The first few days of school are daunting for even the most veteran teachers. We all want our classrooms to be places that are safe, predictable, and fun, but how do we get there? I often say I can't wait for week 3 of school because we are finally into our routines and down to the "nitty-gritty" of rehearsals and actual music-making. I am anxious to get to know my new students and find out he nuances of my ensembles. But this rush to get going should not negate the importance of starting my year off well with the very first rehearsals. Want to talk beginning of the year documents? Check out the companion post to this: Starting the School Year: Logistics. Seating Charts Many teachers will have a seating chart ready to go for Day 1. When students walk in the chart is posted in the classroom or there are index cards with student names already placed on the risers or chairs for students to find their assigned seats. I have found it easier, personally, to give them a seating chart for the 2nd rehearsal. On day 1 the students choose where they sit. My advanced ensembles will naturally sit in sections even on day 1, and I get to see the personality shifts in the choirs (i.e. who used to be best friends last school year but this year seem to be avoiding each other). I will also create seating charts for Day 2 for my freshmen ensembles where students are assigned seats alternating with what middle school they attended. This sometimes makes students a bit more hesitant to sing out right away, but I have found it forces them to meet new people AND is a powerful classroom management tool for the start of the year. Because they're not by their "buddies" they automatically focus on me and the rehearsal agenda. I highly encourage seating charts in choirs. Of course play with standing arrangements, room arrangements (i.e. section circles, one large circle, etc.), and allow students choice throughout the year. But starting off the year with a seating chart will help you with attendance, getting to know student names, and ease student anxiety about where to sit. I also let my students know seating charts are always able to be changed. If someone is uncomfortable I ask them to speak with me individually and I'll make a switch. Some students have hearing or sight issues and others may focus better in certain rows. You'll find out which students you don't want near each other (behavior/talking OR blend/balance). Don't hesitate to use seating charts to your advantage! Day 1! Start with music-making! Get your students singing and get them in the understanding that each day making music is the priority. I will often start by taking my time with energizing and focusing warm-ups addressing the following:
I choose things that are simple enough for the students to have success with right away. This time is a great litmus test for me to see how the group responds and how they listen. I will then finish my warm-ups by teaching something by rote. I have some standard part songs, rounds, or folk songs I sometimes use. More often I will choose a part of their fall concert repertoire and teach that by rote. With my training or beginning ensembles I will limit "teacher talk" and get them used to following my nonverbal cues during this. Some veteran teachers project a round or canon onto the board for students to begin sight-reading already. After we sing I will then do some sort of student introductions. This is my way of taking attendance for that day and starting to build relationships with my students. Often I'll project a slide on my SmartBoard (when I started teaching years ago I had this on my chalkboard) with something like this: What can wait...
Wait to do the syllabus/handbook logistics until Day 2. Students in middle and high school will often spend their first day sitting at a desk listening to each teacher go over rules and expectations. Get your choirs excited for the year by making music, and teach your expectations through these early music-making activities. If a student wants the calendar or requirements for the school year, by all means have them ready to go. But often saving the more "business" tasks for Day 2 will allow your students to go home excited for their year in choir. I often do not assign binders/folders until we have been in school for a few days. No matter how amazing and proactive I am with checking my rosters and communicating with the guidance department, my class lists always seem to change slightly. I will generally wait until about Day 3 to assign binders and hand out repertoire. Finally, no matter how ambitious your programming is, heavy-hitting rehearsals on the repertoire can wait. Get your students excited about being in choir, get them to feel safe in your classroom, get them to know their classmates, get them singing in tune/listening/watching you, and the repertoire experiences will come in time. Be patient! Miscellaneous tips
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