Playing different types of music in order to create certain moods has always been a large part of my practice. Of course, sometimes no music is required. However, at other times, the right piece of music can create the atmosphere that is needed in order to stimulate student thinking, creativity, calm or energy.
The piece of music above is one of many that I have used when I want my students to feel calm, at ease and able to express themselves, either verbally or visually. If you just hit play on this video, it is followed by lots of other cool music too (I just found that out!).
I will try and remember to share more thoughts about the use of music in classrooms, and to share some of the pieces of music that I have found particularly effective for different purposes.
How do you use music in your practice?
Starting a new role is exciting. The thrill of doing something new and different is incredibly grounding and sobering.
Taking that next step out of the classroom and stepping back into even more classrooms is a very humbling privilege.
I sat in my ‘office’ for the first time a few days ago and must admit I was feeling quite overwhelmed – in a good way.
“Where do I even begin?”
I felt blank and the urge of panic was creeping in and about to take a hold on me.
I have an inordinate amount of things to do and don’t even know where to start. So, I sat there in that moment to quiet myself and regain some composure.
Anytime Sam and I have ran or lead anything to do with teaching and learning there is still one we’ve always started before pedagogy. The physical space. This is often overlooked yet it sets the tone for everything you do.
Create the space you want to be in, feel, think and do. Let that space reflect and be an extension of who you are and what you want to be about.
I did just that….. moved furniture, emptied old draws, put folders aside, made a list of the things and furniture I would need to make the space show who I am and what I value.
From this point on, I was able to chip away at all the other things. I felt comfortable and there was a sense of calm and peace in the way I approached that endless list which buried me before.
As we all start again a new year, whatever your position or role, start with the physical space first.
What does your space say about you?
What mood do you want to create?
How will others feel when they are in that space?
How does your space allow you to do things even better?
Are students part of your thinking and designing? How?
Now, before you do anything else, think about the space you want to be in. It is just like your bedroom, you spend just as many hours in it, yet you are actually awake. Make it special!
Anyone who knows me would say I’m not exactly the most positive person in the world! But, I’ve been thinking about positivity and negativity a lot recently, and particularly this quote:
It has become increasingly obvious that there is a negative default for many people who work in schools. And, that this negative default builds up to a disproportionate sense of entitlement and readiness just to be critical of everything.
So, for example, an improvement is made to an aspect of the school – say, the playground – and then, as soon as that improvement is complete people forget what it was like before and then complain about the improvement. They pick faults in it or moan about “not being consulted”. In short, they will find something to complain about. Indeed, it is impost impossible to interact with some people without some complaining happening!
Now, of course, this negative energy is really debilitating. But, more worryingly, it reveals a lack of memory… or a lack of willingness to remember. This immediately reduces our ability to have perspective. Perspective doesn’t just come from going somewhere else and seeing things differently because of a change of location, or meeting a different person and seeing things differently through them. Perspective also comes through time, and schools’ relationship with time is often so abusive that we may well have lost our ability to achieve this.
How often do we ignore all of our success and focus purely on our failures? How often do we ignore our “Done List” because we’re so obsessed with our “To Do List”? How often do we forget to congratulate ourselves for our achievements because we’re blinded by our goals? How often do we allow someone’s negativity to infect everybody else’s positivity? How often do we focus our emotional energy on responding to negativity and leave ourselves too depleted for the positive energy?
I’d like to see a movement towards living by the quote above and away from the gravitational pull of negativity and negative people. Schools should be positive places full of positive people – I don’t mean that in a trite, naive or ignorant way – but positive in a way that still has substance. You can sense the overriding air of positivity very strongly when positive people dominate, and great things happen as a result. You can equally sense the air of negativity very strongly when negative people dominate, and the potential for great things to happen slips down the nearest drain.
By using very simple mindfulness practices and routines, you can start to develop genuine independence and positive habits with students. Giving them the skill to walk into a room, find a space, relax, slow down and begin to focus on what they will be doing – and why – puts them in control of themselves and their learning.
Taking this bit of time at the start makes everything that comes after it more effective, more student-centred and more indicative of who they really are as learners.
In this video, Chad’s class are in the middle of a creative – and messy project. He is hoping to see his students take complete control of everything they do and has seen the power of helping them find and create the right mood before each session.