Setting
I teach at Pershing Middle School, a 6-8 public school within the San Diego Unified School District. The school has been open for 47 years and has endured great fluctuations in student population. The school is a popular choice for students to be bussed to from schools within the district that have failed to reach district API standards. Pershing itself is a school that is in the fourth year of Program Improvement, as a result there are about 400 students from the surrounding neighborhood that choose to be ride a bus to another school within the district. The demographic change in students that the bussing programs create a positive diverse climate for all students. The students that ride the bus to Pershing are grateful to attend a “better or safer” school. The neighborhood is made up of many streets single family homes as well a few condo and apartment complexes surrounding the edges. The school is nestled in between the neighborhood communities of San Carlos and Del Cerro. Pershing is one of two middle schools that support and feed Patrick Henry High School. It is the farthest east school in SDUSD.
The school currently serves about 900 students from San Diego County. Student demographics are a close representation of the SDUSD statistics. About 33% of our students are Hispanic, 47% White, 10% African American, 10% mixed race or other. About 78% of our student population is made up of students who live within our neighborhood boundaries. 22% of our students either commute by bus or car from other parts of the county through “Choice” and “VEEP” programs. Community schools within the Patrick Henry Cluster that feed Pershing are Benchley Weinberger, Dailard, Green, and Gage Elementary. Our extended community schools include Baker, Boone, Chollas, Encanto, Logan, Rosa Parks, and Webster Elementary. About 60% of students continue onto Patrick Henry High School when they leave Pershing.
English, Mathematics, Social Studies and Science make up the core classes with Engineering and Spanish offered to 7th and 8th grade students. This is sometimes referred to as standards based content classes. Within our academic areas, we also teach students how to read, write, and problem solve and to communicate using the content of each subject area. We value these “process skills” as they are the ‘how-to-do-it’ part of learning. We teach and strengthen our students’ social skills of teamwork and interaction, knowing that our students will grow into adults who will spend large parts of the day interacting with others in the workplace. We organize our instruction to fit the needs of our student population by offering support for English Language Learners, students with disabilities as well as challenges for GATE and high achieving students. We modify our instructional programs with each child’s needs in mind.
Students are greeted each morning at the entrances to our campus by our principal and vice principal Sarah Sullivan and Geoff Martin. Our counseling staff also welcomes students at the bus stop and assists with making all of the students feel comfortable and welcomed in the morning. Our principal is known throughout the community for welcoming and knowing each student’s name as they arrive daily. Students can arrive at school anytime after 6:00am when our YMCA supported PRIMETIME program opens. Before classes start, students are found reading, completing homework, playing board games, and engaging in quiet activities that promote positive social interaction for the day ahead. There is a special bond and camaraderie that you can see and feel with the students and staff that arrive before the sun comes up each morning. As more students arrive they gather to eat breakfast, sit at tables in the lunch harbor, or stand and mingle behind the “yellow line” until the first passing period bell rings at 7:25am. The yellow line is a visual barrier that separates the common lunch area, gym and auditorium from most of the academic classrooms. This is where students hang out before school, after school and at lunchtime.
Teachers gather in specific locations around campus each morning to supervise students, support a calm community environment, and fulfill their “duty” for each week. Teachers are seen walking through the halls, conversing with colleagues and team members, making copies in the office and working with students in their classrooms before the regular day starts. Teacher presence in the hallways during the morning is a little scarce as we arrive at different times and are all at various stages of preparing lessons for our classes. I see the same group of teachers every morning based on the time I arrive, my path through campus, and the routines that we all keep. If I need to find someone specifically, I usually know a few places to look. As I walk through campus I check in with my partners across the hall from the band room and catch up on how their classes are behaving, how the students are progressing, and week-to-week teacher talk. Two other 8th grade teachers and myself have identified and share a few students that we are working to positively influence. Some of these students may have been on the verge of expulsion or failed multiple classes in previous years and we are working as a team to not allow these students to slip through the cracks.
