John Slike

Dr. Stoll
Student Teaching Seminar
28 March 2016
Reflective Project
1) Observing the non-music class:
The class I observed was a High School Sculpting class. The teacher structured the class as a
discovery learning environment, in which the students had multiple choices of different
projects which they were allowed to work on. The students worked on their projects individually,
and were allowed to discuss ideas with other students. The students were assessed by the teacher
formatively, as he floated around the classroom, and spent time with each student to check on
their progress, as well as engage the student in differentiated instruction. Discipline was handled
in class in a pre-emptive way. The class is designed in a way which really doesnt allow for much
student misbehavior, and the teacher was always present and visible in the classroom, so students
did not break any rules or policies. Concepts and ideas were presented to the students at the
beginning of the class, as the teacher presented different project ideas, and how to go about
creating them This was more of a showcase than a lecture, and was engaging and interesting.
Feedback was provided as the teacher checked and assessed each student. He was able to offer
suggestions on how to improve the work done by each student on an individualized basis. When
students were working slowly or had their attention diverted to something other than their work,
the teacher just encouraged them to continue on their work. The classroom was a very positive
learning environment, as students of all types were creating interesting art, and all students were
learning how to better their own technique with the help of the teacher.
2) Mock interview with Superintendent:
In the mock interview, which went extremely well, I was asked the following questions, among
others:
Q: Tell me about yourself.
The standard interview opener is a way to check that the interviewee is capable of the
basic communication skills, including eye-contact, complete sentences, and presenting
information in a logical and understandable way.
Q: Do you prefer General Music, Band, or Choir?
Luckily for me, I really enjoy all of them, which was the answer that administrators
prefer. Apparently, a lot of music educators can be quite particular about these things, which can
be a real turn-off for administrators.
Q: Which two educational theories do you use most in your classroom to support your
teaching?
This question separates the candidates who are good from the candidates who are good
and know why and how they got that way. I chose to use the scaffolding/spiral curriculum as
well as Gordon MLT, and explain how they both contributed to my teaching. My interviewer

knew the first one of course, but liked that I was aware of music-specific educational theory and
was able to explain its relevance.
Q: What is the most important ingredient in a good class?
The ideal answer for this question is organization or structure. I did not answer this
way. Instead, I used the answer, Trust. Previously in the interview I had mentioned that it was
important that students understand the qualifications of their teacher and that a teacher must earn
their respect from the students by proving their qualifications instead of demanding their respect.
I continued in that theme by stating that trust is most needed, because by creating a safe,
productive, qualified learning environment in which the students trust the teacher and the teacher
trusts that the students trust the teacher, a streamlined and much less hindered classroom
experience is created.
It was also suggested to me that I add some hobbies to my resume, since that sets people
apart from other candidates. However, I dont think Dungeons & Dragons is the best selling
point for a teacher.
4) Meeting with School Counselor:
At my school, students require 2 semesters of fine arts. Band and choir require special approval
from my cooperative teacher to enter. All fine arts classes can only be taken once, except for
band, choir, and yearbook. However, there is a part 1 and a part 2 to most of the fine arts classes.
Conflicts may occur, especially with the students who wish to be in both choir and band. Also,
all students must have a study hall. This makes it difficult to achieve all of these things as well as
completing all of the other necessary classes for the students.
Teachers, students, parents, or the individual can make a referral about a student to the counselor.
If there is a referral, investigation must be completed. First, the student who was referred is
brought in, and is then asked, Why do you think you were brought in? Often times, students
will confirm or clarify the reason they were referred without even being asked specifically. If the
student does not confirm the reason they were referred, then it may be hearsay and should be
treated that way. If suspected abuse is seen, then child services will be called. The counselors
room is set up in a very homely and welcoming way, and students are invited to come in and
hang whenever needed.
The special Ed department decides the schedule needs for students with IEP/504 plans, and
passes these along to the counselor to integrate them into the students schedule.