Collaborative Classroom Management Creating a social contract to encourage student buy-in regarding rehearsal expectation and behavior Classroom management. Here's my story about how I learned about managing a classroom in my undergrad: * those lectures in choral methods * that one chapter in the methods textbook that I were suppose to read * that's something that I will practice in student teaching But the reality was, I had no idea how to manage a classroom. And there I was, 23 years old working at my first teaching job trying desperately to control the students in my choir classes. Trial by fire, to be sure ! Let's see if any of the "classroom management" techniques that I tried that first year teaching rings any bells for you: Tina Glander Peterson Director of Choirs – Irvine High School Minister of Music – Church of the Foothills, Tustin CA tgpeterson@me.com

Classroom Management : ( Classroom management is tricky stuff. For us to dig deep and mine the ultimate beauty out of our art form, we need kids to behave, to participate, to engage, to take risks, and to be vulnerable enough to create an artistic experience. All these meme's are examples of the teacher's attempting to control the students and their behavior. However, today I'd like to share the idea of collaborating with the student regarding classroom behavior, not controlling them.

Collaborative Approach to Classroom Management Engage students in the process Not the rules and/or consequences Give them a voice in building the rehearsal environment The students create the list of behavior expectations The social contract is the tool used to manage classroom behavior Students and teachers BOTH use the contract to manage and self manage behavior

The Four Questions: How do you want to be treated by the teacher? How do you think that teacher wants to be treated? How do you want to be treated by your fellow students? What do we do in a time of conflict?

The Four Questions: Words collected from everyone in the class

The Four Questions: List of behaviors condensed by the choir leadership into statements that complete the sentence stem: “As a member of Chorale . . .”

Completed Social Contract Each student signs a copy for their choir binder cover insert.

Completed Social Contract A copy is given to each student for their choir folder.

Signed Social Contract A copy is given to each student for their choir folder.

So . . . now what??? How does it work?

Daily use of the Social Contract in the rehearsal Ask a student to choose one or two statements to focus on for the day Have a class discussion about how the chosen statement will inform our rehearsal The MOST important focus is always - behavior

The social contract in action #7 “I choose to come to class with the best attitude and to have a positive mind set.” Class discussion to follow about behavior. What does that statement look like in rehearsal?

The social contract in action During rehearsal Behavior is not meeting agreed upon expectations Stop rehearsal, take our contract, find the expectations that are not being met Class discussion to follow about behavior. What does that statement look like in rehearsal?

The social contract in action: Collaborative classroom management The social contract becomes the tool for managing behavior, not me as the teacher. I am not demanding students behave, only redirecting them to the agreed upon behaviors that THEY created and signed on the contract.

Student responses to the social contract Choir is a safe space. Builds team Wish other classrooms had social contracts Creates rules without the teacher being mean It was nice to be asked how the class would run. I know that no one will laugh at me if I make a mistake in class.

Collaborative Classroom Management Creating a social contract to encourage student buy-in regarding rehearsal expectation and behavior Classroom management. Here's my story about how I learned about managing a classroom in my undergrad: * those lectures in choral methods * that one chapter in the methods textbook that I were suppose to read * that's something that I will practice in student teaching But the reality was, I had no idea how to manage a classroom. And there I was, 23 years old working at my first teaching job trying desperately to control the students in my choir classes. Trial by fire, to be sure ! Let's see if any of the "classroom management" techniques that I tried that first year teaching rings any bells for you: Tina Glander Peterson Director of Choirs – Irvine High School Minister of Music – Church of the Foothills, Tustin CA tgpeterson@me.com