When the first bell rings at 7:25 students walk to their first academic class of the day. Our school is on a 4 period A/B Block schedule with a 30-minute reading advisory period that serves to allow student’s quiet focused time to practice reading. Students that have not reached proficient levels on benchmark tests are grouped with their English teacher with smaller class sizes about 12-18 students to give additional support for those who need it. The class periods are about 80 minutes long and the students have their PE and elective classes on alternate A/B days respectively. The schedule looks like this.
1st Block 7:30 - 8:50
2nd Block 8:55 - 10:15
3rd Block 10:20 - 10:50 (READING ADVISORY) Meets Everyday
LUNCH 10:55 - 11:25
4th Block 11:30 - 12:50
5th Block 12:55 - 2:15
Having block schedule allows students to have more time in class with teacher instruction. Students work on reading, writing and creating projects while in their academic classes. Students are still responsible for a reasonable amount of homework and practice in all of their classes however the longer periods allow students to work in class and receive daily feedback and close interaction with their teachers. We have seen a steady rise in our students’ test scores over the years since Pershing made the switch to block scheduling. We narrowly missed all of the requirements to move out of program improvement and are currently in year 4 of the mandated program. As a result of our students failing to meet state proficiencies we are required to have meetings in which we design solutions and programs in attempt to meet the standard the following year.
I see technology being used daily in our classrooms at Pershing. We have 670 computers that are used individually by students in Math and English classes school wide. As part of the i21 program we have smart boards and Promethean boards in all of our 6th and 7th grade classrooms. Students are learning how to create personal web pages and online portfolios to showcase and store the beautiful work that they create. There are 8 elective choices offered to all students at Pershing that include ASB, Band, Orchestra, Drama, Digital Literacy, Pre-Engineering, Yearbook, and Peer Tutoring. All students have the opportunity to participate in our after-school programs that include activities such as the fall and Spring School Musical, Field Trips, Sports, Cooking Club, Fitness Club, Art, Technology, Skate Club and Surf Club.
My classroom is one of the largest spaces centrally located on the campus. I have two entrances on the north and south end of the building to help student flow through the room. I have 3 practice rooms, a string instrument storage closet and a small office. The band room walls are lined with lockers and shelves for the students to store their instruments while they are in core classes and there are various music oriented posters around the room including a small record album collection that I mounted to the walls. In order to reduce set-up time, 46 chairs remain in a concert formation throughout the day. Chairs are arranged in four rows of concentric semi-circles surrounding a podium and small desk at the center. The chairs are spaced evenly in order for each child to have easy accessibility to the teacher as well as have room for close 1 to 1 teaching. This enables me to easily navigate through the ensemble without disrupting student practice. I am constantly assessing my students skills, progression and technique as I listen and observe them playing. I have found that with the class set up this way, I am learning almost twice as much about each student while forming excellent working relationships with many of them.
My class sizes vary throughout the day from the smaller ensembles of 20, to my largest group of 52 students. About 40% of the students in the instrumental music own or rent an instrument, 20% use a school instrument and 40% qualify for using an instrument from the Community Council for Music in Schools or CCMS. CCMS is a program that provides donated instruments for students facing financial difficulties that would otherwise prevent them from acquiring their own. I have worked extensively with the director of CCMS and have developed a close professional relationship that allows me to provide many students with instruments. I see 110 students total on Band days and 90 students total on Orchestra days. The Orchestra classes are smaller because the program is a relatively new elective at Pershing. The string program was started three years ago with one-sixth grade class. Both programs are open to any student who desires to learn how to play an instrument. I have students with three to four years of experience and students that have never touched an instrument in the same class. This presents challenges for differentiating and picking music but it also offers opportunities for students to learn from their more experienced peers.
