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“Summertime! And the living is easy!” Those words from George Gershwin’s Porgy and Bess really sum up summer break for me. Summer is a time for teachers to recharge and spend time with family and friends they may not have seen during the school year. Barbecues, days at the zoo, traveling… But there’s always that little voice in the back of my mind saying “You should be getting ready…” That voice may be louder or quieter for you, but it’s right: We should remember that summer won’t last forever! Here are some things you can do to prepare for the upcoming school year. 1. Reflect on what worked this past yearThink back on the year you just had. Were there lessons that really worked? Work those into your plan! On the flip side, were there some lessons you don’t even want to think about ever again? Maybe figure out a way to tweak those lessons to make them work! (Or just replace them altogether and never mention it again. No judgement here!) Reflecting on what worked and what didn’t will give you a good foundation for a new school year plan. 2. Obtain class lists once they become availableThis will help you know who you will be working with! At my school, we have what we consider “revolving door” admission. Students come to my school because they need extra support for their learning differences, and sometimes those students don’t return the following year because they have the tools and strategies needed to thrive in their home district! For me, the class lists are super important so I can figure out how much time I need to spend on reviewing topics at the beginning of the year. 3. Read, read, read!Every teacher account I follow on social media has been posting about the different books they finally have time to read. There are so many good suggestions out there, covering all sorts of topics. If you’re anything like me, summer is the time to catch up on any reading you didn’t have time to do during the school year. And this doesn’t just mean professional development reading, either. I also mean you should read for fun! Read what your students are interested in. Read what inspires you! If you feel inspired, imagine how your students will feel when you bring that inspiration to the classroom. 4. Engage in discussions with other music teachersDuring the school year, it can feel overwhelming to try to reach out to other teachers, especially if they’re not in your district (or even your state!). Summer is the perfect time to join music teacher groups and start networking and gathering ideas. Did you know there’s a group for That Music Teacher? There is! Join the General Music Mastermind group on Facebook! I have joined a handful of music teacher groups this summer, and I already feel so much more supported and energized for the upcoming school year! 5. Go through your inventoryIs there a part of your room that you look at and think “I need to organize that at some point,” but you never seem to have time? If your school allows it, see if you can go into your room and do some organizing! Take note of things that need cleaned or repaired, get rid of things that you never use, and allow yourself to start the year out with a clean slate and a clear head. 6. If possible, participate in some professional developmentUnfortunately for me, my professional development plans to obtain my Kodály Level 1 certification this summer were thwarted due to COVID-19. But, that doesn’t mean I can’t keep learning! Many teachers and organizations offer free webinars during the summer for all varieties of teaching situations. Even with my unique school situation, I have been able to find so many incredibly valuable webinars to help me better support my students. 7. Self care!All of these points mean nothing if you end up burning yourself out. Yes, it is important to keep up on your skills and have at least an outline of a plan by the time August comes around, but you can’t be a truly great teacher unless you take care of yourself. Spend time with your family, read for pleasure, take up a hobby, do what makes you happy! School will be there when you’re ready to tackle it. I hope these seven items help you feel a little more prepared to tackle the upcoming school year with joy and energy. Your students are definitely spending their time recharging and relaxing, and you deserve the same!
Psst... Did you know there’s also one more thing you can do over summer break? You can take part in General Music Jumpstart! GMJ is a 6-week online course for elementary music teachers who are tired of feeling overwhelmed and want to be able to focus on what really matters. This article was submitted by Rachel Ammons, contributing author for ThatMusicTeacher.com. Interested in becoming a contributing author? Email resume and writing sample to bryson@thatmusicteacher.com.
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Welcome to the world of elementary music! While this may not be what you originally envisioned when you first became a music major, I guarantee that this will be an exciting adventure in your career.
If you are a band, choir, or orchestra person who was blindsided by the prospect of teaching elementary music, fear not! I am going to break down some of the misconceptions you may have, or that other people have said to you once they found out you got an elementary position, and hopefully help put your mind at ease. 1. Elementary music teaching is a stepping stone into “real music teaching.”
