Page 52 - CJJuneJuly25

Into the Great Unknown: Part 2 Planning Routines and Teaching Procedures

three columns and label them “for the students,” “for • What is the plan for students who cannot go home
me,” and “for our goals/objectives” and make time to after school prior to the concert? Consider allowing
brainstorm what is most important for your upcoming students to stay in your room, securing chaperones,
time together. This can inform what you choose to in- and providing food.
clude in your daily rehearsals. For example, if rehears-
als are wearing you out, you may want to have section • Possibly provide dinner or snacks to students.
leaders handling warm-ups. This could be listed in your
“for me” column since it supports your needs. It could • Have facilitators to help you (teachers, parents/guard-
also be listed in any of the other columns since it will ians, and/or student leaders to help with sound checks,
allow students to become more independent musicians monitoring spaces, and serving dinner if it is provided).
and give you a chance to assess proper technique and
instructional needs without also conducting warm-ups. Checkout routine:
An idea that lands in all three columns is a strong choice
to support your routine! See Table 1 on the next page for • Decide if you charge for folders/concert outfits (re-
routine brainstorming examples. member to consider if this possibly excludes some
students).
2. Applying Routines
Throughout the process of routine design, you will • Set a date that music will be due back. If you penal-
stumble upon techniques that work well enough to be- ize late returns, set deadlines and amounts before the
come institutional knowledge, or routines that will en- due date so there are clear consequences.
dure across all classes you work with at your school for
years to come. Consider explicitly stating these routines • Ask other teachers in your building who also check
in your syllabus, handbook, and other program-specific out equipment what their routines and policies are.
documents. This will help create a predictable environ- This can help you adhere to a clear building-wide
ment for new students enrolling and parents/guardians, policy if possible.
as well as returning students participating in trips, con-
certs, festivals, and other big events. See a list of suggest- Solution Two: Adjust the delivery of your in-
ed long-term routines below. struction to protect your energy while still giv-
ing quality feedback in an engaging environ-
Concert routine: ment.

• Make call times a set amount of time before curtain Finding the correct teacher-talk-time ratio in your
(e.g., always 1 hour before curtain no matter what call own classroom can be challenging. As a new educator,
time is) and make a set rule for when students can you may still be learning how to give directions that
leave the event. are clear, concise, and efficient. Direct instruction is ex-
plicit, systematic (sequenced), and delivered in the few-
• Compile a list of specific items that students will clean est possible steps. By working to talk more efficiently,
2
up and/or be responsible for. we can increase student engagement. If students are
waiting their turn to participate there may be off-task
• Make a set list of expectations for concert attire. behavior, so we want to engage students in “doing” as
fast as possible. Masterful teachers find ways to have
• Plan for transportation options going home and track students actively engaged at all times (ex. turn listening
who is able to drive alone, ride with other peers’ par- to the directions into a game/activity/assignment, en-
ents, or otherwise leave events without their own fam- gaging a section that isn’t singing in a music listening/
ily. evaluation task). You can also increase engagement by

50 CHORAL JOURNAL June/July 2025 Volume 65 Number 9