A basic rehearsal consists of students entering the classroom, setting up their rehearsal space and setting up their instruments. Students review previous assignments, work on instrument maintenance, or practice individually, as partners, or as small groups. Rehearsal officially begins when I step onto the raised podium in front of the class. Students understand this silent cue and put their instruments across their lap and focus their attention to me. Student business, class agenda, schedule and important dates are discussed and recorded into notebooks. I usually take about 3-4 minutes to front load the students with key vocabulary, techniques along with important melodies and rhythms. All students are engaged in reading and playing notes, making sounds, or counting rests until the music indicates it is their turn to play. I take time to work with individuals and small groups of students ensuring that each student understands the content. Early in the year perfection is not immediately expected as students are developing a framework of understanding for each piece of music. As we continue to progress, the expectations become more demanding as we focus on polishing and perfecting each piece in preparation for our performance.
I value reflecting upon my practice. I enjoy looking back on my experiences and wondering if something was done different how it may have affected the outcomes. Pershing Middle School is a great place to teach students and work with motivated teachers. Every school year we face different challenges that at times seem able to bring down the entire world around you. As educators it is our duty and privilege to rise above, educate our selves and prepare our students for any obstacle or challenge they may face in their life.
Students enjoy working with one another in small group and pair settings. Students develop strong friendships and believe that their individual effort contributes to the overall success of the group. I would like to have students work and practice more in pairs and small groups, perhaps performing and evaluating each others' growth and practice strategies from time to time. Learning how students self-regulate during individual music practice will provide a basis that students and teachers could use to practice more effectively and progress their musical performance and experience.
English, Mathematics, Social Studies and Science make up the core classes with Engineering and Spanish offered to 7th and 8th grade students. This is sometimes referred to as standards based content classes. Within our academic areas, we also teach students how to read, write, and problem solve and to communicate using the content of each subject area. We value these “process skills” as they are the ‘how-to-do-it’ part of learning. We teach and strengthen our students’ social skills of teamwork and interaction, knowing that our students will grow into adults who will spend large parts of the day interacting with others in the workplace. We organize our instruction to fit the needs of our student population by offering support for English Language Learners, students with disabilities as well as challenges for GATE and high achieving students. We modify our instructional programs with each child’s needs in mind.
Students are greeted each morning at the entrances to our campus by our principal and vice principal Sarah Sullivan and Geoff Martin. Our counseling staff also welcomes students at the bus stop and assists with making all of the students feel comfortable and welcomed in the morning. Our principal is known throughout the community for welcoming and knowing each student’s name as they arrive daily. Students can arrive at school anytime after 6:00am when our YMCA supported PRIMETIME program opens. Before classes start, students are found reading, completing homework, playing board games, and engaging in quiet activities that promote positive social interaction for the day ahead. There is a special bond and camaraderie that you can see and feel with the students and staff that arrive before the sun comes up each morning. As more students arrive they gather to eat breakfast, sit at tables in the lunch harbor, or stand and mingle behind the “yellow line” until the first passing period bell rings at 7:25am. The yellow line is a visual barrier that separates the common lunch area, gym and auditorium from most of the academic classrooms. This is where students hang out before school, after school and at lunchtime.
Teachers gather in specific locations around campus each morning to supervise students, support a calm community environment, and fulfill their “duty” for each week. Teachers are seen walking through the halls, conversing with colleagues and team members, making copies in the office and working with students in their classrooms before the regular day starts. Teacher presence in the hallways during the morning is a little scarce as we arrive at different times and are all at various stages of preparing lessons for our classes. I see the same group of teachers every morning based on the time I arrive, my path through campus, and the routines that we all keep. If I need to find someone specifically, I usually know a few places to look. As I walk through campus I check in with my partners across the hall from the band room and catch up on how their classes are behaving, how the students are progressing, and week-to-week teacher talk. Two other 8th grade teachers and myself have identified and share a few students that we are working to positively influence. Some of these students may have been on the verge of expulsion or failed multiple classes in previous years and we are working as a team to not allow these students to slip through the cracks.