Let’s talk about this one right away. Many people go into music education with the idea that they’ll be the lead band director or choir teacher of a large high school. They’ll go to competitions and win awards and be adored by the community.
There’s nothing wrong with that dream! But, keep in mind -- students who are successful at the high school level need to have a solid musical foundation. Where does that come from? The elementary music room. 2. You’ll be playing games and singing songs all day.
This one is partially true. Yes, singing songs and playing games is a huge part of the job (and a fun part!), but it’s not all you’ll be doing.
If your school expects performances/concerts, you’ll be busy doing the paperwork and preparations for those. If you’re expected to help out with plays or musicals, you’ll have after school rehearsals to attend. Elementary music can be tiring! Fun! But tiring. 3. It’s just chaos all the time!
To an untrained ear, the elementary music room may sound like nothing but chaos. But, my music teacher friend, you have the distinct privilege of being amongst that chaos and recognizing it for what it is - discovery!
So many activities we use in the music room are centered around allowing students to discover their own musical talents while playing around with the concepts we introduce to them. While several children are discovering at once… it can sound pretty chaotic! 4. Kids won’t be able to appreciate “real” music.
Many teachers get into the profession because of their passion and love for the art of music (rightfully so!). But, sometimes, that passion has a tunnel vision that only allows them to believe that music by well-known composers is “real music” or that it’s the only music worth knowing.
Music at the elementary level is all real music, and kids appreciate it in all forms! I’ve seen kids be completely moved by the Star-Spangled Banner and get up and dance to works of Beethoven or Mozart. Kids can, and do, appreciate music in all forms and levels of complexity. 5. It’s all recorders all the time.
This one always makes me laugh! Whenever I explain to new families coming to visit our school that recorders are part of the music curriculum, there’s always awkward glances between spouses or nervous giggling. I get it.
Recorders aren’t for everyone. But there’s more to elementary music than just playing recorder! It is one step in the overall curriculum, but is not the end-all-be-all of general music. In my classroom, we also play drums, ukuleles, sing, and dance, among many other activities that get students engaged in music. 6. You won’t have to do assessments in elementary music.
Although it’s true that you likely won’t necessarily be expected to give written tests, elementary music teachers are constantly assessing.
After all, how will you know your students are ready to learn syncopation if they haven’t grasped the concept of steady beat? 7. Elementary music is all about singing - no instruments!
I actually understand the thought behind this. I was a band person growing up, and my personal music experience in elementary school only involved singing and watching movies (not a great experience, but that’s a story for another time).
General music can be so much more than that! I’ve seen teachers bring in their primary instruments to introduce kids to band or orchestra instruments. There’s so many activities you could do to incorporate instruments, whether it’s your students playing or you playing for them. Your music room can be whatever you want it to be! 8. Everything is about the concert.
This is a concept that is prevalent in all of music education, so it is no surprise that many people think elementary music teachers spend all of their time preparing for concerts.
While that is a large part of the job, it should not be the end-all-be-all of the classroom experience. In my opinion, the concert should be an extension of what the students are already learning, not something to completely pause the curriculum in order to put on. 9. Elementary music teachers are always peppy and upbeat!
There is definitely a stereotype about teachers who work with younger students. Many people picture a young, extroverted person who is always peppy and energetic, and there’s nothing wrong with being that person at all! I, on the other hand, often do not fit that description.
I’m a naturally laid-back person, more introverted than anything, and I’m pretty soft-spoken. However, none of that means that I’m negative or cannot successfully teach music. I have a successful music classroom because I use my personality to my advantage. No matter your personality type, you can lead a positive music experience! 10. You are just there to give classroom teachers a break.
For some reason, this is a big thought amongst many people. They assume that Specials teachers (my school’s term for music, art, drama, PE, and tech) exist only to give classroom teachers a break, meaning you’re no more than a babysitter.
Of course, you and I both know that is not even close to the truth. We have standards just like all other subjects, and we have the capability to build strong relationships with students because we see them year after year. Don’t listen to the naysayers who say otherwise!
