Another important behavioural management technique is maintaining high expectations of your students. Obviously the expectations must meet the students where they are at the time, and they build from there. […]

  “What was your name again?” This is the most effective tip for learning names. Building relationships is at the core of our teaching and learning names is an ESSENTIAL

  Second part video introducing you to my favourite game of SPLASH! Students always come away from this game with a better understanding of rhythm and their ability to read

Splash has got to be my #1 Rhythm Game for Year 3 and up.    The students love the challenge and I love it because it gives me the opportunity

The use of a few accompanying instruments can assist in improving engagement in class and also provide extension or support opportunities.   Used to accompany singing, they provide a lovely

Revision Strategies! Point to the beat from above, NOT the rhythm. Students begin by echoing and saying French rhythm syllables then gradually move in subsequent lessons, to reading and performing

Sing the words of a song and point to the BEAT rather than the rhythm in each beat circle. This will also prepare students better for developing rhythmic dictation skills.

Working with beat and rhythm and establishing strategies for developing part-work.   Ensure the beat or ostinato is established before beginning to add the singing of the song. https://youtu.be/LitwvsbIizs If

There are three main strategies to consider in the music classroom to foster engagement and continued focus. 1. The Look 2. Less talk, more gesture 3. Individual feedback – target

A 7 Step Approach for developing a successful large group singing program. See our Transform Your Learning page under PL for notes on all 7 Steps of this Approach.  

4 Step Approach This is the key to the success of the program, but can equally be used in the normal music classroom. It enables students to learn more complex

Whenever you are teaching a new group of students, make sure you give yourself the opportunity to confirm where their learning is and what they really DO know and how