When the first bell rings at 7:25 students walk to their first academic class of the day. Our school is on a 4 period A/B Block schedule with a 30-minute reading advisory period that serves to allow student’s quiet focused time to practice reading. Students that have not reached proficient levels on benchmark tests are grouped with their English teacher with smaller class sizes about 12-18 students to give additional support for those who need it. The class periods are about 80 minutes long and the students have their PE and elective classes on alternate A/B days respectively. The schedule looks like this.
1st Block 7:30 - 8:50
2nd Block 8:55 - 10:15
3rd Block 10:20 - 10:50 (READING ADVISORY) Meets Everyday
LUNCH 10:55 - 11:25
4th Block 11:30 - 12:50
5th Block 12:55 - 2:15
Having block schedule allows students to have more time in class with teacher instruction. Students work on reading, writing and creating projects while in their academic classes. Students are still responsible for a reasonable amount of homework and practice in all of their classes however the longer periods allow students to work in class and receive daily feedback and close interaction with their teachers. We have seen a steady rise in our students’ test scores over the years since Pershing made the switch to block scheduling. We narrowly missed all of the requirements to move out of program improvement and are currently in year 4 of the mandated program. As a result of our students failing to meet state proficiencies we are required to have meetings in which we design solutions and programs in attempt to meet the standard the following year.
I see technology being used daily in our classrooms at Pershing. We have 670 computers that are used individually by students in Math and English classes school wide. As part of the i21 program we have smart boards and Promethean boards in all of our 6th and 7th grade classrooms. Students are learning how to create personal web pages and online portfolios to showcase and store the beautiful work that they create. There are 8 elective choices offered to all students at Pershing that include ASB, Band, Orchestra, Drama, Digital Literacy, Pre-Engineering, Yearbook, and Peer Tutoring. All students have the opportunity to participate in our after-school programs that include activities such as the fall and Spring School Musical, Field Trips, Sports, Cooking Club, Fitness Club, Art, Technology, Skate Club and Surf Club.
My classroom is one of the largest spaces centrally located on the campus. I have two entrances on the north and south end of the building to help student flow through the room. I have 3 practice rooms, a string instrument storage closet and a small office. The band room walls are lined with lockers and shelves for the students to store their instruments while they are in core classes and there are various music oriented posters around the room including a small record album collection that I mounted to the walls. In order to reduce set-up time, 46 chairs remain in a concert formation throughout the day. Chairs are arranged in four rows of concentric semi-circles surrounding a podium and small desk at the center. The chairs are spaced evenly in order for each child to have easy accessibility to the teacher as well as have room for close 1 to 1 teaching. This enables me to easily navigate through the ensemble without disrupting student practice. I am constantly assessing my students skills, progression and technique as I listen and observe them playing. I have found that with the class set up this way, I am learning almost twice as much about each student while forming excellent working relationships with many of them.
My class sizes vary throughout the day from the smaller ensembles of 20, to my largest group of 52 students. About 40% of the students in the instrumental music own or rent an instrument, 20% use a school instrument and 40% qualify for using an instrument from the Community Council for Music in Schools or CCMS. CCMS is a program that provides donated instruments for students facing financial difficulties that would otherwise prevent them from acquiring their own. I have worked extensively with the director of CCMS and have developed a close professional relationship that allows me to provide many students with instruments. I see 110 students total on Band days and 90 students total on Orchestra days. The Orchestra classes are smaller because the program is a relatively new elective at Pershing. The string program was started three years ago with one-sixth grade class. Both programs are open to any student who desires to learn how to play an instrument. I have students with three to four years of experience and students that have never touched an instrument in the same class. This presents challenges for differentiating and picking music but it also offers opportunities for students to learn from their more experienced peers.
