Chapter 1

- What do you find exciting about student teaching?

o I cannot wait to create relationships with the students and be a part of their
musical journey. I am also thrilled to learn new information and to find
inspiration to jumpstart my career as a music educator.
- What makes you nervous about student teaching?
o I have many worries relating to teaching woodwind instruments. I’m not very
experienced with them, and while I had woodwind technique classes, I do not
feel 100% equipped to comfortably teach woodwinds. I hope that my experience
will give me more knowledge and confidence to teach woodwinds.

- How can you learn more about your student teaching placement?
o I have already had in-depth discussions with friends and colleagues that have
already undergone student teaching. I have gained valuable insight into what to
expect, problems I may encounter, and how to handle the major time
commitment that is student teaching.
- What support systems do you have in place as you enter your student teaching
experience?
o Some of my closest friends are also student teaching currently, so talking to each
other and sharing our experiences will be a valuable thing to do often.
- Why do you want to be a music teacher?
o Music has done so much for me in my life, and I want to share that experience
with others and help the next generation express themselves musically. Music is
a universal language that allows others to communicate on such a deep level. I
want to share that language with the world.
- How confident do you feel in your ability to complete the following tasks
o Assigning and evaluating lessons
 I did a lot of this in college, so I feel very comfortable doing this.
o Preparing, administrating, and grading tests
 This is something that is new to me, so I am not as comfortable with this.
Thankfully, I will have plenty of opportunities to do this in my
placements.
o Critiquing oral presentations and performances
 This is a lot of what music educators do every day. As a result, I feel
extremely comfortable with this.
o Preparing report cards
 I am not confident in this, as I have never done it.
o Upholding classroom discipline
  This is the one aspect of teaching that cannot be taught in a classroom.
Hopefully, and I get more experience with this I will have more
confidence.
o Meeting with parents to discuss student progress
 I will admit I lack a lot of confidence with this topic.
o Maintaining classroom instruments
 This is a huge part of being a music educator, and I feel extremely
confident in doing this.
o Preparing students to participate in music competitions
 Luckily, I will be assisting my middle school placement with District
Assessment, so this will greatly boost my confidence. As of right now, I
feel mildly confident.
o Communicating with parents and community members
 I lack confidence with this ultimately because I have not done this. The
more I am able to communicate with my parents the more confident I
will become.
- How do you feel about your personal musicianship?
o My musicianship has grown exponentially in my time at JMU. However, I am
worried that not playing my primary instrument as often will negatively impact
my musicianship. As a result, I plan to participate in community ensembles such
as the Valley Wind Ensemble
o How will your musicianship inform and affect your music teaching
 I believe that my high level of musicianship will transfer to my students. I
have a deep passion for music making. I hope to display that passion on
the podium.
- How do you feel about spending your days with children or youth?
o I am very excited to spend my time with children/youth. They have such a
different outlook on life which causes me to look at the world in a different light.
- What possible issues/concerns might this scenario raise?
o This could lead to a plethora of issues. The parents could find out and get the
student teacher in trouble for talking to their daughter. Generally, teachers and
students are not friends. It is good for teachers to have a personal relationship
with all their students, but in a mentorship role, rather than as a friend.
- How could this situation become a violation of the law, the Code, or school/district
policies?
o The student teacher could be accused of having sexual relations with a minor,
which may lead to jail time. This is also in violation of the Code, Principle I.7.
- In this situation, what are some potentially negative consequences for the student
teacher, for the student, and the school community?
 o The student teacher could view this student in a higher light than other students,
or get in trouble for this communication. The student could face bullying from
their friends and peers, as well as developing a negative perspective regarding
music. The school community could be hurt by the possible illegal activities going
on.
- What responses/actions will result in a more positive outcome and/or what proactive
measures?
o The student teacher must stop contact with this student. If they wish to stay out
of trouble, they should avoid texting any other student at all cost.

