The adventures of a fourth grade teacher in East Central Illinois.

Increasing Productivity with Music

Practically since the day my students first got to use their Chromebooks in my class this year, there has been a constant request coming from them: wanting to listen to music while doing independent work. For several weeks now, I have held firm against it, but I didn’t have a particular reason why.

The question came up yet again yesterday and I decided to really look into the subject. The first thing I did was turn to the power of social networking, specifically, Twitter. There are teachers from across the nation that I can reach out to with questions and thoughts and requests for feedback and it usually comes within a few hours, if not minutes. I have learned the power of using #edchat when trying to get input, and using a modified form, such as #edtechedchat when looking for people who can help with a specific question. So I quickly posted the question and got some replies right way! (The person I had tagged in the initial post is an administrator I met while at a conference in Chicago before Thanksgiving. His district has done a lot with using Chromebooks and 1:1 technology, so I knew he’d be a good person to ask!)

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Then I started looking online for research to support the practice and found several news articles, blog posts, and academic research summaries that supported the practice. So I decided to do what I’ve been doing all year long: I took a chance.

I told my class about the process (because I always want them to understand why we are doing the things we do) and I made this point about monitoring their behviour: one of our classroom expectations, and indeed a district-wide expectation, is for students (and staff) to be responsible. If I truly expect my students to be responsible, that means that I am expecting them to monitor their own behaviour and use the technology and resources we have correctly. I told them that I wouldn’t go around unplugging headphones to try to “catch” them doing the wrong thing; instead, I would trust that they were doing what they were supposed to be doing. (Of course, I would notice what was on their screens as I was moving around the room and helping with questions or offering suggestions as they worked, so it isn’t as if I am leaving them to use technology unsupervised!) I also made sure that they understood that listening to music was only something they could do during independent work time.

The class was excited to try this out. They knew that they had to make good choices in order to maintain this new privilege and they wanted it! So I gave them a few minutes to get situated and then made sure everyone was working. While that happened, Ms. Schultz and I were able to work with individual students, and the students were quiet and focused on their work!

Perhaps one of the greatest things to happen was when a student came to me with her Chromebook and a piece of writing that she felt she had finished. I started to look over it and then realised that I could pull it up on my computer (since all of my students’ writing is shared with me) and work with her on the revising process. We conferenced together, looking at her writing, discussing word choice, moving some parts around, cutting out repetitive phrases, and correcting for spelling, capitalisation, and punctuation, all while maintaining her unique voice. It was exactly what I have wanted to have happen during our Writers’ Workshop time!

I am so excited to do this again tomorrow and to do more conferences with students as they finish their writing and prepare to publish! I haven’t collected any data yet to measure productivity, but I do know from anecdotal observations that students were working, they were focused, and they were allowing others to do the same. That’s counts as improved productivity in my book!

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