A basic rehearsal consists of students entering the classroom, setting up their rehearsal space and setting up their instruments. Students review previous assignments, work on instrument maintenance, or practice individually, as partners, or as small groups. Rehearsal officially begins when I step onto the raised podium in front of the class. Students understand this silent cue and put their instruments across their lap and focus their attention to me. Student business, class agenda, schedule and important dates are discussed and recorded into notebooks. I usually take about 3-4 minutes to front load the students with key vocabulary, techniques along with important melodies and rhythms. All students are engaged in reading and playing notes, making sounds, or counting rests until the music indicates it is their turn to play. I take time to work with individuals and small groups of students ensuring that each student understands the content. Early in the year perfection is not immediately expected as students are developing a framework of understanding for each piece of music. As we continue to progress, the expectations become more demanding as we focus on polishing and perfecting each piece in preparation for our performance.
I value reflecting upon my practice. I enjoy looking back on my experiences and wondering if something was done different how it may have affected the outcomes. Pershing Middle School is a great place to teach students and work with motivated teachers. Every school year we face different challenges that at times seem able to bring down the entire world around you. As educators it is our duty and privilege to rise above, educate our selves and prepare our students for any obstacle or challenge they may face in their life.
Students enjoy working with one another in small group and pair settings. Students develop strong friendships and believe that their individual effort contributes to the overall success of the group. I would like to have students work and practice more in pairs and small groups, perhaps performing and evaluating each others' growth and practice strategies from time to time. Learning how students self-regulate during individual music practice will provide a basis that students and teachers could use to practice more effectively and progress their musical performance and experience.
Music at Pershing Middle School
My classroom is one of the largest spaces centrally located on the campus. I have two entrances on the north and south end of the building to help student flow through the room. I have 3 practice rooms, a string instrument storage closet and a small office. The band room walls are lined with lockers and shelves for the students to store their instruments while they are in core classes and there are various music oriented posters around the room including a small record album collection that I mounted to the walls.
In order to reduce set-up time, 46 chairs remain in a concert formation throughout the day. Chairs are arranged in four rows of concentric semi-circles surrounding a podium and small desk at the center. The chairs are spaced evenly in order for each child to have easy accessibility to the teacher as well as have room for close 1 to 1 teaching. This enables me to easily navigate through the ensemble without disrupting student practice. I am constantly assessing my students skills, progression and technique as I listen and observe them playing. I have found that with the class set up this way, I am learning almost twice as much about each student while forming excellent working relationships with many of them. My class sizes vary throughout the day from the smaller ensembles of 20, to my largest group of 52 students. About 40% of the students in the instrumental music own or rent an instrument, 20% use a school instrument and 40% qualify for using an instrument from the Community Council for Music in Schools or CCMS. CCMS is a program that provides donated instruments for students facing financial difficulties that would otherwise prevent them from acquiring their own. I have worked extensively with the director of CCMS and have developed a close professional relationship that allows me to provide many students with instruments. I see 110 students total on Band days and 90 students total on Orchestra days. The Orchestra classes are smaller because the program is a relatively new elective at Pershing. The string program was started three years ago with one-sixth grade class. Both programs are open to any student who desires to learn how to play an instrument. I have students with three to four years of experience and students that have never touched an instrument in the same class. This presents challenges for differentiating and picking music but it also offers opportunities for students to learn from their more experienced peers.
A basic rehearsal consists of students entering the classroom, setting up their rehearsal space and setting up their instruments. Students review previous assignments, work on instrument maintenance, or practice individually, as partners, or as small groups. Rehearsal officially begins when I step onto the raised podium in front of the class. Students understand this silent cue and put their instruments across their lap and focus their attention to me. Student business, class agenda, schedule and important dates are discussed and recorded into notebooks. I usually take about 3-4 minutes to front load the students with key vocabulary, techniques along with important melodies and rhythms. All students are engaged in reading and playing notes, making sounds, or counting rests until the music indicates it is their turn to play. I take time to work with individuals and small groups of students ensuring that each student understands the content. Early in the year perfection is not immediately expected as students are developing a framework of understanding for each piece of music. As we continue to progress, the expectations become more demanding as we focus on polishing and perfecting each piece in preparation for our performance.
