Observation Activity - Mariah Vant Hof Student/Teacher interactions (observing teacher responses to student misbehaviour) Incidents 1.

The student was interrupting the class and not playing their instrument when had been instructed to do so. 2. A different student was talking when the teacher was explaining a new addition to the selected song. 3. The student forgot their instrument. This was the third time in a row that this incident had occurred. Student Misbehaviour Minor Misbehaviour Teacher Response The teacher imposed a consequence (IC) and moved the student to the front row of the band class. The student was told to stop or they would have to be removed from the class for that period. The teacher used a clear and direct order (CD) to correct the students behaviour. The teacher told the student that if this forgetful behaviour continued that would have to be removed from band. The teacher imposed a consequence (IC).

Minor Misbehaviour

Minor Misbehaviour

Seating plan arrangement Seating plan for grade 9 band class at E.S Laird Observations taken on March 11, 2014 from 9:20-10:00am

The GREEN rectangle represents the pitt stand where the teacher conducts the class The PINK circles are the flutes The ORANGE circles represent the clarinets

The BLUE circles represent the trumpets The WHITE circles represent the bass section The RED circles represent the tubas The PURPLE circles represent the percussion The BLACK chevrons indicate which students answered a question during the class period

Reflection: 1. Based on your observations, what type of teacher/student interactions seems most effective?

The teacher/student interactions that were most effective in the band class were when the band teacher played her trumpet along with the students; this created a positive interaction between the teacher and her students. 2. Are all the students given the same amount of attention by the teacher?

The sections in the band class that needed the most work were given more attention by the teacher. This contributed to a better overall sound of the band; however, it allowed for the students of other sections to be waiting and uninvolved for short periods of time. 3. Does the seating arrangement affect the way teachers interact with their students? Does it affect which students are asked to respond? The seating arrangement of a band class is different than that of a regular classroom setting. Sections are grouped together by instrument, resembling a theater style. This seating style allows for the teacher to easily keep all students on task as all of them are always in her sight. 4. What inclusion can you draw from your observations?

Positive student interactions are most effective in the classroom. As recorded in the incident report, addressing issues with students immediately after they occur allows the teacher to maintain strong classroom management.