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Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 1st edition with a publication date of 5/21/2010.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Student teaching in the music classroom is a unique experience that incorporates issues beyond those encountered in general education classroom settings. Music educators plan for singing, movement, performances, rehearsals, score preparation, intensive parent involvement, budgets, uniforms, community outreach, and the list can and does go on. While general education texts may offer students advice on effective teaching strategies and classroom management, it is highly unlikely that these strategies will be fully applicable to the uniqueness of the music classroom.
Table of Contents
|List of Worksheets||p. vii|
|To the Student||p. ix|
|Textbook Structure||p. x|
|To the University Supervisor or Instructor||p. x|
|Preparing for Your First Day and Communication with Your Cooperating Teacher||p. 2|
|Cooperating Teachers and the University Supervisor||p. 3|
|Adjusting to New Environments||p. 8|
|Professional Responsibilities||p. 9|
|Why Observe?||p. 11|
|Meaningful Observation||p. 12|
|Approaches to Observation||p. 23|
|Reflecting on Your Observations||p. 40|
|Curriculum and Lesson Planning||p. 44|
|Philosophy of Music Teaching||p. 45|
|To Plan or not to Plan: That is the Question||p. 49|
|Planning with (and without) Your Cooperating Teacher||p. 50|
|Teaching without a Plan||p. 53|
|Long-Term Planning||p. 54|
|Assessment and Grading||p. 54|
|Effective Teaching and Rehearsal Techniques||p. 57|
|Gaining and Maintaining Attention and Interest||p. 60|
|Personal Musicianship||p. 63|
|Monitoring Student Progress and Providing Feedback||p. 63|
|Pacing and Time Management||p. 64|
|Creating a Positive Learning Environment||p. 66|
|Organizing the Music Classroom||p. 67|
|Building Positive Relationships||p. 71|
|Knowing your Students||p. 74|
|Creating a Management Plan||p. 76|
|Dangerous Behaviors||p. 79|
|When an Incident Occurs||p. 81|
|Program Organization||p. 82|
|Seeking Employment||p. 100|
|Professional Portfolio||p. 105|
|Finding Employment Opportunities||p. 106|
|Selecting References||p. 109|
|Applications and Supporting Materials||p. 109|
|Ethics, Professionalism, and Legal Issues||p. 115|
|Personal Ethics||p. 116|
|Ethical Decision-Making||p. 117|
|Professional Responsibilities||p. 118|
|Continued Professional Growth||p. 126|
|Building Local Relationships||p. 127|
|Building Professional Relationships||p. 129|
|Maintaining Certification or Licensure||p. 129|
|Beginning your Teaching Career||p. 132|
|Table of Contents provided by Ingram. All Rights Reserved.|