Classroom Management for Art, Music, and PE Teachers

Gives great strategies in creating a well managed classroom environment for my Art class.

I have taught music for many years, in all grade levels and music disciplines, and have now been assigned to a very tough elementary school where every teacher struggles with classroom management. I have studied classroom management in depth for years, reading extensively and going to workshop after workshop. I have gained a lot from my study and implementation of those methods. This is the first book, though, where the author of a book specifically addresses the unique challenges of teaching elementary "specialist" classes and understands the differences between teaching "classroom" classes and the specialist classes that are mostly back-to-back, whole-group teaching situations (with little time to see the students and whose subject matter is generally regarded as less important than the traditional academic subjects that are tied to high-stakes standardized testing). He gives specific instruction in how to have good skills in classroom management. Linsin's acknowledgement that other teachers, parents, and administrators do not always understand that a specialist seeing 20 or more classes with varied homeroom teacher adherence to enforcement of classroom procedure expectations is the ultimate challenge in teaching elementary students, but that with consistence in following a classroom management plan and selling engaging lessons to the students, the specialist teacher can have a level of good classroom management. I received this book right before the last week of school, but the last week of school, I briefly taught all of the students the new music rules for next year and enforced them consistently. I also gave students a brief preview of one exciting thing that they would be doing before they entered the classroom. I already noticed a difference, and that was the last week of school! Most other materials that I have previously read advocate giving a lot of praise and other rewards. Linsin's treatment of this subject and addressing teachers' lectures, questioning of students, and giving more time and individual attention to misbehaving students or shy students is very practical and helpful. It especially made me wish that all teachers could embrace these ideas. I have already read this book a number of times, have bought and read his other two books, and have subscribed to his website. Also, I have bought two copies of this book to give to my principal and art teacher in case they are interested in reading this book. I look forward to fully implementing all of the ideas in this book and his other two books for the coming school year.

I read this book alongside Responsive Classroom for Special Area Teachers. Linsin has many great pieces of advice to give that are very helpful--especially in the section for rules and routines and teacher leverage. I think the other book is much more applicable whereas this reads more like a series of mini-essays based more on his experience. I will be taking some of his advice and adopting some of his mindsets. Still not sure if 15 minutes is too long for a timeout but I might experiment in my classroom and find out!

I am in my second year of teaching elementary music. I read this book the weekend before school started this year and I have applied it nearly verbatim. My ability to manage the classroom has drastically improved. Last year, I didn't know what to do if a child misbehaved. Now, I have it down to a system. This book opened my eyes and essentially changed my life. Here are my only concerns: 1. This does not work for special education. I teach four self-contained classes of students with varying levels of ability, and I have not been able to adapt this system to work for them. 2. Some administrators do not approve of frequent time-outs as a punishment. Personally, I think it's fine if they are not given with a nagging or disapproving tone; it is just the consequence of unexpected behavior. However, I have been criticized by an experienced kindergarten classroom teacher for being too procedure-oriented. 3. I imagine it would be difficult to adapt this for secondary education. Maybe time-outs would have to be replaced by detention or a point off of a participation grade. Overall, I totally love this book and I would recommend it to any elementary special area teacher. Experienced teachers may already understand these concepts or have their own classroom management styles established. Many experienced teachers simply command authority and do not need to rely on strategies like the ones in this book. But to anyone in their first few years of teaching, it's seriously helpful to have it all spelled out explicitly.

Easy to read and full of useful information

This is a fantastic book and exactly what I needed as a new elementary music teacher. The focus on the specific needs and challenges of specialist teachers has been so enlightening and helpful. I look forward to integrating what I've learned into my classroom management plan for the coming school year!

Anyone who teaches Specials NEEDS this book. I implemented the tools last year and had a much more enjoyable year. I just reviewed the book again to refresh my memory in the principles.

Used this product to pick up brew strategies in the classroom. I'll sum the book up for you: 1) have a sense of humor 2) CHAMPS it out 3) be consistent.

Summary: buy the book in confidence that you'll be prepared to work up front and reap a big change in the mid-to-long term. When I note on Amazon (.ca and .com) that some readers contend there are no specifics to the plan, I believe their statements should be re-worded as, "there are no specifics that I like." Indeed, there are concrete examples in this book on how to manage classes which come and go (PE, Art, Music). The lessons are applicable to other teachers (like me) who move from classroom to classroom (teaching a third language). Like any good project, the goal is clearly stated and the overall strategy is clearly identified. Then, in careful steps, the author leads us through OUR responsibility to model the program. Truth be told, there are a number of specifics, and several of them are difficult. 1. Be consistent. 2. Be prepared. 3. Be consistent. 4. Be relaxed. 5. Be consistent. 6 Model, model, model, and model some more. 7 Be consistent. 8 If anything goes awry (when it does), model again. 9. Be consistent. 10. In your mind, be prepared to model and restart the management lesson every day for the entire year. If you know that what you're doing for the students is paramount (protecting their right to learn) then they will realize that the class is different. 11. Be consistent. 12. Provide kick-butt lessons worth students' time and attention. Does it work? For me, it is working. I started with the process last June two weeks before end of term. Since September 1st, we (my five classes and I) have been working diligently on following the rules. Four of the five classes are running smoothly. One is still struggling. And as I re-read the book, I identified the points where I've failed to be consistent and where my modeling hasn't been good enough for that class to succeed. Every day is a new start. And that class has learned that we will do it until it's right. More than half the class now "get's it" and has begun to genuinely follow along with the management plan and the lessons. My conclusion is this: the book clearly shows us what is important / fundamental, how to model it, how to know if we haven't modeled it well, and to be consistent in the application of the rules. It's not easy. There are days I've cursed Michael Linsin's name under my breath because I'm tired of students infringing the rights of other students. But I grit my teeth, smile calmly, and remember that these students are learning an essential lesson for life: respect your classmates and accept nothing less than excellence in work that's worth doing.

Here you will find out what they never taught you during Teachers’ Training and how easy it is to teach classes that are not your own!

Excellent book and well written with clear cut solutions. Highly recommended for specialist teachers of any subject. A must read.

I would strongly recommend this book for new teachers. Im an art teacher who sees large groups once a week and this book had some simple but effective ideas

I miss more bibliographic references discussing our routines inside the classrooms being a specialist teacher. I have found this book was a great surprise and has been gave me so many support and “human resources” to turn my classes more lovely, joyful and a safe place for my students - and for myself as well. I absolutely recommend this book for all my co-workers. Please, read it right now. Junior (Brazil).