There you have it! Ten misconceptions about elementary music. Whether you’ve believed some of these points, or other people have mentioned them at some point during your career, I hope that we’ve cleared up any confusion there might have been!
What misconceptions have you had about general music? Let us know! This article was submitted by Rachel Ammons, contributing author for ThatMusicTeacher.com. Interested in becoming a contributing author? Email resume and writing sample to bryson@thatmusicteacher.com. 
If you told me a year ago that I would be teaching kindergarten music online for a quarter of the year, I would have told you that you were crazy. I would have told you that nobody would ever think we could teach music online. I would have told you that no district in their right mind would have kindergartners doing online instruction.
Clearly, nobody knew that this past school year would have ended the way it did. Everything changed when schools began to shut down due to COVID-19. We had to adapt. It wasn't perfect by any means, but we made do. I learned a lot while teaching online. I truly did. I learned about myself, my students, and my content area. I learned a lot that I think will shape how I teach for the rest of my career. 1. Technology Inequity is Real
While I guess I always knew this, teaching online has really made me understand just how important it is for our students to have access to high-speed internet, as well as devices to connect to the internet.
The inequities of education were exponentially amplified for our most at-risk students during remote instruction. As we return to whatever school looks like in the fall, we need to ensure all of our students have access to education, even if they don't have access to the internet or devices. What does this look like? I'm not sure. Maybe it looks like states and districts creating more programs for devices and hotspots to be checked out from the district. Maybe it looks like an increase in grant funding for 1:1 devices for students. Maybe it looks like sending home more paper packets for those in rural districts that don't have access to high-speed internet. Whatever it looks like, we need to make sure we are setting our students up for success. 2. Human Connection is Important
Okay, I think we already knew this, but it's worth repeating.
I had students emailing me and logging into optional Zoom meetings that I never would have guessed would. Honestly, there were a few of my students, especially my upper-elementary kiddos, that I thought hated music. Imagine my surprise when these students were the ones excelling at their assignments and going above and beyond my sending me emails and logging into optional Zoom sessions. I honestly learned a lot more about how schools need to make sure we are taking care of the emotional needs of our students during this time. Human connection is important, and we were all more or less locked down for months. Our students needed that type of interaction during a crazy time. Human connection is important. It always will be. 3. Technology, Technology, Technology
We got thrust into teaching online pretty much overnight. This total (and sudden) immersion into technology was a huge adjustment. But it was also a great way for us to be forced into using some of websites, apps, and programs that have been around for a while.
I know I ended up using Flipgrid for all of my recorder assignments and assessments during this online teaching. And honestly, I'm thinking of at least keeping it as an option for those students that want to be able to work on their playing tests at home and submit online. I also feel like I've become somewhat of an expert at using Zoom. While I'd used a bit here and there prior to this year, I've ended up using it daily. When my piano lessons ended up transitioning to Zoom, I was a little concerned, but after a few weeks, I think I got the hang of it. 4. I Shouldn't Work From Home
While this one is more personal, I think it's worth sharing. After a few weeks, the novelty of teaching from home, more or less on my own schedule, wore off. Pretty much every day was identical to the one before it, and I started to get into a funk.
I've always wondered if I would ever enjoy working from home, and after teaching from my home office for the past few months, I can definitively say that working from home is not for me. I like a schedule that changes from day to day, and I need interaction with others to recharge. 5. Schools Don't Just Teach
This is another one that I guess I already knew, but I was shown just how true it was over the past months.
Schools provide meals to those students that need it. They provide social interactions for those that are neglected at home. School counselors, social workers, and teachers provide a social safety net for some of our most vulnerable students. Schools aren't just about imparting knowledge. And I think that's a good thing. We can't teach a student if they aren't having their basic needs met. I truly hope that this pandemic has shown just how much schools do for the communities they serve. And I hope that funding is allocated to help us achieve these enormous tasks. 6. So Much More
I know that there will be things I don't realize I had learned until we transition back to in-person instruction (hopefully) in the fall.
