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Date Posted: 19:51:34 03/28/05 Mon
Author: Cynthia Holcomb
Subject: Just Need the Credit
I have been amazed at the lack of participation by some high school choir members that are simply in the ensemble to check off their fine arts credit requirement. What ideas do you have to engage these students so that their time is not a complete waste?
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Re: Just Need the Credit -- Dr. O., 11:18:50 04/04/05 Mon [1]
I have seen this repeatedly when visiting schools; it's common at the jr. high and high school levels. I have several thoughts about it, some of which conflict with one another! Anyway, here are a couple of them.
First, I don't think that the teacher has to accept this situation. I realize that it might be a hassle to tackle the issue, and perhaps administrators wouldn't be sufficiently supportive. Still, it is our right as teachers to expect student participation. What happens in traditional "academic" classes when students refuse to participate? If a student doesn't do any of the assigned reading or writing in English classes, or refuses to do homework in Math classes, what is the result? I would think that in most cases the student would receive a failing grade for the course. Why are we as music teachers so reluctant to do something which is common for our colleagues? We can't MAKE students do anything; however, we can make it clear that we will not accept non-participation. Students who don't participate will receive failing grades (it is, after all, their own choice which resulted in the grade). If you can work it out with the administration, I would suggest that the student not be allowed to remain in the rehearsal/class room. Ensembles aren't like regular classes; having a few students not participating is disruptive to the rehearsal process, so they shouldn't be in the rooom.
The second idea I have is about motivation. There might be ways to motivate the students to participate. This would involve, I suspect, meeting individually with the student and explaining that merely sitting there or talking through rehearsal is not an option. Then you could discuss what the options are with the intent of finding something which the student might enjoy doing. If the student will talk with you, perhaps you could identify together a way for the student to participate in a meaningful way which is acceptable to both of you.
Thirdly, I wonder if some of that behavior is rooted in insecurity. Is it possible that some students don't participate because they believe that they lack the skill to contribute, and would rather be seen as a bad attitude case rather than someone who lacks the skill to be successful? If so, these students would require more personal attention and a learning plan which takes them from the place they are to the place you want them to be.
In any case, it would appear that students know they can get away with this. The teacher will be required to change the culture: to make it clear that nobody gets credit for work which they didn't do. They may choose to participate or not, but they will also be choosing whether or not they receive credit for the course. Those choosing not to participate will need to find an alternate way to "earn" the required credit. This doesn't have to be an unpleasant scene between the teacher and student; it is just a matter-of-fact discussion.
What do others think?
Dr. O.
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Re: Just Need the Credit -- Lindsay, 20:20:31 04/04/05 Mon [1]
I think that another possible problem is intimidation of the teacher in these situations, especially newer teachers who aren't as experienced in classroom management and control. I think we can get scared of in-class confrontations with students and would prefer to ignore the situation rather than try to deal with it and have it blow up in our faces in front of other students.
I think that, like Dr. O suggested, dealing with it outside of class is the best bet. Even if the student gets out of control, it is out of the eyes and ears of their peers, which will probably deflate much of the student's attitude anyway. If there is still a conflict, then perhaps the student should not be in the class. I knew a fair number of high school kids who transferred classes because they couldn't get along with the teacher or the class in general. We as teachers have a right to deal with disruptive students the same way as any other teacher in the school, so it's probably a good thing to find that procedure (or precedent if there's no procedure) when starting a new job.
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Re: Just Need the Credit -- Gary, 09:42:44 04/23/05 Sat [1]
In my high school choir, one's grade was based entirely on their participation and effort that they put forth. Even if they weren't a great singer, if they learned their part, didn't disrupt others, and are willing to participate with everyone else, they would recieve a good grade. Those who did not participate were given poor grades, and this ended up being a great motivator; we didn't have a single person who refused to participate.
Of course, this requires a teacher who is ready and willing to be tough on students, which many teachers have a problem with. All too often, a system like this will be implemented but never executed, because the teacher is afraid of giving a student a poor grade. If that is the case, my first recommendation is to "get over it", but if that is not an option, and it never is that easy, any of Dr. O's other suggestions would work well, I think.
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Re: Just Need the Credit -- Heather Gosche, 19:10:36 04/10/05 Sun [1]
I see this all the time also. However, I have realized that it isn't worth my time to pester and harp on the students who are not engaged because it takes valuable learning time away from the rest of the ensemble. I have had an extremely difficult time with a few of my high school girls at my junior block placement. They stand in choir slouched with their arms crossed just giving me the "death" look. When I asked my cooperating teacher about these girls, she simply told me that they do that all the time and she doesn't waste her time with them either. She merely prays that they don't sign up the following year.
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Re: Just Need the Credit -- Jessie, 04:21:31 04/29/05 Fri [1]
This is why I did not want to be a music educator. This subject sends flames up my spine. This is also why I will not take a High school job, because I can not understand why students sign up for choir and do nothing. There are other options for these students, like art classes. I guess I feel that if a student is in my choir, then they had better participate!
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Re: Just Need the Credit -- Jessie, 04:22:50 04/29/05 Fri [1]
>This is why I did not want to be a music educator.
>This subject sends flames up my spine. This is also
>why I will not take a High school job, because I can
>not understand why students sign up for choir and do
>nothing. There are other options for these students,
>like art classes. I guess I feel that if a student is
>in my choir, then they had better participate!
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Re: Just Need the Credit -- Rosemary, 06:14:27 05/01/05 Sun [1]
If resources allow it, try offering another music class for people that are not in band or choir but need a fine arts requirement. At Seneca East, everyone is required to be in band, choir, or general music. This separates the people that want to be in an ensemble and those that don't.
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Re: Just Need the Credit -- Chad, 11:33:42 05/06/05 Fri [1]
Try to engage the students by performing more than just traditional music. Introduce them to contempory music and that of a higher caliber. This is my suggestion.
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