After going through this week’s readings, I think two of my strengths are encouraging a community of thinkers as well as inviting critical thinking through learning activities. Establishing a safe learning environment is always one of my top priorities. It is something that I state to my learners at the beginning of our time together but continuously reinforce throughout the semester. Music has many opportunities for ensemble playing, trying new things, and making mistakes. Some students may be hesitant to make mistakes but I encourage them to take them as they come and turn them into learning experiences. We value progress and dedication in our class over perfection.
Something I like to do once I have gotten the general hang of my Instrumental Band classes is teach them how to conduct a group. Up until this point, I have modelled the practice for a few weeks (Wearing, n.d.), and students begin to learn the role of the conductor. We try conducting together as a group in order to learn the pattern, while I play the piano or sing. Then, I open the floor for students to conduct the daily warm-up. Most students begin feeling a little nervous but by the end of term, we get there. I make sure to acknowledge and commend each student who braves the podium. I offer individual feedback and encourage the student to try again. This helps to “embody and reinforce the tools of thought” (Case & Daniels, 2008, p. 78). Their peers will encourage one another and begin collaborating with people from different sections during rehearsal time. There have been cases where students confide in me that they feel extremely self-conscious but by the end of term will volunteer to try conducting. We create community when we create a respectful environment where students feel safe taking creative risks.
The second strength I would like to touch on is inviting critical thinking through critical learning activities. In my Vocal Music class last semester, we had a small group of students, around ten. They very quickly formed friendships over their common interest, singing. It also made for critical thinking and learning activities to happen naturally. Everyone’s voice could be heard during class participation and discussions. Over the course of the semester, we developed a daily class routine and had a few community performances. Everything from the songs we chose to learn, to the order we would perform them, to the dates of their performance evaluations was a class decision. Involving the students in these choices allowed them to have more of an open mind and become more proactive about problem-solving strategies.
“Neither teacher-run nor student-run classrooms support thinking as well as a classroom as community does” (Case & Balcaen, 2008, p. 90). The students felt valued that they could work cohesively with their peers and I. If I was away and they had a supply that took a more teacher-led approach, my students made sure to let me know their disapproval about it the next day. Striking a balance between teacher-led and student-led spaces is still a work in progress, as it is always changing depending on the group that you have. In certain situations, there are decisions a teacher must make on behalf of the group because they know their classroom best. Though, where possible, student voices are invited and welcomed.
One aspect of critical thinking that I would like to continue working on, is integrating the appropriate vocabulary more frequently. I think the reason I have strayed from doing this is that after the pandemic, many students were unfamiliar with learning and success criteria, rubrics, and assessment types. A lot of them had learned that if they simply showed up to class, they would get the credit. To infuse the technical terminology would draw up a room of blank stares. I have embedded it in other ways, such as modelling what I am looking to assess and offering timely and constructive feedback. I will continue to work towards incorporating this vocabulary more in methods that students can follow and apply to their work.
References
Case, R., & Balcaen, P. (2008). “Supporting a community of critical thinkers.” In: Case, R. & Clark, P. (Eds.). The Anthology of Social Studies: Issues and Strategies for Elementary Educators, Pacific Educational Press, Vancouver.
Case, R., & Daniels, L. (2008). “Teaching the tools to think critically.” In: Case, R. & Clark, P. (Eds.). The Canadian Anthology of Social Studies Volume Two: Issues and Strategies for Secondary Teachers, pp.74-85. Vancouver, BC: Pacific Educational Press.
Wearing, J. (n.d.). Teaching Strategies for Critical Thinking Learning Activities. Faculty of Education, Queen’s University.
Herstmonceux Castle, United Kingston, August 2019
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