I fully expect to realize how much this past year has shaped me as an educator, but I won't have any idea what all I've learned until we get back into the classroom. I truly expect these lessons to stick with me for the rest of my career.
I pray that we never have another situation like this. I truly hope that we never have to try to educate our students from such a distance for so long.
But as much as this situation has been terrible, I believe we as a society have learned so much. I believe that we as educators have been forced to move into a new era of implementing technology into our classrooms. I truly believe that we will use this as a catalyst for change in our schools and our communities. And hey, at least we've made it through the year. 
We’re back at it again with a list of books for your elementary music library! This time, the focus is on books that feature stories from music history. These books are great for introducing composers/events to students, and can also be extensions to concepts you are already using in your classroom.
I’m passionate about music history, and all of its weird, exciting twists and turns. I hope this list will ignite that passion in you and your students, as well! These books are great for in-person class, but also for distance learning. All of these can be used as read-alouds for a virtual class meeting, and each can inspire various stimulating music-related assignments/activities for your students. Some lesson ideas are included with each book description below. No matter what situation you find yourself in, these five books belong in your classroom! 1. When Stravinsky Met Nijinsky, Lauren Stringer 
I will admit, I have a personal soft spot for Stravinsky’s Rite of Spring. The dissonance, the rhythms, the story, it’s all so captivating! This book really highlights the exciting parts about both the music and the choreography of the infamous 1913 ballet.
Upper elementary students love the idea of a riot (at a ballet, of all places!) and you can use that excitement to jump into discussions on syncopation, dissonant chords, and many other musical concepts! 2. Saint-Saens' Danse Macabre, Anna Harwell Celenza 
The music of Danse Macabre on its own is absolutely fantastic. When accompanied by this book, my students loved it even more! It follows Camille Saint-Saens as he is inspired to write the ghoulish music.
It is a great book to use around Halloween time, or any time you are wanting to discuss imagery in music, different roles that instruments play in a piece, or ¾ time! 3. A Band of Angels, Deborah Hopkinson 
This is a beautiful book that follows the story of the Jubilee Singers, a group of African American singers, who were also former slaves, who toured the United States to raise money to keep their college open.
It introduces real slave spirituals, including “Swing Low, Sweet Chariot.” The author brings us along on their journey of hardship and shows us how the singers triumph through the power of music. Many teachers use this book during Black History Month, but it would also be a great book for introducing or expanding upon the idea of call and response and other concepts related to spirituals. 
4. Bach's Goldberg Variations, Anna Harwell Celenza 
This book is full of rich vocabulary for all levels of your elementary classes! The story follows young Johann Gottlieb Goldberg, and how he came to live with Count Keyserlingk and take lessons from J.S. Bach.
What I love about this book is that it is rich with concepts and history, while still being accessible to elementary students. Some of the concepts addressed are canons, arias, and variations. It also includes a more detailed history of the Goldberg Variations at the very end, in case you or your students are interested in learning more! 5. Do, Re, Mi: If you Can Read This, Thank Guido D'Arezzo, Susan L. Roth 
This is one book that my students absolutely love! The art style is unique and the story is engaging. It follows Guido D’Arezzo from when he was a young boy with a dream all the way through adulthood.
The book also explores how his idea of musical notation was not accepted at first, which can be a powerful lesson about perseverance for your students. It can be used for all levels of elementary, and is a great starting point for discussing musical notation and literacy.
I hope you found something new in this list to bring to your classrooms! Music history is a subject often pushed to the side in favor of other aspects of music, which is completely understandable.
On the other hand, delving into music history can give students a new perspective on the music they are listening to, and can develop a deeper appreciation for the art of music. What could be better than that? This post may contain affiliate links. I will receive a small commission on any purchases through these links, but there is no cost passed on to you! Affiliate links help keep the lights on! This article was submitted by Rachel Ammons, contributing author for ThatMusicTeacher.com. Interested in becoming a contributing author? Email resume and writing sample to bryson@thatmusicteacher.com. 
