Blog #4: Chapter 4 - Caleb Demmerle
Chapter 4 of The Connected Educator, "Building a Collaborative Culture," talks about how educators can establish strong, supportive networks built on trust, collaboration, and shared goals. This collaborative mindset isn’t just helpful; it’s essential to inspire a truly connected classroom and foster student success. Because I am considering a career in music education, it’s clear that these concepts could create an even more powerful foundation for my teaching approach. One of the biggest ideas in this chapter is the importance of putting relationships first, recognizing that real and effective collaboration only happens when people feel valued and understood. As a future music teacher, I want to create a space where my students feel comfortable enough to take risks, ask questions, and have fun. I also want students to feel motivated to practice and grow not because they have to, but because they want to. Building that level of trust takes time, but according to the book the payoff is huge, making students more open to feedback and invested in their learning. I was wondering if building a level of trust and a trusting community has helped you in the workplace before?
The chapter also discusses putting student's needs first, which means listening and adapting to everyone’s unique strengths, goals, and challenges. This approach fits perfectly with music lessons, where every student learns differently. For example, if a student is struggling with scales, I could explore different techniques or even try a game-based approach to make the learning experience more engaging. Being flexible is especially important in music education because every student’s journey is unique. I was wondering, what might more game based approaches to education look like? Have you used any game based education before?
When it comes to collaboration in practice, the book emphasizes modeling collaborative behaviors, or showing instead of telling students how to work together. For example, I could invite students to work together on a duet or group song, encouraging them to listen and adjust to one another. This not only strengthens their musical skills but also helps them develop teamwork and communication skills. In conclusion, Chapter 4 speaks about a powerful idea: creating a community where we all learn from one another, where students and teachers can contribute their unique voices towards a collective whole. As I step into teaching music, I see how this connected, collaborative culture could help me turn music lessons into something more than skill-building, and into a community of learners where every student feels they belong and are encouraged to thrive.
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- Caleb Demmerle
I like how you stated that collaborative activities like group songs or duets not only develop musical skills but also foster teamwork and communication, which are invaluable life skills. I think your vision of creating a connected learning community will no doubt inspire your future students to thrive.
ReplyDeleteCollaboration is essential in any career, especially in teaching, where trust and shared goals create a supportive learning environment. Building strong relationships will encourage students to take risks and be more engaged in their learning. In marketing, the same principle applies when working together can make for better results, while also allowing for growth and improvement from the input of others. I think the idea of creating a community where everyone feels valued is crucial, whether in a classroom or a workplace. In both, collaboration leads to success.
ReplyDeleteYour summary nicely highlights the importance of collaboration in building a connected classroom, especially in music education. I love how you focus on creating an environment where students feel comfortable taking risks and motivated to grow. As a future teacher myself, I can tell that we agree on a lot of things.I also like how you plan to model collaboration through activities like group songs, which not only enhance musical skills but also enforces teamwork (eventually providing students with the first step to making their own PLNs).
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