Chapter 2
- How does Jason feel about observing Ms. Smith?
o At first, Jason was thrilled to begin observing Ms. Smith. After a while, some pre-
conceived notions led him to become bored, and offended at how her 9th grade
trumpet section sounds.
- What kinds of observations has Jason been making during the general music and band
classes?
o Jason observes that her general music classes all had the same lesson plan, and
that he believes that general music is not for him. He observed in her 9 th grade
intermediate band that the trumpets were out of tune, and that she did not take
the time to adjust their pitch. He also noticed that the trumpets had an apparent
lack of breath support and missed notes/rhythms.
o How is he keeping track of the observations?
 Jason is writing these down on pen and paper.
o Does he appear to have a good idea as to what to look for when observing
 Jason appears to have come into this observation with many ill-conceived
notions that caused him to focus on one thing. I believe he does not
know what to observe, other than the things he thinks he could do better
at than Ms. Smith.
- What is Jason’s opinion about Ms. Smith’s teaching?
o Jason thinks that her job as a general music teacher is simple, repetitive, and
useless. He also believes that she is not knowledgeable in regards to high school
band, and that he has a lot that he could teach her.
- Do you believe Jason is making the most of his observation time? Please explain your
answer.
o Jason is not making the most of his time. He should be more optimistic and look
at every aspect of the classroom, rather than just one. It is okay to disagree with
 someone’s teaching style, but he must take away more than just an out-of-tune
9th grade trumpet section and a repetitive general music curriculum.
- How does Sarah feel about observing Mr. Jackson?
o Sarah is very excited and eager to observe Mr. Jackson. She wants to be an
elementary general music teacher just like him.
- What kind of observations has Sarah been making during the general music classes?
o Sarah makes detailed observations about every aspect of every class period.
o How is she keeping track of the observations?
 She writes them down on pen and paper, scribbling furiously and writing
every detail.
o Does she appear to have a good idea as to what to look for when observing?
 While Sarah has wonderful enthusiasm, she seems to be misled.
- What is Sarah’s opinion of Mr. Jackson’s teaching?
o Sarah believes that Mr. Jackson is a wonderful teacher.
- Do you believe Sarah is making the most of her observation time? Please explain your
answer.
o No, I do not think she is. Sarah writes every detail in a manner that is not
conducive to analyzing after the fact. This overload of information has now
caused her to be overwhelmed and begin questioning her future as a music
educator.

