Growing up, I was always a shy student; I still am. But when I was in the 4th grade, I had a teacher who I felt held a grudge against me because I never spoke up in her class. She would constantly pick on me and put me in the hot seat, and in one instance, I remember sobbing in front of the whole class because she yelled at me for not knowing the answer to her question. Then, she threatened to give me detention for crying in her class, and every classmate was watching, and it still angers me to this day. I was terrified to go to that class; I could not even eat my breakfast in the morning because I thought I was going to be sick from the intense anxiety I was feeling. School is supposed to feel like a second home, right? Her class did not feel like a safe space for me. I never had a good relationship with my teacher, and she never tried to build one with me in the first place. She was biased towards outgoing white boys and girls with blonde hair and blue eyes. I hope she changed the way she teaches and the way she interacts with her students. I wish she has realized that all students are different and that not all students are outgoing social butterflies. Along with engaging instruction, having relationship-building activities is important for classroom management. Using these activities, I will strive to provide a safe space for all my future students that my 4th-grade teacher did not do for me.  

The first activity I plan to use is creating and establishing classroom rules (Harmon, 2017). I plan to have them create their own rules with me. Marzano et al. (2003) state, “If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations” (p. 41); therefore, this will instruct the students about leadership, ownership, and responsibility for their actions and behaviors. They will be more likely to follow their own rules. In addition, the students will feel valued. On the first day of school, I will hold a classroom discussion about classroom rules. I believe this will immediately establish a good, trusted teacher-student relationship. This method is good because it is helpful and comfortable for teachers that are new. This also works for younger students who are not able to write yet. According to Harmon (2017), asking a simple question such as, “Why is it important to be respectful in the music classroom?” will help guide the students for a classroom discussion. Not only will this build a relationship between the students and me, but this will help the students build positive relationships with each other. It will also help the students feel like the classroom is a safe environment.  

Secondly, I would like to use ice breakers in my classroom (Find Someone Who, 2007). I really like “Find Someone Who” because it is a “getting to know you” activity. It could also be used to review concepts and introduce new units. This method also connects students and helps them overcome their shyness at the beginning of the year. First, I would distribute Find Someone Who sheets. The students must walk around the room and find other students that have the characteristics listed on the sheet. After they find as many people as possible, they must return to their seats. The student with their entire sheet filled out with names will go down the list, acknowledging each student’s name. When it is appropriate, I will ask for more details. On the website (“Find Someone Who”, 2007), the example is “if Tom has a pet, ask what pet he has”. This will keep students engaged and will make the students realize that I care about them.  

Lastly, I would like to take the time to take a personal interest in my students. For example, I would like to talk to my students before and after class or comment about their participation in sports, bands, or clubs. Marzano et al. (2003) state “anything you do to show interest in students as individuals had a positive impact on their learning” (p. 53) When I was in high school marching band, I remember the feeling when I saw one of my teachers at the band competitions. Keep in mind, these competitions happen at weekends outside of the school, so knowing that my teacher took their personal time to come out and watch us really had a significant impact on me. I believe that connecting with students through interests will make them feel valued as a student and a person in the community. In addition, this will help them want to participate more in the classroom since they would feel safe and confident to express themselves.  

  I plan to be incredibly open with my students in the future. On the first day of school, I want to have a short slideshow of general information and fun facts about me so that the students know who I am, where I am from, and why I love to teach music. I want my students to understand that being different is okay and that there is no such thing as being “normal.”  I hope that the students will accept and trust me to be their teacher, as I will trust, respect, and protect these kids as my students. Milner and colleagues (2019) suggest that “students are not only individuals; each is also part of a rich fabric of families and communities” (p. 97); therefore, I believe that school is supposed to be the students’ second home, not a place to fear. 

References 

“Find Someone Who.” Find Someone Who | Morningside Center for Teaching Social Responsibility, 30 Jan. 2007, https://www.morningsidecenter.org/teachable-moment/lessons/find-someone-who. 

Harmon, W. “Create Your Classroom Rules with Your Students for a Powerful Start to the Year.” The Art of Education University, 3 Aug. 2017, https://theartofeducation.edu/2017/08/08/3-benefits-creating-classroom-expectations-students/. 

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.

Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E.G. (2019). “These kids are out of control”: why we must reimagine “classroom management” for equity. Corwin, a SAGE Company.