I value reflecting upon my practice. I enjoy looking back on my experiences and wondering if something was done different how it may have affected the outcomes. Pershing Middle School is a great place to teach students and work with motivated teachers. Every school year we face different challenges that at times seem able to bring down the entire world around you. As educators it is our duty and privilege to rise above, educate our selves and prepare our students for any obstacle or challenge they may face in their life.
Students enjoy working with one another in small group and pair settings. Students develop strong friendships and believe that their individual effort contributes to the overall success of the group. I would like to have students work and practice more in pairs and small groups, perhaps performing and evaluating each other’s growth and practice strategies from time to time. Learning how students self-regulate during individual music practice will help me support them in learning to practice more effectively and grow as musicians.
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In order to reduce set-up time, 46 chairs remain in a concert formation throughout the day. Chairs are arranged in four rows of concentric semi-circles surrounding a podium and small desk at the center. The chairs are spaced evenly in order for each child to have easy accessibility to the teacher as well as have room for close 1 to 1 teaching. This enables me to easily navigate through the ensemble without disrupting student practice. I am constantly assessing my students skills, progression and technique as I listen and observe them playing. I have found that with the class set up this way, I am learning almost twice as much about each student while forming excellent working relationships with many of them. My class sizes vary throughout the day from the smaller ensembles of 20, to my largest group of 52 students. About 40% of the students in the instrumental music own or rent an instrument, 20% use a school instrument and 40% qualify for using an instrument from the Community Council for Music in Schools or CCMS. CCMS is a program that provides donated instruments for students facing financial difficulties that would otherwise prevent them from acquiring their own. I have worked extensively with the director of CCMS and have developed a close professional relationship that allows me to provide many students with instruments. I see 110 students total on Band days and 90 students total on Orchestra days. The Orchestra classes are smaller because the program is a relatively new elective at Pershing. The string program was started three years ago with one-sixth grade class. Both programs are open to any student who desires to learn how to play an instrument. I have students with three to four years of experience and students that have never touched an instrument in the same class. This presents challenges for differentiating and picking music but it also offers opportunities for students to learn from their more experienced peers.
A basic rehearsal consists of students entering the classroom, setting up their rehearsal space and setting up their instruments. Students review previous assignments, work on instrument maintenance, or practice individually, as partners, or as small groups. Rehearsal officially begins when I step onto the raised podium in front of the class. Students understand this silent cue and put their instruments across their lap and focus their attention to me. Student business, class agenda, schedule and important dates are discussed and recorded into notebooks. I usually take about 3-4 minutes to front load the students with key vocabulary, techniques along with important melodies and rhythms. All students are engaged in reading and playing notes, making sounds, or counting rests until the music indicates it is their turn to play. I take time to work with individuals and small groups of students ensuring that each student understands the content. Early in the year perfection is not immediately expected as students are developing a framework of understanding for each piece of music. As we continue to progress, the expectations become more demanding as we focus on polishing and perfecting each piece in preparation for our performance.
I value reflecting upon my practice. I enjoy looking back on my experiences and wondering if something was done different how it may have affected the outcomes. Pershing Middle School is a great place to teach students and work with motivated teachers. Every school year we face different challenges that at times seem able to bring down the entire world around you. As educators it is our duty and privilege to rise above, educate our selves and prepare our students for any obstacle or challenge they may face in their life.
Students enjoy working with one another in small group and pair settings. Students develop strong friendships and believe that their individual effort contributes to the overall success of the group. I would like to have students work and practice more in pairs and small groups, perhaps performing and evaluating each other’s growth and practice strategies from time to time. Learning how students self-regulate during individual music practice will help me support them in learning to practice more effectively and grow as musicians.
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