Congratulations! You’ve just received that long-awaited job offer you worked so hard for! Now that the offer has finally come, you can hardly contain your excitement -- and for good reason! You are about to enter one of the most fulfilling career fields out there.
But now that you have the job offer in hand… What do you do? Don’t worry, friend! It’s normal to feel all different types of emotions once you’ve landed an elementary music job. Excitement! Nervousness... Joy! Anxiety... Those are all totally normal, I promise you! Once you’ve worked your way through the extremes of your emotional rollercoaster, take a look at these recommendations for what to do next: 1. Take care of the paperwork
This one may seem obvious, but make sure you take care of all of the HR/business stuff before you do anything else. Talk to your HR person about the details of your contract, how to get enrolled in insurance benefits, and anything else you may have questions about. They’re there to help, so don’t feel bad about asking questions!
2. Check out your new room!
You have your very own music room now! Whether this is your first job, or you’re coming here from another school, this is one of the most exciting parts! When I first got my job, I couldn’t WAIT to be in my space.
I got a feeling of where my desk was going to be, what kind of storage space I had, and what supplies were already in there. It helped give me an idea of what I had on hand so that I could start lesson planning right away! (After all, it’s hard to do a ukulele unit without ukuleles!) And speaking of instruments... 3. Take inventory
If you’re lucky, this part may have already been done for you. (Even so, I recommend double checking it just in case!) See what types of instruments you have, and what kind of condition they’re in. Do they need cleaning or repairs? Better to take care of that stuff now instead of later when you’ll need them!
Also, I recommend making an inventory of any books or other resources you have in your room. I made myself a spreadsheet of all the books I have, and it has come in handy so many times! 4. Think about your routines
Try to picture what your day is going to be like. What is your schedule? When is your lunch? Not only that, also start thinking about routines for your classes. For example, I start each of my classes with some sort of mindfulness or focus activity and I end my lessons with a recap/cool down activity.
How do you envision your lessons? It’s okay to not have all the answers yet, but definitely start thinking about it! 5. Take a breath and celebrate
You’ve got this! You did the work. You aced the interview. You got the job! Even though there are a lot of things to think about and plan for, please take comfort in the fact that you are now part of one of the most supportive career fields out there.
You have the opportunity to impact the lives of wonderful kids through the power of music! Take some time tonight to celebrate this amazing accomplishment - you’ve earned it!
Congratulations again, music teacher friend! You are going to be amazing! Whether you’ve been in this field for your entire adult life, or this is your first teaching position, a new job is an exciting time in a person’s life. That excitement can also be coupled with a lot of questions and uncertainty.
Want to make sure you start the year off on the right foot? Register for a FREE webinar all about starting the year off strong! If you’re looking for a community of elementary music teachers who will help and support you every step of the way, you should join the General Music Mastermind group on Facebook! Can’t wait to see you there! This article was submitted by Rachel Ammons, contributing author for ThatMusicTeacher.com. Interested in becoming a contributing author? Email resume and writing sample to bryson@thatmusicteacher.com. 
Let’s face it. We’ve all gotten some pretty terrible advice for how to teach elementary music. On top of that, the majority of this advice is entirely unsolicited.
I asked a group of elementary music teachers on Facebook to share some of the worst advice they’ve ever received, and let’s just say that some of these are pretty… special, to say the least. 1. "The students are only misbehaving because they don't like what you're teaching."
This isn’t necessarily the case. This might be my time in special education showing, but it's often important to think about the function of the behavior we are seeing in our classroom. On top of this, I think we as educators really need to think about what types of emotional baggage our students are bringing with them.
Sometimes a student is acting out because they don’t get attention at home. Sometimes it comes down to a student trying to emotionally cope with an upcoming change. Sure, sometimes a kid is just being disruptive. But I would argue that more often than not, our students act out for a deeper reason. 2. “The ultimate goal of music education is for children to read music.”
I just have to say that I strongly disagree with this. The goal of music education (at least in my classroom) is to create lifelong lovers and participants of music. Reading music might help in this, but it’s not the goal.
