Classroom Management in P-12 Music Programs: A Changing Conversation

Kristy Vu

Pronouns: she/her

Research Mentor(s): Colleen Conway
Research Mentor School/College/Department: Music Education / Music
Program: UROP
Session: Session 2 (10:00am – 10:50am)
Authors:

Abstract

The purpose of this was to describe veteran teachers’ experiences regarding current classroom management practices and professional development overall. In doing so, past literature about trauma-informed teaching and classroom management evolution was analyzed. One article encourages teachers to a culturally responsive classroom, as this would suggest an increase in self-discipline in students as well as increased class engagement (Weinstein et. al, 2004). From this, it was suggested that there has been a shift from traditional classroom management, culturally responsive teaching, and trauma-informed interactions among students and teachers (Conway, 2022; Hibbard, 2021, 2022). Now, there appears to be more focus on trauma-informed teaching and culturally responsive practices. To analyze the shift in classroom management, nine music teachers working in P-12, who began working full-time in 1999 and 2000, shared their information regarding professional development in semi-structured interviews. Teachers’ comments using the terms “culturally responsive” and “trauma-informed” were analyzed to compare with previous literature. All teachers interviewed have focused on educating and understanding the students through trauma-informed teaching. There was also a perceived shift from teaching the class as a whole to having the desire to know more about the students individually. The interviews were shown to have supported the suggestion that there has been a shift in classroom management and professional development. Conway, C. M. (2022). Professional development for music teachers: The view from 20 years later. Bulletin of the Council for Music Education, 232, 45-63. Hibbard, S. L. (2021). Disrupting “what we know too well”: A relational frame for considering trauma in music education. In D. Bradley & J. Hess (Ed.) Trauma and resilience in music education (pp. 35-48). Routledge. Hibbard, S. L., & Price, E. (2022). Trauma: A compassionate lens for music teaching. In K. S. Hendricks (Ed.), The Oxford handbook of care in music education. Oxford University Press Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.

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