For this I have read chapter 4 of ALICE M. HAMMEL'S "Teaching Music to Students with Special Needs" I would like to start my first small discussion on page 81. On this page at the bottom they discuss the importance of attending IEP meetings as a music teacher. I wanted to talk about this because when I was in 11th grade my band director attended one of my IEP meetings. During this meeting I appreciated to see the concerns that my band director had for my education, he discussed what things might help with my classes and some concepts that might assist me in my classes to come. He also became more aware of what things I was going through in my classes in the future and I noticed a difference in tone in how he approached teaching me in class and making sure he helps me anyway he can. I would like to ask everybody a question, this being in what ways can you find out about your students disabilities and help them and get them the particular attention they need, especially when it might not be something documented by the school board?
Hammel, A., & Hourigan, R. M. (2017). Teaching music to students with special needs: a label-free approach. New York, NY: Oxford University Press. My second point I would like to discuss is the students with emotional challenges page 91. One thing that has been talked about in this section is students having trouble picking up on social cues, this can be very difficult (Fair is not equal), is what they described it as. People who don't pick up on social cues, might be better off sitting next to individuals who are good role models or friends who support them and help them pick up on social cues better. I had a few people like this in my class and I could see these things influenced in class, its more of people hanging out in groups and the groups sit together and make these unsaid decisions of social cues together. A question I would challenge my class to think about, is how can we make sure that the students who have issues with social cues, are not taken advantage of in class? especial since the students like this are very emotional and something like this can make a mess of things very quickly. Hammel, A., & Hourigan, R. M. (2017). Teaching music to students with special needs: a label-free approach. New York, NY: Oxford University Press.
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Critical pedagogyTheorist of this include
This theory challenges the students to think, usually their is a goal set in mind but the teacher sets up a course so might the student reach it through finding their way in these objectives that force them to critically think. The role of the learner in this atmosphere is to take the learning process seriously and really think outside of the box on how they might achieve the objective. The role of the teacher in this position is to challenge but not overwhelm the experience, overwhelming it can soil and make the student feel upset because they don't understand the concept. |
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