Chapter 3

- What beliefs do you hold about the nature of teaching? What does it mean to be a
teacher?
o I see teaching as a way to help guide the next generation into a successful future.
Specially for music education, music is a universal language that can be
communicated regardless of background, race, or creed. Teaching music is
crucial in that students can communicate in this universal language.
- What beliefs do you hold about the nature of learning? What does it mean to be a
student?
o I believe that learning is essential to maturing and developing. I believe that
what students learn should be long-lasting, applicable, and helpful for their
future endeavors.
- What are some words that describe you as a teacher or the teacher you want to be?
- Should all students receive an education in music? At all grade levels?
 o I want to be a teacher that is reliable, honest, adaptable, responsible,
sympathetic, and one that is always learning. I believe that all students should
receive education in regards to music, at all grade levels.
- What kinds of experiences should be included in a school music program in terms of
learning opportunities?
o Students should be given the opportunity to learn new things every day. This
should not always come from the teacher, however. I strongly believe that
students should learn from experience, curiosity, exploration, and from their
peers.
- What types of experiences should students engage in?
o Students should engage in interactive experiences that will be engaging and
memorable.
- What can or does formal education in school music do for students?
o This teaches students discipline, responsibility, and countless other long-lasting
life skills.
- What should students know about and be able to do in music after participating in
school music classes?
o I believe students should have the ability to read music at least at a beginner
level. I also believe students should be able to proficiently play at least one
instrument.
- What other kinds of lessons might students learn in music classes?
o Students will develop life-long skills such as teamwork, responsibility, diligence,
time management, and problem solving.
- Should Sharon be concerned about this approach to teaching?
o I don’t believe she should be concerned. There are several different ways to
teach, and different approaches may work better for different programs.
- What can Sharon do to optimize her time with Mr. Engles?
o It seems to me that the strategies the teacher has been implementing are
successful, so Sharon should take note of what works and why it is successful
- Do you think Sharon should talk to Mr. Engles about including some sight-singing in
the rehearsals?
o I would have a conversation asking him why he doesn’t include sight-singing. I
would not try and get him to do something new, I would simply see why he
doesn’t include it.
- What would you do?
o I would take notes on what works and what doesn’t, and ask several questions
regarding why he includes more rote learning rather than sight-singing.
- Should Marcus follow Ms. Flanders’ curriculum or try to insert his own objectives into
the lessons she teaches in her classroom? If you think he should include more singing
in his lessons, how should he communicate this to Ms. Flanders?
 o I believe Marcus should continue to teach her curriculum, but incorporate
singing more each day. I believe that he should ask Ms. Flanders if he could
implement more singing, as he is a voice major.
- What can Marcus hope to learn in this student teaching experience?
o Marcus can learn how to teach students without singing, and how students may react to
foreign concepts being slowly introduced.
- What do you think Beth and Jonathan might do in the respective situations? What
would you do?
o In Beth’s situation, I would continue to write lesson plans. As a new teacher, it is
extremely beneficial to have a solid plan of what you want to do in a class
o In Jonathan’s situation, I would ask his cooperating teacher why his lesson plans
are so long. I would also continue to write lesson plans the way Johnathan is
most familiar with.
- Have you encountered anything similar in your student teaching situation? If so, how
have you addressed the issues?
o My cooperating teacher does not have formal lesson plans, as discussed earlier. I
have created formal lesson plans that guide me to have an organized and
successful class.
- Does your cooperating teacher refer to lesson or rehearsal plans during each lesson?
o He does not have a formal lesson plan per say, but does have Google slides that
contain the plan for class.
- Have you been asked to jump in and teach something without prior notice? If so, was
it successful? How prepared did you feel?
o Yes, a few times. I believe it was successful overall, although I could have done
many things differently. I felt more prepared each time I was asked to do things
like this.
- What sort of direction would you like from your cooperating teacher regarding lesson
or rehearsal planning?
o I would like some guidance on lesson plans in relation to administration. I know
that some schools and school districts require lesson plans to be submitted. I
would also like to know what forms of lesson planning have been the most
useful in context.
- Do you think Mrs. Melford will have a basis for grading the choirs?
o Every teacher has different forms of assessment. It is possible that Mrs. Melford
will have a basis for assessment, but it may not be as “crystal clear” as her prior
cooperating teacher’s.
- What do you think would be the key elements for assessing and grading a high school
performing ensemble?
o Elements such as note accuracy, rhythm, expression, and technique should guide
assessment practices.
Chapter 4
- What might be missing from the routine?
o Sam did not observe and move around the classroom to monitor student
progress.
- Do you think Sam should have done anything to prevent chatting?
o Sam should make his presence known and walk around the classroom, observing
and being encouraging.
- What would you have done to regain the students’ attention and keep them
motivated?
o I would get the classes' attention and briefly remind the class of the procedures.
Once they are quiet, I would walk around the classroom, monitoring and
observing progress.
- Compare the teaching styles of Mr. Davis and Mrs. Jenski. How are they similar and
different?
o Mr. Davis has a teacher-centered approach, and Mrs. Jenski has a student-
centered approach.
- Are Jennifer and David justified in their concerns? Why or why not?
o They are both justified in their concerns; however, both cooperating teachers
have been successful, so they should consider why their approaches are
successful.
- Of these two approaches to providing feedback, which appeals to you more? Why?
o I believe a student-centered approach is engaging and leads to higher student
participation. On the other hand, it takes mor time, so finding a balance between
the two approaches is optimal.

