishments (personal/scholastic/sports/arts, etc) to them personally, to the class and the community at large, where appropriate.
 * **Analyzing students strengths and weaknesses with appropriate assessment instruments and appropriate language and strategies.**