“You Get What You Get”? Learner Agency in the Early Childhood Music Classroom

Koops, Lisa Huisman

doi:10.1177/1048371317717025

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…If students are having friendship issues that affect learning, or are feeling apathetic, or are otherwise not acting like themselves, those instances are easily revealed through a vote. Second, votes help contribute to students’ sake of agency in the classroom, which is an important and upcoming facet of our profession (for a helpful article on student agency, see Koops, 2017). Third, while it may seem like a large time investment to closely supervise a respectful vote, it is an investment that pays dividends quickly.…”

Section: Voting In Class: the Right Way To Do Itmentioning

confidence: 99%

Classroom Management Through Student Choice and Democratic Practices: Part 1

Robison

2020

General Music Today

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Employing student choice and democratic practices are pillars of modern classroom management in a variety of settings, including elementary general music spaces. However, as curricula become larger and instructional times become shorter, there is a perhaps a temptation to resort to more teacher-centered management techniques in the perceived interest of saving time. This column, the seventh in a series about classroom management and the first of several about the particular topic of student choice and democratic practices, contains several techniques for teachers who are ready to cede some control of their classrooms at first in exchange for classrooms in which students perhaps feel more invested and help manage more autonomously. Specific techniques include preparing multiple activities to help teach a concept and establishing procedures for class choices of activities.

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Section: Voting In Class: the Right Way To Do Itmentioning

confidence: 99%

Classroom Management Through Student Choice and Democratic Practices: Part 1

Robison

2020

General Music Today

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“…First, especially in kindergarten, these questions are the most direct way I know how to fill the achievement gap between students who have an awareness of self and others and those who do not. The awareness of self and others is a bedrock goal for early childhood education and early childhood music education (for excellent writing on music early childhood, see Bond, 2011, 2013, Koops, 2017, among others). However, one of the reasons kindergarten teachers are deserving of everyone’s utmost respect is that they often have students who are already well-socialized through prekindergarten programs and other students who have barely interacted with other people besides their caregivers.…”

Section: “How Did That Make You Feel? How Did You Think That Made Thementioning

confidence: 99%

Improving Classroom Management Issues by Asking Questions: Part 1

Robison

2019

General Music Today

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Asking questions is a time-honored technique for learning in a variety of contexts dating back to antiquity, but it is also an often-overlooked technique for classroom management. This column, the third in a series about classroom management and the first of two on the particular topic of asking questions, contains two specific questions with which to prompt students before and/or after behavioral incidents. The first question necessitates students to reflect on their own actions, and the second question is about asking students to pay attention to their feelings. Additionally, there are connections provided between these questions and the larger constructs of metacognition and self-esteem.

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Meeting in the Middle

Bouchey

Gratz

Kurland

2022

New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY

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As institutions of higher education began their full returns to campus in Fall 2021, questions arose about continuing the flexible student support services that emerged during the pandemic, the expectations students might have of the post-shutdown world, and whether there would be equity between the support of on-campus students and those who remained at a distance. This chapter details the literature amassed during the height of the pandemic and the findings of a study focused on the online organizational structures that emerged as campuses were shut down when COVID-19 was sweeping the United States in early 2020. Interview participants detailed the rapid rollout of robust student support services that were offered in a virtual mode during the height of the pandemic. Participants hoped for the long-term continuance of services that offered better support to online and remote students, as well as those that could more robustly support on-campus students who choose to consume services in a more multimodal way.

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“You Get What You Get”? Learner Agency in the Early Childhood Music Classroom

Cited by 3 publications

References 8 publications

Classroom Management Through Student Choice and Democratic Practices: Part 1

Classroom Management Through Student Choice and Democratic Practices: Part 1

Improving Classroom Management Issues by Asking Questions: Part 1

Meeting in the Middle

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