Don’t get me wrong, reading music is important. It’s just not everything. Plenty of popular professional musicians and artists don’t know how to read music. Being able to read music is definitely something we should be teaching our students, but I believe that it should be as a tool to experience music. 3. "You're wasting your talent teaching elementary school."
Yeah. That’s not how this works. You wouldn’t call a pediatrician any less of a doctor because they work with younger kiddos. They’ve just decided to specialize in that field. The same is the case when it comes to elementary music teachers. We refine our craft of teaching music in the same ways that secondary educators do.
I’m not really sure where this idea came from, but teaching music at the elementary level is so important. We are often some of the first interactions a student has with music, and we have the incredible opportunity (responsibility) to allow our students to experience music in a way that creates lifelong appreciation of music. 4. “Don’t smile until Christmas.”
No. Just no.
Somewhere along the line, this phrase became a common piece of advice for new teachers. I really hope that we can agree that it’s pretty terrible advice. You can have control of your classroom without making your students afraid of you. I would argue that students that know you genuinely care tend to be easier to manage because they want to do right by you. Smile at your kids. Smile on the first day, the last day, and every day in between. 5. “Remember: You’re just here to give the teachers their planning period.”
This is one sentence that gets under my skin. We are not babysitters. We are not a body in a room that fulfills a contractual obligation for the homeroom teachers. We are professionals with specialized knowledge in our content area.
I’ll say it again for those in the back: we are experts in our content area. Not only that, but we have pedagogical knowledge for teaching these concepts with our students.
Remember, you are the expert music teacher in your school. Take the advice of outsiders with a grain of salt and remember that what you are doing matters. Remember that you make a difference in the lives of your students, no matter what anyone else says.
Are you trying to make this year the best one yet? Join me for a free webinar focused on making sure you start the year strong! Click here to save your spot! 
For better or for worse, most states' music teacher licensure includes certification in Kindergarten through high school. While this can be incredibly helpful when it comes to job security, it comes at a cost.
For obvious reasons, most undergraduate colleges and universities try to fit their music education degrees into a four-year time frame. With so many different areas and age groups to learn about, obviously there are going to be areas that don't get focused on as much. Unfortunately, this often is the case when it comes to preparing music educators for the elementary realm. Below are 5 things I learned while teaching elementary music that I wish I could've learned during my time earning my undergraduate degree: 1. You have to be five steps ahead.
I didn't fully understand just how important looking at things with a "big-picture" attitude was until I started trying to figure out my curricular sequence. In elementary music, you are teaching the fundamental concepts that will be used in their music education for years to come.
Being aware of prerequisite skills is something that can make or break you at the elementary level. Take it from me, it is really easy to assume that your students are able to start learning musical notation and then find out that they are still learning how to track from left to right! 2. You'll likely be creating your own curriculum.
While there is a chance your district will have a curriculum map or guide for you to follow, the reality is that you will probably be creating your own curriculum from scratch.
While we talked about learning sequences and how to make sure lessons build upon each other in undergrad, it's one thing to know that learning should be sequential and knowing what to teach when. 3. How to plan a performance without going crazy.
Performance is obviously a large part of what music is and how it is taught in the public schools these days. The thing is, sometimes we as music educators get too focused on the final product and forget about the musical moments along the way.
While I personally think that performance experiences in general music are incredibly important, I also believe that they should be stress-free and demonstrative of actually happens in our classrooms! I wish I would've learned how to program a concert at the elementary level while I was working on my undergraduate degree. It definitely would have helped me keep my sanity during my first year of teaching. 4. Classroom management is key!
While this is true at all levels of teaching, it's incredibly important at the elementary level. If you've ever tried to get 25 Kindergartners to make a circle without killing each other, you'll understand.
I wish I would've been able to have more experience in undergrad creating a classroom management plan for the elementary. I mean, let's be honest, when you give a class of fourth graders a recorder, you want them to know when not to play. 5. Lessons take hours to plan.
It can take multiple hours of planning and researching when creating a 30 minute lesson. I know, it sounds incredibly overwhelming and impossibly unrealistic.
