Let's Talk Classroom Management

Regier, B. J. (2024). High School Concert Band Directors’ Self-Efficacy for Classroom Management. Journal of Research in Music Education, 72(3), 331-349. https://doi.org/10.1177/00224294231202399

  • Overview

    This research looked at what makes high school band directors feel confident in their classroom management effectiveness. This study found that directors who are happy with their classroom management techniques and feel supported by parents are more likely to feel confident. On the other hand, high stress levels from student behavior and a lack of resource support from administrators can make directors feel less confident in their classroom management effectiveness.

    The study also highlighted the top three effectives strategies that directors perceive to make them successful such as: establishing clear routines, keeping students engaged, and preparation with lesson plans and score study.

  • Considerations

    The results in the overview are not too surprising, but what was somewhat surprising were the factors that were NOT at play in this study.

    School demographics, gender, socioeconomic status, professional support from colleagues, preservice classroom management preparation, and years in the profession did not seem to have as significant impact on directors’ perception of their classroom management effectiveness.

  • So What

    When comparing the results to the research, here are the big takeaways:

    Good Preparation: The top three teacher behaviors that have the most impact on classroom management are: (1) implementing routines and procedures, (2) keeping students engaged, and (3) knowing the score and your plan (not referencing them so much during a lesson). The good news is that we can pre-plan good routines and procedures, and we can control how well we know the score. The only “in the moment” skill listed above is keeping students engaged.

    Parent Involvement: When parents are involved in celebrating your program’s successes, attending concerts, and publicly “buying in,” teachers feel more effective (and supported).

    You Too Can Succeed! Oftentimes, we may be dismissive of our own insecurities: “If I had more experience, I’d be better,” “If I worked in a different community, my classroom management would be different,” “If our school had ____, my classroom management would be better.” These were all non-factors in this study.

  • Mike's Riff

    Admittedly, I’ve never considered myself to be notably strong in the area of classroom management when compared to some of my other colleagues. However, the aspect that resonated with me the most in this article was the power we have in preparation.

    Success Breeds Success: Pursue small wins in terms of student outcomes. Achieving small goals can instill the confidence that we CAN be successful, and those successes can be replicated and expanded upon. Persistence is crucial! These small victories will enhance our sense of effectiveness in classroom management.

    Score & Lesson Preparation: Memorizing key parts of the score and having a solid plan in place before rehearsals is vital. Avoid the temptation to "wing it," especially at the beginning of the year!

    Keep Students Engaged: It is essential to have a strategy for when you are working with individuals or a small group. Establish systems for the rest of the class while your attention is focused on a small group.

    Use “Kid Power”: One of the best pieces of advice I received from a conference was in a keynote from Scott Lange, who said (I’m paraphrasing) that if a task does not require a music degree, it should be delegated to someone else. Students can assist with setting up chairs and stands, participating in pre- and post-rehearsal rituals, distributing parts, and filling out bus paperwork (if you’re willing to take that step).

    The key point is that when students feel more invested in their roles, and when parents are engaged as well, the program’s entire ecosystem will thrive.

    …and that will lead to your own sense of effectiveness in the area of classroom management!