Metodología de evaluación de ofertas

Music educators tend to be isolated within the public schools. They are often the only or one of few music teachers within a school building. Many travel between buildings. This can be a disadvantage in understanding the social structure within a school. Create opportunities to get out of classrooms and offi ces, and visit other parts of the school to get a sense of the social con- ditions that exist. The hallway, the lunchroom, the playground, sporting

Ilmer, S., Snyder, J., Erbaugh, S., & Kurtz, K. (1997). Urban educators’ perceptions of successful teaching. Journal of Teacher Education, 48(2), 279–284.

Kozulin, B., Gindis, V., Ageyev, V & Miller, S. (2003). Vygotsky’s Educational Theory

in Cultural Context. Cambridge, UK: Cambridge University Press.

Lewis, R. B., & Doorlag, D. H. (2006). Teaching Special Students in General Educa-

tion Classrooms. Upper Saddle River, NJ: Prentice Hall.

MacLeod, J. (1987). Ain’t No Makin’ It: Aspirations & Attainment in a Low Income

Neighborhood. Boulder, CO: Westview Press, 1987.

Olenchak, F. R., & Renzulli, J. S. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. Gifted

Child Quarterly, 33(1) 37.

Prizant, B. M., & Wetherby, A. M. (1998). Understanding the continuum of discrete- trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/pdd. Seminars

in Speech and Language, 19(4), 329–353.

Varene, H., & McDermott, R. Successful Failure: The School America Builds. Boul- der, CO: Westview Press.

Wolk, S. (2002). Being good: Rethinking classroom management and student disci-

pline. Portsmouth, NH: Heinemann.

events, and other school-related social activities are all places to gather such information. In addition, just talking with students and parents at these events will provide a sense of which students are friends, which seem iso- lated, and which students may be more likely to assist in establishing a posi- tive social atmosphere in the music classroom.

It is important to know the social groups among students in a school. These groups may be created according to geographical boundaries (neigh- borhoods or portions of neighborhoods), socioeconomic status, academic standing, sports teams, extracurricular activities, and clubs. Unfortunately, sometimes race and gender can be factors in these groups as well. Having an awareness of the social strata within a school can be powerful information when creating groups within a music classroom or ensemble. An empowered music educator can use this information to create an inclusive and “clique free” classroom environment.

Eckert (1989) explains that the atmosphere students create can be encour- aged by the school environment, and sometimes by teachers themselves. She explains: “Adults do not impose their class system and ideologies on adoles- cents; they provide the means by which adolescents can do it themselves” (p. 6). Music educators can unintentionally encourage unhealthy social structures with their students. Music educators should self-evaluate and look at the big picture regarding how social groups in music classrooms func- tion and how they relate to the overall school environment.

In your own self-evaluation, it may be helpful to examine how you may contribute to an unhealthy atmosphere. Questions may include:

Do I (intentionally or not) play favorites? •

Do I gossip with students? •

Is my classroom an inviting place (from both the student and the •

teacher’s perspective)?

Are there “cliques” in my classroom? •

Are they positive or negative in nature? •

Other questions may come to mind. The goal is to be critical and objective in understanding the nature of the social atmosphere within the music class- room and ensemble setting.

Music educators play an important role in the lives of music students, and teacher attitudes and actions are powerful indicators of whom we are. They also provide a great deal of insight into the behaviors our students may wish to emulate (Fullan & Miles, 1992). If music educators model inclusive- ness, acceptance, and kindness, students will demonstrate these qualities as well. Because teachers allow all students to participate equally in classrooms and posit a “fair is not always equal” philosophy, students are taught that everyone deserves to be treated fairly within a community (Stainback &

Developing a Student-centered and Inclusive Classroom 111 Stainback, 1990). This may mean that some students get extra turns or get to choose more often. Some students may receive preferred seating in class. All of this may appear to other students to be preferential treatment. This may be a moment to teach students that these accommodations are a part of the overall teaching and learning process for everyone, and that some students need these accommodations to be successful. It is also helpful to state that if any student in the class or ensemble ever needs something new or more to learn, the music educator will ensure that student receives what he needs. It is important to assure students that true equity and fairness permeate the learning environment.

SYNERGY

Students often make choices in groups that they would not necessarily make on their own. These choices can be positive or negative. Students with spe- cial needs may not understand these social situations and are then unable to protect themselves from the malicious scrutiny of their peers (Dewey, 1991; Gustein, 2000). We have found that students with high-functioning skills who have special needs can fall victim to such situations without understanding the larger implications. Often students with special needs can unintention- ally perpetuate the unwanted scrutiny (Marriage, Gordon, & Brand 1995; Mesibov, 1984). Students who lack understanding about students with spe- cial needs may think they are having harmless fun without understanding the larger picture. Moreover, inappropriate behavior within a crowd can be a protective structure for a dominant leader within the group. If the group displays such an inappropriate behavior it is more diffi cult to “pin down” the individual to correct the situation.

Based on recent events in today’s society, the implications can be critical. Bullying or hazing of individuals, if left unchecked, can lead to abuse and retribution. In these cases, students with disabilities need to be protected. It is important to be proactive in these situations (Ozonoff & Miller, 1995).