In the fast-paced world of education, where the focus is often on covering a curriculum quickly, it's crucial to take a step back and reflect on how we can make our music lessons more equitable, inclusive, and engaging for all students.
One of the biggest barriers to addressing the needs (and all the “asks” put upon teachers) is a lack of time and support needed to actually make some changes. I often find myself coaching and giving professional development to music teachers who are asked, time and time again, to do more with less time. What then, is the solution? Here are some strategies for making the most of the little time you might have so that you can better support the needs of your students (while saving your sanity!).
Start Small with Equity in Mind
I truly believe that any real change take time, and happens in small, incremental steps. Change doesn’t come for sweeping reform. It comes from the small things teachers can realistically commit to in their day-to-day. This is particularly truewhen it comes to tackling issues of diversity, equity, inclusion, and belonging in the classroom. By focusing on just one lesson at a time, teachers can begin the journey of creating more accessible and student-centered learning environments.
Questions to ask Yourself that can help you “Level Up” Your Lesson
When it comes to leveling up lessons, there are several key questions that revolve around the central theme of equity. When I work with teachers, questioning often leads to real reflection and subsequent meaningful change. One question I commonly pose to teachers is, “Who does this help, and who does this hurt?” If we can identify students who are not being included by something we are doing, strive to add one or two accommodations or modifications that might better fit their needs. Other questions teachers might ask themselves include:
Who and I including with this activity? Who am I excluding?
What do my students need right now, and how can I give that to them?
How else can I teach this? How many ways can I have students learn and experience the same information and skills?
How many ways can students demonstrate their learning? What does that look like?
Where can I give students choice in my lesson? How can I give them some control?
In what ways can I teach less so that students can engage with the content (and each other) more? What would that look like?
These are just some examples, but the idea here is that you don’t need to make all the changes, all the time. For many teachers, those expectations are unrealistic and often defeating. Rather, by gradually shifting the focus from teacher-centered instruction to more student-led activities, teachers can empower students to engage with the material, collaborate with their peers, and explore their creativity in meaningful ways.
Start small with this: Do this for one activity a day, then two activities the next week….and keep building upon it. Progress is progress. And your students (and you!) will be better for it!