But if you're new to elementary music and aren't familiar with repertoire, activities, and resources, you can easily spend hours on Pinterest, in books, and online creating a new high-quality lesson.
If you're an elementary music teacher, or will be one soon, I'd like to invite you to join me for a free webinar on starting the year strong! This live webinar will set you up for success so that you can start the year on the strongest foot. Click here to register for FREE!
Don't get me wrong, I love teaching elementary music. I just wish I could've been a little bit more prepared when I came out of undergrad when it came to some of the aspects of teaching general music. 
As the COVID-19 pandemic becomes all too real, many of us are transitioning to teaching remotely. This offers a serious challenge to all educators, especially music teachers.
While this is by no means an exhaustive list, here is a list of some of the resources that I am using in my new online "classroom." 1. Chrome Music Lab
I don't think it's a surprise to anyone that this is going to be at the top of my list for allowing students to explore music technology in my classroom and at home.
I've been using the updated version of my Chrome Music Lab Task Cards to guide my students' exploration. These cards have a Bit.ly link that take students to the experiment they need to complete each of the tasks. 2. Treble Clef & Bass Clef Worksheets
These free worksheet allows students to label the lines and spaces on the treble staff, and also create their own mnemonic device for the order of the lines and spaces!
My students always make me laugh with all of the different phrases they come up with to help them remember the order of the notes on the staff. 3. Composer Worksheets
These reading selections are great for having your students learn about some of the great composers. Each worksheet has a set of questions to help guide the reading and comprehension of the reader.
4. Dice Composition
Dice Composition is an awesome way to have students create their own rhythmic compositions.
Students roll dice to decide what rhythms to create their own eight measure compositions. This set contains three worksheets of varying levels.
5. Musicplay Online
Musicplay Online is an amazing online resource for music education. This site is the creation of the amazing Denise Gagné.
What's even better is that due to the COVID-19 Pandemic, students can log in for free through July. To log in, use username "snow" and password "2020."
Terms of Use update: If you are using any of my products for distance learning, I am extending my TOU to allow you to share this resource digitally with your students. All I ask is that you purchase an additional license if you are sharing anything with other teachers.
Let’s be honest, one of the amazing things about being a music teacher is that we get to see so many students in one school day. By doing this we are able to make a difference in the lives of hundreds of students in a single day, which if you ask me is absolutely amazing.
Unfortunately, we also need to be aware of letting one class’s behavior affect us after they’ve left our classrooms. It can be so easy to let one class put you in a funk and to carry that with you when the next class comes in for their music lesson. I’ve done it for sure. It can be hard to give each class the best of ourselves when we just got done with a particularly rough class before they entered the room. However, for the sake of our students (as well as our own sanity), we need to make a conscious effort to start fresh at the beginning of each class and not carry the stressors from earlier in the day change the way we make music with our students. This isn’t easy. I’ll be the first one to say that I’m sometimes not able reset. I’m definitely guilty of carrying over some stress from the previous class, and it rarely goes well. So here are a few of the ways that I regroup between classes to make sure that I am always in a good headspace for my students. Write Down a Positive Moment
Even in the roughest of classes, there will likely be at least a couple of moments that are positive. Maybe it's a quiet student that is finally trying to sing. Or maybe one of my students who has experienced a lot of trauma was able to make it through the entire class without needing to take a break.
Even in the worst moments, there are likely gems of magic that are happening too. Not only is this a great exercise after a particularly rough class, but it’s also an incredibly healthy way to view the class as it’s happening. I’ve found that it's a lot easier to make it through a difficult class when you are looking for the positive moments. Reflect
After the students have left and the dust has settled, take some time to think about why the lesson flopped. Had the students been testing all day? Were they not in the right headspace for what you tried to do? Was it too simple or too difficult? Did you give your students the tools they needed to be successful?
Take some time to think about whether or not anything was wrong with the lesson itself, or maybe it was just a problem in timing. Look at the entire lesson and see what was successful and what could have gone better. Take a look at the sequencing and make sure that you've given your students the tools that they need in order to have been successful with the lesson. Breathe
Take a couple of deep breaths. Take a moment of mindfulness and try to relax a little bit. If, like me, you don’t have any time between classes, you can even have your students join you.
