In this article, I provide advice to music educators on how to intervene when they witness acts of overt interpersonal discrimination as well as more subtle forms of discrimination, including microaggressions. Many music educators have identified systemic barriers to inclusion and stressed the importance of choosing and creating culturally…

Interpersonal relationships are fundamental to learning and human development. To develop a positive and safe classroom environment with student motivation and learning, music educators need to learn to relate and connect effectively with others. This article looks at the importance of the interpersonal relationships in the classroom environment…

This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning,…

Retirement can be a time of creativity and service to others. The Music Educators National Conference (MENC) is making it possible for retired members to continue their service to music, music education, and MENC. (Author/AM)

Offers 12 suggestions for teachers who want to develop some new behaviors at the beginning of a new school year. Suggests that such introspection can lead to a cycle of reflecting, monitoring, and growing. Includes changes of attitude, behavior, and personal goals through reassessment. (DK)

Discusses the significance of the problem of sexual misconduct among teachers. Presents two rules of personal conduct that can keep education professionals out of trouble: be friendly but not familiar, and never touch a student. Discusses means of putting these rules into practice as music educators. (DSK)

Suggests tips for maintaining discipline in secondary music classes. Tips cover teacher behavior, classroom organization, and lesson pacing. (AM)

The qualities necessary for an individual to participate in a performance group are the same qualities as those needed in the classroom. Teachers must satisfy the student's needs for security, fulfillment, sharing, and caring. (Author/AM)

Twenty-one classroom guidelines are listed for the benefit of student and first-year music teachers. (AM)

Explains types of nonverbal cues which teachers can use to express high expectations to their students. Briefly considers the ethics of the intentional use of nonverbal motivation. (SJL)

Because music teachers encounter so many behavior problems, it is extremely important that they develop successful skills in the prevention, reduction, and disposition of these problems before confronting them in a real classroom. Describes a method for helping prospective music teachers gain skills in behavior management. (Author/RK)

An evaluation team considered the success that an arts-oriented curriculum had in being established in a variety of school sites involved in Project IMPACT. (Author/RK)

Author describes a variety of innovative teaching methods designed to prompt students to learn and appreciate music. (RK)

The author argues that, in many ways, the student teaching experience may not adequately prepare novice music teachers for their first professional assignments. He suggests changes in student teacher placement procedures, advocates formal assistance for first-year teachers, and lists seven tips for beginning teachers. (SJL)

The author proposes to student music teachers some preventive discipline measures which emphasize establishing credibility with students through one's own physical image, fairness, and willingness to share agendas with the class. (SJL)