Chapter 5
- How do you think the student teacher communicated expectations to the parents
prior to this incident?
o I believe that the student teacher handled this situation well, and that there
wasn’t much that they could have done differently.
- What kind of conversation do you believe the principal will have with the student
teacher?
o I believe the principal will confirm what steps the student teacher took, and
what they believe the student teacher could have done differently.
- How might this impact Johnny’s future behavior in string class and his relationship
with the student teacher?
 o I believe that this could cause Johnny to be disruptive and more sensitive to any
punishment. I believe that the student teacher may feel hesitant to discipline
Johnny.
- Why might Johnny forget to bring his instrument to school?
o Johnny may have a learning disability, or problems at home.
- What role do you think Sam’s cooperating teacher should have played in this
instance?
o I believe that Sam’s cooperating teacher could have stepped in and made
communication with Johhny’s parents.
- What were the primary issues that encouraged the students to behave as they did?
o Becky did not follow the procedures that the class is used to with Mr. Adams
- Why did the disruptions in the rehearsal continue?
o Becky did not address the situation properly. She needs to stop the class and try
her best to regroup.
- If you were in Becky’s situation, what would you do next?
o I would stop the class, remind the class of our rules and procedures, and not
continue until the class is focused and ready to begin. If students have continued
problems, I would take note of that and talk to her cooperating teacher about
the specific students.
- How could this situation have been avoided?
o Becky should have greeted the students as they walked into class, rather than
looking over her rehearsal plans.
- Why do you think the situation escalated so quickly?
o Becky’s physical actions to walk over and grab the mouthpiece were out of line
and unprofessional. If you do not want a situation to escalate, you must remain
calm and keep a poised composure.
- Was it necessary to call security? Why or why not?
o Yes, it was necessary, because the student had a physical altercation with Becky.
- How might Becky prepare for the meeting with the student’s parents?
o Becky should examine the situation and see what she did wrong, why she was
wrong, and how to address the problem at hand.
- What kinds of behaviors do you feel a teacher can control within their classroom and
what kinds of behavior do you feel warrant communication with school counselors or
administration?
o I believe that a teacher can control disruptions that do not turn violent or
chaotic. Once a student begins to be physically or verbally violent, then this
warrants communication with school counselors or administration.
- At what point should a teacher contact a disruptive student’s parents?
o I believe that setting guidelines for the consequences of multiple disruptions is
crucial. For me, after 3 disruptions I would contact a parent. If the first or second
 disruption becomes violent or out of hand, then I would immediately contact
student’s parents.
- How do you feel a teacher should begin a discussion about a disruptive student’s
behavior with their parents?
o I would be honest and let the parents know what their child has been doing in
class, and how many times they have done it. It is important to remain calm and
be positive.
- What are the possible difficulties a music teacher can encounter when dealing with a
consistently disruptive student?
o Ther student may use their instrument to amplify their disruptions, or attempt to
damage the instrument or use the instrument as a weapon.
- Have you had any experiences with a consistently disruptive student? How did you
handle this situation?
o Yes, a student in 6th grade consistently called out and disrupted class. I gave him
a warning that if he chose to disrupt the class again, they would have to pack up.
Ultimately, they stopped disrupting class.

