As music teachers, we know that effective music classroom management strategies are key to maintaining a harmonious and productive environment, ensuring the success of our students.
Finding the right music classroom management strategies for a classroom full of young students can be challenging, but with the right tools, you can create a space where learning flourishes.
“Stop, Look and Listen!”—A Classroom Call-Out
The music teacher sings the tune of this call-out to the playground taunt “Na-na na-na boo-boo” (S-M-L-S-M). The children echo the tune of the teacher on the words “Be A Good Musician!”
Here’s what it sounds like!
This has been my go-to attention-grabber from the start of my teaching career. My students became so accustomed to this phrase that I could often hear them singing it to each other in the hallway. I’ll never forget the time a substitute teacher shared that a group of sixth graders serenaded her with this phrase when she asked them to stop, look, and listen. Talk about classroom culture in action!
Make sure you implement this call-out frequently with your students so it becomes part of the class routine. Students in grades K-1 sometimes have trouble remembering at first, so make sure you practice it a few times!
Set Clear Expectations and Refer To Them Often
Setting clear expectations for music class is crucial, especially at the beginning of the school year. Keep in mind that students may not remember your rules as easily, especially if you only see them once a week or less.
To start the year off right, establish your behavior expectations within the first week of school. If you use an attention call-out system, make sure to practice it with your students.
When creating rules or expectations, it’s important to be thoughtful and avoid having too many, as this can make it harder for students to remember. For elementary music students, I generally recommend having 3-5 rules that you can refer to in any situation. In my class, I use a mnemonic device that spells the word “MUSIC” with my class rules. If you’re interested, you can grab a free copy of these rules in the Chamber of Freebies. If you’re not a member yet, you can sign up for free music education resources by clicking here.
Another approach to consider is involving your music students in creating their own expectations. This approach can be highly effective for classroom management as it empowers students to take ownership of their learning environment. Personally, I found this method a bit challenging to implement, mainly because I taught multiple sections and had trouble remembering the distinct sets of rules for each. However, depending on your teaching situation, it could still be a valuable strategy worth exploring.
Whatever expectations you put into practice, it’s important to be consistent and refer to them often; by doing so you’ll create a structured and respectful classroom environment with a clear path to musical excellence.
Redirect Negative Behavior for Better Music Classroom Management
I prefer not to dwell on negative behavior, but sometimes even my well-behaved students need guidance. Rather than immediately imposing consequences, music classroom management starts by redirecting the behavior, unless something severe has occurred. Clearly communicated class expectations are crucial for this to be effective. If you’d like a copy of the rules I use in my classroom, you can find them for free here.
When I’m redirecting, I do my best to be kind and patient, even if I’m feeling frustrated. This usually minimizes the disruption and makes it easier to carry out a consequence if needed later on. Typically, I will attempt to redirect behavior once, with an exception in place for students with 504s, IEPs, BIPs or other special needs. In those situations I’ll give several discrete reminders before there’s an actual consequence. Here’s an example of how I might phrase a redirection to a student:
“Johnny, I noticed you are banging your maraca on the chair. Please remember that caring for the instruments is one of our expectations in music class. If you cannot treat the instrument nicely, I will need to take it away from you.”
Music Classroom Reward System
Motivation is an essential strategy for getting your reluctant learners to tune in to what you’re teaching. Reward systems are a powerful component of strong music classroom management strategies. Implementing a reward system where students can earn points, stickers or prizes for good behavior can persuade them to stay engaged in music class.
I have to admit I tried several reward systems over the years including punch cards, marble jars, clip charts and more. Sometimes it takes some trial and error to find a reward system that works best for you.
Remember, the best reward system is the one that you’ll actually use so don’t make it too complicated! I thought my punch card idea would be AMAZING until students were continuously losing them and replacing them became a distraction from teaching.
Eventually I found my two favorite music classroom management strategies. These were sticker charts and Class Dojo.
Classroom Sticker Charts – Sticker charts are the simplest thing but they have absolutely worked for me. I purchase my sticker charts from Music in Motion which offers various styles and colors; I usually need to order three charts for the school year.
