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Date Permissions Signed
Date of Award
Department or Program Affiliation
Master of Music (MMus)
Bourne, Patricia, 1957-
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.
Music education, classroom management, new teachers, novice teachers, music teachers, novice music teachers, beginning teachers, beginning music teachers
Western Washington University
Subject – LCSH
Music--Instruction and study; Classroom management; Music teachers--Training of
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Kelley, Christopher, "Novice Music Teachers: Beginning Secondary Music Teachers and the Challenges of Classroom Management" (2020). WWU Graduate School Collection. 993.