Chapter 7
- How could Val have avoided this situation?
o This could have been avoided in two ways. First, Val could not have posted those
photos, since social media is a public reflection on her as a person. Also, she
could make her account private, so even if she had those photos, students could
not access or view them.
- How can teachers maintain a separate social and professional life?
o Teachers should not post anything that they would not want their
students/employer to see. As social media grows, it will be a representation of
teacher’s character and personality.
- How are you represented in social media? Are these sources of information
appropriate for student viewing?
o I do not post anything vulgar or revealing on social media. I use social media as a
way to connect with people, rather than share every aspect of my life with the
world.
- What would you do in this situation?
o I would mention this to my cooperating teacher and get their opinion on the
matter.
- What are the possible repercussions for choosing to try and stop this behavior?
o Bart could get in trouble with administration, and have a bad image.
- What are the possible repercussions of choosing to do nothing?
 o The teacher could get away with bad behavior and Bart may be less likely to step
up in the future.
- In this situation, was photocopying the score legal?
o As long as it is not distributed and only used in the classroom for school
purposes, it is legal.
- What other options might Scott have had?
o Scott could contact the publisher and purchase an individual part, which can be
pricey.
- Did Yunshu make the right decision?
o I think Yunshu made the right decision. Although I believe it would be legal, I
would double check with the teacher.
- How did ethics come into play in this situation?
o You want to make sure what you are doing is legal, even if the teacher tells you
that you can.
- How would you have handled this situation?
o I would double check that it is in fact legal, and if it wasn’t, I would bring that up
with the teacher.
- How do you think her cooperating teacher responded?
o I believe her cooperating teacher responded positively, and let her know that it
was legal to copy for educational use.
- How much do you know about disability legislation?
o I do not have a lot of knowledge regarding disability legislation.
- At this point in your student teaching, what kinds of experiences have you had in
working with disabled or special needs students? Please discuss.
o At my high school placement, I had an entire class of special needs students. We
taught them music and allowed them to express themselves musically. I was
uncomfortable with the thought of teaching a special needs class, but it
eventually came to be my favorite class of the day by far.
- How have you or your cooperating teacher adapted or altered the curriculum, class
materials, or particular assignments to assist students with disabilities or special
needs?
o Depending on the severity, we will either have individual instruction, or alter
lesson plans.
- Do you feel the music classroom(s) you are working in currently is/are conducive to
disabled or special needs students?
o Yes, my classroom is very conducive, and very accepting of all people at all levels.
- Have you been involved with the creation or implementation of an Individual
Educational Plan (IEP) for a disabled or special needs student? How much do you know
about this process?
o I have not, and I do not know enough.
Chapter 8
- What assistance does the college or university career services office provide during a
job search?
o They provide interview practice, resume building, and other various learning
opportunities. Also, they host job fairs.
- What materials must you provide this office to get assistance?
o Personal information, resume, field of study, teaching portfolio.
- What experience does this office have in seeking education positions?
o They have various professionals who have varied experience.
- What job seeking opportunities are provided by local music organizations?
o Job fairs are a very common event put together by local music organizations.
- Are there online job search engines at the state or school district level?
o Most search engines are only provided by school district, not by state.
- What is the best way to navigate online searches?
o Using keywords to have a more refined search is the best way to navigate online
searches.
- What could Lisa have done to better prepare for this interview experience?
o Lisa should have read the fine print and confirmed her interview location, and
they type of interview.
- What would your first impression of Lisa have been?
o Someone that was unorganized, and that typically runs late.
- How does Lisa’s behavior in showing up late for the interview, even with a possibly
understandable reason, influence your perception of her as a candidate?
o I would automatically have a bad impression. You only have one opportunity to
make a first impression.
- What do you feel are the most important qualities administrators are looking for in an
initial interview?
o Confidence, creativity, and professionalism.

Chapter 9
- How do you feel about Mr. Armstrong having had a drink in front of his students after
returning from the performance?
o I feel sorry for him, but he has to be aware of his surroundings and always think
three steps ahead.
- Why might this behavior have upset a parent?
 o This shows unprofessionalism and that the director may seem like a bad
influence on his students.
- Do you feel his actions are worthy of disciplinary action?
o I believe that they are worthy of disciplinary action.
- How could Mr. Armstrong have better separated his professional and personal life in
this situation?
o Mr. Armstrong can have a drink, but he should wait until he is either at home or
when there are no students around.
- What are the state expectations for continuing your certification of licensure?
o You have to have PD points, that can be earned by having student teachers and
attending conferences.
- Will your certification or licensure expire? If so, how long do you have to renew your
certification or licensure and what is required for renewal?
o Yes, and I am not sure.