Genuine Relationships in the Music Classroom

• Stevie Whitehead
• Posted 3/9/21
• 0 comments

The Importance of Developing Relationships with Elementary General Music Students

Most educators do not understand the complexity of working with every student in a K-6 building like a co-curricular teacher.  At times relating to this many students can seem overwhelming, even for the most seasoned professionals. The pressure we put on ourselves to cover as much material as possible forces us to jam as much curricular content into every lesson from the moment students enter the room until they leave.  

I teach an average of 500 students a year, and I have found nothing is more impactful to my teaching than building genuine relationships with each student on my roster. Building and maintaining positive relationships with my students help me manage my classroom effectively, improves student engagement, and impacts content retention.  

The idea that students need to feel connected and confident in their learning environment to take risks and further their understanding of any topic is no secret. I think every teacher understands the importance of cultivating and maintaining positive and constructive relationships with their students. Elementary general music teachers just have the added challenge of creating and supporting hundreds of student relationships. 

The benefits of building these relationships are numerous.  Unlike classroom teachers, we begin building relationships with our students in Kindergarten.  We have the privilege of watching our students grow and getting to know students’ strengths and weaknesses over many years.  We develop long-lasting relationships with parents and other family members.  

However, there can be a downside.  Students don’t necessarily get the option to “start over” each year because we remember their previous behaviors.  The behavior choices of an older sibling can bias us towards younger siblings.  Students with challenging personalities are with us from Kindergarten until they leave elementary school, which can negatively impact our interactions with an entire classroom.  

Therefore, music teachers need to have many ways to build and maintain relationships. Here are my favorites:

Names  

The correct pronunciation of names lets a student know they are welcomed and important in my classroom.  

• Start the year playing name games and singing name songs to give your brain a chance to absorb and remember all of the names on a roster.  
• Write out difficult names phonetically – this will help you and any substitute teachers who may work in your classroom 
• A favorite game: In Kindergarten, my students love “tricking” me as I practice going around the room and saying their names  – they get a sticker when I make a mistake! 
• Name Games 
• Tried and True Name Games:  
  – Who Stole the Cookie From the Cookie Jar 
  – Concentration 
  – Listen, Listen Here I Come 
• Picture Books that reinforce names: 
  – Teach Us Your Name by Huda Essa  
  – Your Name is a Song by Jamilah Thompkins-Bigelow  

Hello and Goodbye Routines

Giving students the option to make an individual connection with me within boundaries they set, letting students know I respect their space. As students enter or exit, I have a list of 3-5 interactions like a high five, an elbow tap, a handshake, a hug, or a wave.  

Students choose the one they’d like, and I respond. I wanted to take particular care to give students autonomy by giving non-touching options. These choices look a little different during a pandemic.  

Voice and Choice  

My school is a Leader in Me school, so giving students a voice and choice in learning objectives is an essential part of every class. In music, I give students opportunities to choose how they learn as often as I can. Some examples include allowing them to select their next listening unit or if they’d like to work individually or with a group.  

I also pay attention to student’s engagement levels and respond based on my observations. This year, I have a group of students who enjoy group work. They understand the expectations and consequences of not following those expectations and manage themselves accordingly. This strategy is especially effective with students who have spent several years in my classroom.  

Check-ins

I use Pear Deck for social-emotional (SEL) check-ins with my students from time to time. These check-ins are beneficial after long breaks and help keep students on my radar. I like the Pear Deck platform because it is user-friendly and gives me a non-confrontational way to check in with my shyer students. I also find it helpful to check in during transitions with certain students.  

My school has also employed a technique called star-fishing. Star-fishing identifies students who need extra adult interaction and support. I am mindful of the students who have been identified or are in the process of being “star-fished.”  

Finally, being aware of significant events occurring in students’ home lives, such as loss, homelessness, new family members, marriages, and divorces, gives me a larger picture of how I can support and connect with students.  

As a general music teacher, it is essential to remember that connecting with students anchors them to their learning community. A music teacher’s input about students is valuable and integral to the entire school team. Our connections are why many students find comfort in returning to the music classroom year after year.  

Even though it is easy to get lost in a sea of eager young minds with a myriad of needs, likes, homelives, and interests, it is necessary to meet students where they are and build a solid foundation of mutual respect care.

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