Kelsey Georgesen

13 December 2015
Student Teaching at Fall Creek Intermediate
Final Unit, All Rotations (1 I, 3 F, 1 C)
The final weeks of school give us more flexibility with our
lessons, as we have covered our major topics for this semester, and
our schedule is diminished and attendance may be affected by testing
and holidays (some students left for vacation two weeks before school
was out). For our sixth graders, we adjusted the class format so that
students who needed to could finish testing off on their keyboard levels
while others could play music games, sing, or dance, depending on the
lesson structure that day. (INTASC 1) Both the fifth and sixth graders
learned new songs and reviewed old ones, and the fifth graders also
got a full day in the computer lab to explore music sites that will be
used in projects in sixth grade. A full day in the computer lab, however,
is really less than 30 minutes by the time everyone is settled, logged
in, and has functioning equipment. I have helped with the computer
lab in sixth grade lessons, but both Monika and Jen had to leave for
professional commitments near the end of that day, so I had to run this
lesson on my own, without anyone to help me troubleshoot the
computers. (There were extra subs at the school that day, so their
were two other adults to monitor students, but I believe that I was the
only one who had used these labs before.) These computers are older,
the kinds with bulky monitors, and they are a little slow. Behavior
management has not been a problem in the computer lab at all once
the computers are all working and all students are in the right place,
because it is easy to monitor and redirect students while they work,
but trying to manage difficult students while solving problems on their
computer or others while theirs loads is difficult and exhausting. During
the first fifteen minutes of these classes, I was running around
adjusting settings and restarting computers, helping students try and
remember their login information (which is a futile game) and testing
output plugs.
Juggling all of these things was a reminder for me that I have
been very fortunate to have a knowledgeable and well-practiced
support system of other music teachers and just teachers in general, in
addition to very user-friendly and up to date technology. Monika and I
discussed the role of technology in the music room later that week,
and she described the evolution of her classes to me. She said early
on, a lot of note-reading assessment involved worksheets, and she and
Jen told me that they have considered using their budget entirely on
digital resources because books are unnecessary in the classroom at
this point, when they have accumulated so many resources and have
instant access to music online. (INTASC 8) In this way, technology has
freed teachers from some resource constraints, and most schools

throughout the world now have wireless internet and electricity, and
surely all schools in the U.S. do. With internet access and an outlet, I
can set up a portable projector and a small speaker and teach music,
even without books or instruments. (INTASC 7) Without any of those
things, I can still teach singing, dancing, and body percussion, and I
have been very conscious of learning more songs and dances as a
prepare to teach in the Navajo Nation, where I will have access to
fewer resources than I currently do.
I did not expect to have a big revelation here in the final week,
but I did have an aha moment with something very simple: room setup. Because we have more flexibility with this shortened unit, we tried
a U-shaped chair set-up in the room to make room for dancing but to
create a barrier between the room and keyboards, corralling the
students in the center. When we had the combined class, more
students sat in the chairs facing us than sat on the floor, and no
students knocked over keyboards or tried to sneak to the back of the
room. (INTASC 3) One student normally has the back of the room as a
movement space, which he has lately been abusing to mess with
instruments and avoid class work, and when he started to head back
their I told him that he had the whole room to move. Monika and I were
amazed to notice that he simply said, okay, and proceeded to have
one of his most successful days in music class. He socialized with other
students (this student has autism and socialization is one of his goals),
followed directions in a timely manner, and participated in musical
activities consistently and with a high degree of accuracy. (INTASC 2)
Other students even commented on what a successful day he was
having. If I was teaching these students next semester, I would
definitely try and implement this seating arrangement more frequently.
My observed lesson on Monday helped me to put this semester
into a personal context of where I am in transition from student to
teacher. While I have the skills and confidence that I need to begin my
career, I do still feel like a guest at Fall Creek Intermediate, and know
that simply having my own space will be a big wake-up call. (INTASC 9)
I am currently utilizing the resources and expertise surrounding me,
and will have quite an adjustment to make when I am without those.
Classroom resources require time and investment, but the knowledge
of other professionals is something that I will have continuous access
to digitally and as I become involved in the musical and educational
communities that are local to where I accept a teaching position.
Monika is the head of the social committee at FCI, and I saw a lot of
this in action this week, as the principles mother died, the head
custodian of 20+ years was reassigned, and the holidays approach.
Before student teaching, I did not realize that schools even had
committees such as these, but Mr. Finger mentioned that when hiring,
some schools are looking for leaders of internal committees such as
these, or extra-curricular activities including clubs, sports, and

ensembles. He also discussed the importance of being involved and

socializing with other faculty, even gestures as small as eating lunch in
the break room instead of the band room. (INTASC 10) I have been
lucky that many teachers at FCI do this, and have heard a few sad
stories from friends in first year positions whose schools do not even
have a faculty break room, and who as a result do not know many
other teachers in their building or individuals living in their community.
I know that I want to find a school with a supportive environment and
engaged faculty. I have had an amazing semester and will be very sad
to leave my students, but am excited to take these experiences with
me as I continue to learn and teach!