Structure in a classroom

I believe structure is essential to any classroom, whether you are teaching a whole choir or an individual in a private lesson. While the content of a lesson or rehearsal will change depending on the repertoire and how the group sounds, having a basic overall structure provides a foundation for both the students and the teacher to build upon.

Having a consistent way to start and end classes helps establish expectations and procedures, which are especially crucial in younger age groups in order to effectively direct attention. Having a set structure can also minimize disruptions at the start and end of class since students know what they need to do and what is expected of them. For example, starting every class with a clear signal - having the concertmaster of the orchestra stand on the podium and give an A for tuning, or playing the introduction to a particular choral warmup - establishes a non-verbal means of beginning class and focuses student attention on music. Similarly, having a set structure for dismissal - such as establishing that the teacher dismisses the class instead of the school bell - helps eliminate chaos at the end of a rehearsal and allows the teacher to remain in control of the classroom for the duration of the lesson.

Flexibility within the rehearsal is dependent on student progress and output at the time of rehearsal, but following a broad structure, such as whole-part-whole rehearsing, can serve as a double check for the teacher to ensure that things don't get overlooked. I also like the above model of rehearsal structure because it helps each class begin and end with music, not spot checking or rehearsing. By doing this, my class structure can reinforce my goals of having musical experiences every rehearsal, rather than losing the forest through the trees of meticulously rehearsing spot after spot.