Classroom Atmosphere: Music Matters

Any of you educators out there play music before class? This has become a norm for me since teaching in higher ed; I always put something on at the beginning of class. In my former life as a middle school teacher I used to play music in class from time to time, but this is different. This is just about creating a particular classroom atmosphere.

Sometimes it's music connected to the lesson for the day. In my World Regional Geography class, I often use radiooooo.com to play music from the region we are considering. In my science methods class, I often put on Here Comes Science by They Might Be Giants. Occasionally, I'll choose a particular song that connects strongly to the lesson for the day, such as when I play "Cool Kids" by Echosmith to introduce a lesson on social and emotional learning in my middle school curriculum and instruction course. Or it might be a commentary on the fact that many students submitted an assignment late at night by playing "Who Needs Sleep?" by Barenaked Ladies. (They don't always appreciate that sort of humor...)

Often, it's just music that I happen to enjoy, or something new that I encountered recently. My students are quick to learn that I have eclectic taste; one day might be pop/folk/hiphop from Judah and the Lion, the next class meeting is ambient rock from Explosions in the Sky or Balmorhea, and the next time they come to class it could be Rend Collective, or Paper Route, or Josh Garrels, or Modest Mussorgsky, or Jars of Clay's old stuff from the 90s, or Adam Young's scores project. Or it might just be my feel-good Spotify playlist that I call "Just for Fun" that has a weird combination of Blue Swede, DNCE, Bobby McFerrin, Sonny & Cher, Kelly Clarkson, Pharrell Williams, the BeeGees, Katy Perry, and more. (Can't miss with that one--something in there that will get your body moving a bit no matter your decade or genre preference.) It's a running joke for some students that I listen to music that they don't listen to...because I'm so hipster. (Note: sarcasm here.)

Image via Pixabay

Why do this?

I'd like to say it's about setting an atmosphere that is warm and welcoming, and I think this is the truth. I like the music, sure. But I think there is something nice about coming into a room that isn't awkwardly quiet with everyone looking at their phones. Students seem more likely to have conversations with each other when the music is just loud enough to provide a background level of noise so it doesn't seem like everyone is listening to them. It means I try to intentionally get to class early enough to put the music on while students are just coming in, and that also encourages me to take a few minutes to connect with the students individually as their classmates are coming in. And having a soundtrack for our beginning of class time loosens me up, and gives me freedom to share a bit about myself, my tastes, my interests...maybe it's a way to show that I'm a real person.

I'm sure some students think it's kind of weird. Some are probably ambivalent about it. But the fact that students regularly--positively--mention the music on end-of-term course feedback makes me think there is something here. It's just something I'm trying to do intentionally to create a classroom atmosphere that reflects my personality, and is inviting for the students as they come in.

What do you think? Crazy? Or is there something to this approach for setting an atmosphere?

Reading for Pleasure and Reading with Purpose

True confession: after finishing my doctorate in 2017, I had a hard time reading anything. (Not unrelated: I also had a hard time writing anything. But that's not really the point of this post...)

Honestly, I have had a hard time getting into reading anything for about 18 months. I'm closing in on two years since my dissertation defense now, and I'm finally getting back into reading.

Oh, it's not that I never read anything, of course. I get four different professional journals, and I always skim through each of them when they arrive, and read an article or two that really catches my attention. I get WIRED magazine, and I eventually always read through each issue--though I still have the December, January, and February issues on my nightstand...and I'm not yet finished with the December issue. I read a few novels in my hammock in the summer. And I still read quite a bit online, usually profession-related things from EdWeek, or things I find on Twitter. And I do read and re-read articles and chapters for writing projects I have ongoing.

But truth be told, until very recently, I haven't found as much joy in reading. I haven't been really reading for pleasure very often since I started my doctoral work in 2013.  Of course, while I was in grad school, so much of my reading time was taken up with reading for class or for my own research. But in the almost two years since defending my dissertation, I haven't gravitated back to reading for pleasure.

Today I'm thinking about why this might be the case.

Licensure, Testing Pressures, and Appropriate Teacher Pay

Oh. My. Word.

I just read this article from Education Week: You're More Likely to Pass the Bar Than an Elementary Teacher Licensing Exam.

There is a LOT in this article worth thinking about...but this jumped out at me: "Just 46 percent of teacher candidates pass the test on their first attempt—that's lower than the first-time pass rates for doctors, nuclear engineers, and lawyers on their licensing exams. In fact, the only lower initial pass rate is the multi-part exam for certified public accountants."

Whoa.

Learning Together: Small Teaching

This semester, I'm part of a faculty reading group studying the book Small Teaching: Everyday Lessons from the Science of Learning by James Lang.

Most Effective Educational Technologies

A friend of mine is studying to become a teacher. (But she's not one of my students.) :-)

She reached out to me recently, asking a question for an assignment she's working on for class. She was to reach out to practicing educators to get their input on some issues related to student development, and teaching adolescents. Here's one question this assignment raised:

What technologies are most effective to facilitate learning in adolescents?

Great question there, I think! Probably I love this question because it gets at the intersection between several of my loves in the field of education: educational technologies, teaching adolescents, and effective teaching techniques.

After a little thought, here is how I responded:

Flickering Flickr

In my field of Educational Technology, we sometimes talk about what actually makes a particular tech tool an "educational technology." Some tools are deliberately designed for teaching and learning; I'm thinking about educational software packages for example. Those of a certain age will remember games like "Where in the World is Carmen Sandiego?" or "Number Munchers" or "Reader Rabbit"--all games ostensibly developed to help students learn particular educational content.

But what about a game like "SimCity" or "Civilization" or "Rollercoaster Tycoon?" These weren't really developed to be educational games...but as a games, they definitely have some capability for providing interesting learning opportunities for students. And so there is this tension about educational technologies: sometimes technologies developed for other purposes or contexts are co-opted into becoming educational technologies, because educators find interesting ways to use them for teaching and learning.

Because, if nothing else, great teachers are resourceful, and use the tools they have at their disposal...often in creative ways.

Paper Bridges and Teaching STEM

I'm teaching a new course this semester: Methods of Teaching STEM in K-12 Schools. This is not just a new course for me, but a new course for our program entirely, which brings some joys and challenges. I have 14 years of experience teaching in the STEM fields (science, technology, engineering and math) in K-12 schools, so I have ideas about what this looks like. But the truth is, we're thinking here about the intersections of these disciplines, which is what makes this course both fun and demanding.

I have four students taking the course, and they are all in, which makes it fun. The thing is, they all have different backgrounds and different majors in education (various STEM-field interests) and that makes it a little demanding. But the flipside of that is that we have already had some really rich discussions, as they are bringing the habits and heuristics of their different disciplines to our work. The main thing I'm realizing is that we are all going to be learning together and from each other this semester, including me. I sincerely hope this is a good way of modeling "always learning, never arriving"--which has become one of my mantras for the way I think about my work as an educator.

One thing we're trying this semester: a series of design challenges. This is often where the STEM disciplines will come together in natural ways, I think, and not just for the future teachers I'm serving this semester. In my experience teaching integrative units as a middle school science teacher, I regularly collaborated with my colleague who taught math, and we would come up with projects that would demand students to use science concepts and math reasoning, leveraging technology, as they would engineer a solution to the project we proposed to them. I'm tapping into this spirit for the design challenges we're going to play with this semester.

And so, our first challenge began: the paper bridges.