Mindfulness is something that our students need to practice as well. If you need to take a moment and breathe and listen to music at the beginning of class to reset, then have your students join you. This can also be incredibly beneficial for our students as they transition into the music classroom. There is a great episode of the Music Teacher Coffee Talk podcast that is all about mindfulness in the music classroom. I highly recommend giving it a listen if you want to learn more about how you can implement mindfulness into your classroom.
We've all been there: you spend an hour on a lesson and are so excited to finally get to share it with your students. You prepare all of the manipulatives and resources and jump right in with your students. Then the worst happens: the lesson completely flops.
There's nothing quite as unnerving as realizing the lesson you've worked so hard on isn't being received by your students in the way you had expected. It happens, and it stinks. It can be such a nasty blow to our confidence, and we begin to second guess everything. Unfortunately, this is all just part of the gig. Lessons fail. Sometimes lessons fail for things that have nothing to do with you. Sometimes the deck is just stacked against you. It is what you do after the lesson that really matters. Take some time to remember why you teach, and work as hard as you can to leave one class’s behavior stay in that class and not bleed into the next! 
So you finished student teaching, and are putting applications in left and right trying to find your first teaching job. As a new graduate, you need to do everything you can to set yourself apart from the other applicants. One easy way to do this is by creating a teaching portfolio.
1. You Should Already Bring a Resume Anyway
Common sense interview etiquette includes bringing an up-to-date resume for the interview panel to read and reference during the interview.
Yes, you already submitted this with your application, but having extra copies with you not only show that you are planning ahead, but it allows your name (and experiences) to once again be right in front of the people making the decisions. So if you already need to bring a resume, why not put in a (tiny) bit more effort and bring a music teaching portfolio that has your resume in it? 2. It Allows Your Letters of Reference to be Read Again
While members of the interview panel probably won't be reading all of your recommendation letters word-for-word, they will probably at least give it a skim.
I've had people that were interviewing me tell me that being able to see these letters of recommendation (especially if they weren't privy to them before the interview) allowed them to focus-in their questions to really get to know who I was as an educator. 3. You Get to Show Off Your Lesson Plans
You know all of those lesson plans that you made in student teaching? Yeah, the ones that hardly anyone even looked at other than you? It's time to dust them off, give them a little extra polish, and show them off!
Chances are that you already have so lesson gems in your proverbial toolbox! Now is the time to share these lessons, and the thought process behind your sequence (hint: mention that you have a sequence) and planning. 4. It Gives YOU Something to Reference
Here's a pro tip: If you are able to answer a question and refer back to your portfolio, that's a plus. It shows you have really thought ahead and aren't just pulling answers out of thin air.
This can also be really helpful if you are nervous during an interview, as you know that you have answers (and evidence supporting these answers) already prepared in your portfolio. 5. You Get to Leave Something Behind
Now I'll be the first person to say that I got some disagreement from other teachers and friends that were applying for jobs when I started to do this.
You should be leaving behind a teaching portfolio after every interview. Now you don't need to (and really shouldn't) leave one behind after one of those screening interviews, but if you are face-to-face with a principal and/or an interview panel, leave a copy. I mean, why wouldn't you? This gives the committee something to reference back to you and your experiences, all while giving the ability to read more when they have more time after you leave. I have had someone that was on the interview committee for my current job that has told me that this totally set myself apart from the others. Don't spend a lot of money on these portfolios. I just used one of those plastic report covers from Amazon and printed my portfolio on regular paper (in color).
If you are serious about getting a music teaching job, you truly need to make sure that you shine above the rest of the applicants.
Using a music teaching portfolio is an easy and incredibly beneficial way to make sure that you are memorable and professional. Ready to make yours? Click here to grab your FREE music teaching portfolio template! 
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AuthorsBryson Tarbet is the CEO and founder of That Music Teacher, LLC. Archives
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