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Date Permissions Signed

11-12-2020

Date of Award

Fall 2020

Document Type

Masters Thesis

Department or Program Affiliation

Music

Degree Name

Master of Music (MMus)

Department

Music

First Advisor

Bourne, Patricia, 1957-

Second Advisor

Pyscher, Tracey

Third Advisor

Bianco, Christopher

Abstract

Classroom management has long been held as the number one concern for novice teachers. For novice music teachers (NMTs), classroom management is even more essential due to class sizes often in excess of 50, and with students literally holding noisemakers. While most NMTs are taught how to support the majority of students, and often receive extra support for students with extreme needs, there exists a population of students (Tier II) who fall in between. NMTs are often unprepared for these students, becoming easily derailed from their lessons and very stressed.

To explore the experiences of NMTs and the Tier II population, a short qualitative survey was distributed to 20 teachers who had five or fewer years of experience teaching. From the fourteen responses, patterns are revealed in the behaviors expressed by these students (mostly disruptive) and the interventions employed by the NMTs (mostly connecting with the students and building relationships) to encourage positive behaviors. It is also revealed that it is likely many of the problems faced by NMTs is due to their struggle to be vulnerable and honest with their students, instead attempting to retain an air of authority.

Type

Text

Keywords

Music education, classroom management, new teachers, novice teachers, music teachers, novice music teachers, beginning teachers, beginning music teachers

Publisher

Western Washington University

OCLC Number

1226078415

Subject – LCSH

Music--Instruction and study; Classroom management; Music teachers--Training of

Format

application/pdf

Genre/Form

masters theses

Language

English

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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