Sage Journals: Discover world-class research

Abstract

The purpose of this study was to investigate whether there would be a change in preservice teachers’ (a) confidence concerning the resolution of behavior problems, (b) tactics for resolving them, (c) anticipation of problems, (d) fears about management issues, and (e) confidence in methodology and pedagogy over the time period of a one-semester general music methods course. The course contained a unit on classroom management comprised of direct instruction, assigned readings, and practical application. The study included music education majors (N = 61) at a large Midwestern university where data were gathered from pretests and posttests over the course of four spring semesters. During each semester, each participant assumed the position of teacher while instructing peers, and had to resolve a behavior problem that was preplanned to occur during the lesson. The observed pretest–posttest differences for confidence concerning classroom management and confidence concerning methodology and pedagogy suggest that confidence in resolving behavior problems is learned. Furthermore, integrating methodology and pedagogy in classroom management into the curriculum for teacher preparation programs might better prepare preservice teachers for success in the classroom.

Keywords

behavior problems classroom management discipline resolution methods course music classroom preservice teachers

Get full access to this article

View all access options for this article.

References

Bauer

W. I.

(2001). Classroom management for ensembles. Music Educators Journal, 87(6), 27–32.

Brand

(1977). Effectiveness of simulation techniques in teaching behavior management. Journal of Research in Music Education, 25, 131–138.

Brand

(1982). Effects of student teaching on the classroom management beliefs and skills of music student teachers. Journal of Research in Music Education, 30, 255–265.

Buck

G. H.

(1992). Classroom management and the disruptive child. Music Educators Journal, 79(3), 36–42.

Cochran

K. H.

(1983). Prescription for discipline. Music Educators Journal, 70(4), 32–36.

Curwin

R. L.

Mendler

A. N.

(1999). Discipline with dignity: New challenges, new solutions. Alexandria, VA: ASCD.

Gordon

D. G.

(2001). Classroom management: Problems and solutions. Music Educators Journal, 88(2), 17–23.

Gordon

D. G.

(2002). Discipline in the music classroom: One component contributing to teacher stress. Music Education Research, 4, 157–165.

Greenlee

A. R.

Ogletree

E. J.

(1993). Teachers’ attitudes toward student discipline problems and classroom management strategies (ERIC Document Reproduction Service No. ED 364330). East Lansing, MI: National Center for Research on Teacher Learning.

10.

Greer-Chase

Rhodes

W. A.

Kellam

S. G.

(2002). Why the prevention of aggressive disruptive behaviors in middle school must begin in elementary school. Clearing House, 75, 242–245.

11.

Hedden

D. G.

(2004, April). Classroom management: Taking a proactive approach. Paper presented at the Music Educators National Conference, Minneapolis, MN.

12.

Juchniewicz

(2010). The influence of social intelligence on effective music teaching. Journal of Research in Music Education, 58, 276–293.

13.

Kaiser

K. A.

Madsen

C. K.

(1999). Pre-internship fears of student teaching. Update: Applications of Research in Music Education, 17(2), 27–32.

14.

Kassner

(1996). Management systems for music teachers. Music Educators Journal, 82(5), 34–41.

15.

Kaufman

Moss

D. M.

(2010). A new look at preservice teachers’ conceptions of classroom management and organization: Uncovering complexity and dissonance. The Teacher Educator, 45(2), 118–136.

16.

Kelly

S. N.

(2010). Public school supervising teachers’ perceptions of skills and behaviors necessary in the development of effective music student teachers. Bulletin of the Council for Research in Music Education, 185, 21–32.

17.

Killian

J. N.

Dye

K. G.

Wayman

J. B.

(2013). Music student teachers: Pre-student teaching concerns and post-student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61, 63–79.

18.

Madsen

(2003). The effect of accuracy of instruction, teacher delivery, and student attentiveness on musicians’ evaluation of teacher effectiveness. Journal of Research in Music Education, 51, 38–50.

19.

Madsen

Cassidy

J. W.

(2005). The effect of focus of attention and teaching experience on perceptions of teaching effectiveness and student learning. Journal of Research in Music Education, 53, 222–233.

20.

Martin

L. A.

Chiodo

J. J.

Chang

(2001). First year teachers: Looking back after three years. Action in Teacher Education, 23(1), 55–63.

21.

McDaniel

(1987). Practicing positive reinforcement. Clearing House, 60, 389–392.

22.

Meister

D. G.

Melnick

S. A.

(2003). National new teacher study: Beginning teachers’ concerns. Action in Teacher Education, 24(4), 87–94.

23.

Miksza

Roeder

Biggs

(2010). Surveying Colorado band directors’ opinions of skills and characteristics important to successful music teaching. Journal of Research in Music Education, 57, 364–381.

24.

Morrissey

K. L.

Bohanon

Fenning

(2010). Positive behavior support: Teaching and acknowledging expected behaviors in an urban high school. Teaching Exceptional Children, 42(5), 26–35.

25.

Nutter

(2000). Professional notes: The keys to classroom management. Teaching Music, 7(6), 24–30.

26.

Snyder

D. W.

(1998). Classroom management for student teachers. Music Educators Journal, 84(4), 37–40.

27.

Stewart-Wells

A. G.

(2000). An investigation of student teacher and teacher educator perceptions of their teacher education programs and the role classroom management plays or should play in preservice education (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (AAT 9963039)

28.

Teachout

D. J.

(1997). Preservice and experienced teachers’ opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education, 45, 41–50.

29.

VanDerveer

(1989). Stopping discipline problems before they start. Music Educators Journal, 75(9), 23–25.

30.

Woody

R. H.

(2001). Reflective classroom management. Teaching Music, 8(5), 46–49.

Music Education Preservice Teachers’ Confidence in Resolving Behavior Problems

Abstract

Keywords

Get full access to this article

References