Each chart is organized by weeks and class sections, often grouped by grade level. Here’s how it works: In each music, each class can earn one sticker per class period. When a class reaches ten stickers on the chart, they get to choose a reward like a music movie, karaoke party, or favorite songs and activities day. I also never take stickers away; if a class has a tough week, they miss out on earning a sticker.
My music classroom chart is always in a visible location which sparks some friendly competition among the students. I also refer to it for motivation when needed. Some of my best classes manage to earn multiple rewards during the school year!
Class Dojo – I LOVE using Class Dojo but it may not be for you if you’re uncomfortable with technology. If you’re looking to try something new, class Dojo is AMAZING for rewarding individual students AND whole class behavior. Each student is assigned their own adorable monster avatar which can earn or lose points based on positive or negative music classroom behavior. I prefer not to draw attention to negative behavior so I strictly used this for positive reinforcement throughout the lesson. One pro-tip is to use CTRL + D to bookmark your Class Dojo page so you can pull it up quickly as you are preparing for your teaching day.
You might be wondering why I implemented two different reward systems with my students. It’s because I like to have options to reward whole class behavior as well as individual behavior. Sometimes you have a a bad mix of students and it’s hard to get them to behave. I always feel sad for well-behaved students who are stuck in a class like this. Having a way to acknowledge them individually prevents them from feeling frustrated during music.
Don’t be afraid to implement consequences!
While positive reinforcement is important, don’t be afraid to use consequences when necessary. Some students may test your boundaries, and in those situations it’s crucial to follow through on any consequences you’ve mentioned.
Early in my teaching career, I used to threaten students with consequences but I rarely followed through on them. This ultimately led to inconsistency in my discipline and outrage from the students any time I followed through with a consequence. So, it’s very important to practice your expectations often and enforce your consequences right away when a student repeats a behavior you’ve already redirected them about. It’s not mean, it’s about being fair and consistent with your behavior plan.
At the start of the school year, certain students might attempt to push boundaries. It’s crucial to respond to this promptly and with consequences, sending the message that you won’t tolerate misbehavior. Kids are extremely perceptive; they can tell which teachers are firm and which are lenient. To maintain your peace of mind, be firm but fair.
When administering consequences, it’s important to refrain from raising your voice. Instead, establish eye contact and communicate with a gentle but firm tone. A useful technique is to lower yourself to the eye level of your younger students. It’s worth noting that students, particularly those with behavior challenges, often experience excessive yelling from adults, leading them to become desensitized to it. A more effective approach is to express disappointment rather than anger. This tends to yield better responses from your students.
One of my most valued resources, often requested by my colleagues, is my Behavior Think Sheet, which you can find in my Teachers Pay Teachers store. Although I created it early in my teaching career, it has gained immense popularity among teachers across various subjects and grade levels. Back in the 2017-2018 school year, both the second- and fourth-grade teams used this Behavior Think Sheet in their classrooms.
To implement this sheet, I begin by marking the specific behavior on the think sheet before handing it to the student for independent reflection. The student is then tasked with answering three crucial questions about their behavior: why it happened, the consequences it produced, and how they intend to modify their behavior moving forward. It’s also important to review their responses carefully, as some students may initially respond with “I don’t know” or “I didn’t do anything.” In such cases, I gently remind them of the unmet expectation and encourage them to try again.
Once they’ve provided satisfactory answers, I ask them to take the Think Sheet home for a parent’s signature and return it the following day. I retain copies of all signed Think Sheets as documentation of behavior issues and communication with families. This straightforward discipline system empowers students to reflect on their choices and brainstorm alternative actions for the next music class. More often than not, these sheets foster discussions about the behavior in class, leading to positive outcomes in future classes.
It’s important to find music classroom management strategies that work for you. If you’re a new music teacher, this will take time! Don’t be afraid to experiment with different strategies. If something isn’t working, you can change it! Remember to practice often, and remain consistent. You’ll be rewarded with a peaceful and productive teaching experience.