![]() ![]() ![]() Students also learn about the decisions required in planning a performance, and based on survey results, communicate that they feel greater pride in and have more fun performing a program they helped shape. As a result, I learn more about them as individuals, and the music selections are more diverse. As students voice ideas, I function more as a guide with relevant expertise than a strict director. They are empowered to share their interests, abilities, and ideas. ![]() Now: I invite students to assist in planning concerts. The external motivator was “to receive a reward or good grade, you need to learn this specific literature because I believe it is quality literature.” I used to: choose all the music for concert programs myself. Regardless of discipline or grade level, a key question always facing educators, and acutely now during the COVID era, is: how can I keep students engaged? In my own thinking, experience, and research, I’ve landed on intrinsic motivation as central to addressing this question, whether we are teaching in a classroom or by video from our homes. If they cannot play in group performances, use school equipment, or participate in other co-curricular activities, will engagement in these classes decline disproportionately? I am an instrumental music teacher, and like many of my colleagues who teach electives, I question whether students will choose to actively participate or even enroll in our courses during this challenging time. In just these last few months, there is already evidence of student disengagement.įor teachers of electives-courses not considered “required”-student disengagement presents a particular concern. In addition to the priorities of health, safety, and equity of access to education in this COVID-19 period, distance learning also presents a number of challenges for student engagement. It might be the understatement of the summer that teachers, students, parents, and administrators are anxious about the upcoming school year. ![]()
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