The non-directive teaching model is something I incorporated into my classroom without realizing it. It is especially easy to use in my Advanced Orchestra since they have a firm basis of what they should hear as they play their music. This model validates a student’s feelings about what they are learning and helps them understand how that affects their musical skills. I like the non-directive teaching model because it allows the students to take ownership of what they are doing in class and at home when they practice. Non-directive teaching fits my personality very well. I am warm and responsive with my students and that allows them to open up to me. They know they are free to express their thoughts and feelings in my classroom (within guidelines of course) and I will take it into consideration.
In my orchestra class I tell my students that I have done my job when they do not need me anymore. When my students know the basics and have the tools to figure out new challenges I become obsolete. If I take myself out of the learning equation, the students take responsibility for their learning and it boosts their self-esteem. I feel very proud of my kids when they reason out complex music for themselves. In turn, they are motivated to do more without me leaning over their shoulder and guiding them step by step.
I used the non-directive teaching model for our Fall Concert review this year. Usually I ask concrete questions in a paper format. This time I decided to lead a class discussion for the review. I started with “How do you feel about the concert last night?” It was very hard not to put my thoughts into the discussion. I know from past experience that once I tell them what I thought they will either agree with me or not have anything more to say. One of my violinists mentioned that our second song almost fell apart near the eighth measure. Instead of agreeing with him, I asked another leading question: “How did you react to that?” He responded that he watched the baton more closely. A cello student said she started playing louder to get her neighbors to slow down. They were all very pleased that they got the song back on track and did not have to restart the piece. Using the model for concert review was more productive and gave me better insight to what my students were thinking and feeling about their performance. When I did written reviews, students gave me facts and did not have the opportunity to discuss the concert with their peers. I believe my students felt more satisfaction being able to talk out their thoughts and feelings with each other.
I think this model offers a great deal to teachers in terms of forging a positive relationship with students. It allows students to explore their feelings, realize that they are in charge of their learning, and feel good about doing so. Teachers who keep extremely tight control on their classes will have a more difficult time with this model, but I feel that it will benefit everyone who can use it.
In my orchestra class I tell my students that I have done my job when they do not need me anymore. When my students know the basics and have the tools to figure out new challenges I become obsolete. If I take myself out of the learning equation, the students take responsibility for their learning and it boosts their self-esteem. I feel very proud of my kids when they reason out complex music for themselves. In turn, they are motivated to do more without me leaning over their shoulder and guiding them step by step.
I used the non-directive teaching model for our Fall Concert review this year. Usually I ask concrete questions in a paper format. This time I decided to lead a class discussion for the review. I started with “How do you feel about the concert last night?” It was very hard not to put my thoughts into the discussion. I know from past experience that once I tell them what I thought they will either agree with me or not have anything more to say. One of my violinists mentioned that our second song almost fell apart near the eighth measure. Instead of agreeing with him, I asked another leading question: “How did you react to that?” He responded that he watched the baton more closely. A cello student said she started playing louder to get her neighbors to slow down. They were all very pleased that they got the song back on track and did not have to restart the piece. Using the model for concert review was more productive and gave me better insight to what my students were thinking and feeling about their performance. When I did written reviews, students gave me facts and did not have the opportunity to discuss the concert with their peers. I believe my students felt more satisfaction being able to talk out their thoughts and feelings with each other.
I think this model offers a great deal to teachers in terms of forging a positive relationship with students. It allows students to explore their feelings, realize that they are in charge of their learning, and feel good about doing so. Teachers who keep extremely tight control on their classes will have a more difficult time with this model, but I feel that it will benefit everyone who can use it.