Rules

and
Procedures
CHELSEA GREER
MUSIC
 TABLE OF CONTENTS

Welcome Letter ...................................................... 1

Classroom Rules/Attention Signal ......................... 2
Classroom Procedures ........................................... 3
Reward System ...................................................... 6
Consequences ....................................................... 7
Welcome to Music
My name is Chelsea Greer and I will be your student's music teacher at
Elementary School. I would like to take this opportunity to share a little about
myself with you. I studied Music Education at Stetson University and my
primary instrument is vocal music.​​In my spare time outside of school, I play
the ukulele, I sing in a choir, and I care for two hamsters, “Chicken and
Bean”. I am very excited to begin our wonderful, music-filled school year!

In this manual, you will find our classroom rules and procedures in the music
classroom to ensure that your student has a joyous time in my classroom. Our
rules are in place at all times to ensure the safety of every student, and our
procedures are in place to make sure that things run smoothly. I ask that you
look over these expectations with your student to answer any questions they
may have.

In our class, we have a reward system to encourage students to take control

of their own learning. However, most of our rewards are group based to
encourage teamwork and ensemble skills in music.

I am incredibly excited to work with your student this coming school year. We
have a ton of fun planned and I hope to see them thrive in my classroom.
Please be sure to contact me with any questions or concerns you may have.
My email is cagreer@volusia.k12.fl.us.
 CLASSROOM RULES

1. Practice full-body listening (hands still, voices

off, eyes on the teacher)
2. Keep all hands, feet, and objects to yourself.
3. Participate in all classroom activities.
4. Use kind words with others.
"Great job!", "Beautiful singing!", "Please.", "Thank you.", etc.

ATTENTION SIGNALS

1. When the teacher plays the triangle we turn

on our full-body listening immediately.
Refer to rule number one for examples.
2. To use the bathroom, raise your hand with
your pointer and middle fingers crossed.
 CLASSROOM PROCEDURES

General Classroom Procedures

When you hear a triangle, turn and face the teacher with
full-body listening
Raise your hand and wait to be called on when asking or
answering a question
When others are performing, practice good audience
member techniques: full-body listening, kind words,
clapping at the end
*Full-body listening means voices off, eyes on the teacher, and hands are still

Entering the Music Classroom

Knock on the door and wait for me to greet you.
Get one pump of hand sanitizer.
Walk to your assigned spot quietly.
Wait for further instructions.
*at the beginning of class we will listen to and analyze a piece of music composed by
our composer of the month. I ask that students wait to ask questions until the end of this
transitional activity

Exiting the Music Classroom

Line up quietly
Line up in your classroom order
Use walking feet
 CLASSROOM PROCEDURES
(CONT.)

Using The Restroom

Show the bathroom signal
Wait for the teacher to dismiss you
Quietly walk to the restroom without interrupting class
Wash your hands before returning to class
Use hand sanitizer when re-entering the music classroom
*students are expected to use the restroom before or after Special Area time; however,
we understand that emergencies happen

Small Group Work

The teacher will assign students to groups
Individual students are asked to compromise and
participate in all group work
Use kind words
All eyes are on the teacher when you hear the triangle

Using Scarves, Ribbons, and Parachutes

Scarves & Ribbons
When not in use, they rest on the floor in front of you
When in use, we use caution and gentle movements so
they don't rip
Parachutes
Walk to the parachute
Pick it up together on 4
Use gentle hands so it doesn't rip.
 CLASSROOM PROCEDURES
(CONT.)

Using Un-pitched Instruments

(Drums, Cowbells, Rhythm Sticks, etc.)
Wait for the teacher to assign you an instrument
When given an instrument, set it on the floor in front of you,
place your hands on your head, and wait for further
instruction
Instruments should remain on the floor while the teacher is
speaking

Using Pitched Instruments

(Xylophones, Boomwackers, etc.)
Wait for the teacher to assign you an instrument
When assigned to an instrument, walk around the rows
instead of through them
Sit quietly in front of your instrument with your hands on
your head until further instruction
When at an instrument like the xylophone, leave mallets and
bars in place unless otherwise instructed
If asked to remove or add bars to a xylophone, use two
hands to ensure instruments stay intact
*Instruments are pre-set before every class. Very rarely will I ask your student to remove
or add bars
 REWARD SYSTEM
In the music classroom, we use a color-based behavior
chart to monitor student behavior. The chart comes with 4
tiers of rewards. These rewards include receiving a star
musician award to take home and a class-wide wow card.
The wows are collected over the course of the year. Classes
who receive 10 or more WOW cards will get to attend the
musical guest concert during lunch on April 24th.

Rewards are determined based on the

student's adherence to classroom rules
WOW
and procedures. When students enter
the classroom their class with start on 2
Star Green. If the class has difficulty
2 Stars
with the rules and procedures then they
move down to 1 Star Yellow. In extreme
1 Star
behavior situations we moved down to
0 Star Red. Classes can improve their 0 Stars
color score by changing their behavior.

To receive a class WOW card, students must stay on Green the

entire class and show extreme WOW behavior.

(ie. helping other students, using kind words, consistently participating,

volunteering, etc.)
 CONSEQUENCES

In the music classroom, I believe in natural and

related consequences. I expect students to make
mistakes as we learn to navigate new concepts,
and I seek to discipline instead of punish. That
being said, here are some consequences your
student may see in my classroom.

1. A verbal warning of misconduct.

2. A change in seating.
3. Temporary removal of instruments.
4. Permanent removal from instruments.
5. An email or phone call home.
This includes an explanation of student behavior and
provides us a time to brainstorm strategies together so
that your student can succeed in my classroom.
6. Removal from the classroom.