Music Student Teaching Weekly Activity Report – Week 1
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
WED
THURS
FRI
SAT
SUN
1
3
4
4
5
7
THURS
FRI
3½
SAT
SUN
2
6
Actual Teaching
Observation
Other Duties
3
Preparation
Conferences (w/coop)
4
Professional Meetings
7
Grand Total
High School
Activities (in hours)
MON
TUES
WED
Actual Teaching
2
Observation
1
1
4
2
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
Grand Total
2
12 ½
Reflection Questions – Week 1
1. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Monday at Hawthorn MS:
 District meeting in the morning at the Townline building
 Band room setup
 Building specific meeting
Tuesday at Libertyville HS:
 1st period - observed Freshman Band
 2nd period – music copying
 3rd period – observed Symphonic Band
 4th – 8th period – organizing flip folders
Wednesday at Hawthorn MS:
 Observe 6th grade general music and 7th/8th grade band
 Made a band seating chart
 Prep work for the next day
Thursday at Hawthorn MS:
 Observed 7th grade general music
 Observed 6th grade band
 Observed 7th/8th grade band
 Made seating charts for both bands
Thursday night at Libertyville HS:
 Marching band rehearsal from 7-9pm
Friday at Libertyville HS:
 Rehearsed the Freshman Band
 Rehearsed the Symphonic Band
 Rehearsed the Wind Ensemble
 Rehearsed the Symphonic Winds
Friday night at Libertyville HS:
 Football game from 5-11pm
2. Student Interaction: Describe what you are doing in order to build a rapport and working
relationship with your students.
I have been doing my best to memorize all of the students’ names in order to build a mutual respect
right off the bat. It is my belief that a persons name is the most important part of their identity and I
want them to know that I genuinely want to know each one of them on a student-teacher level. I feel
like it is working too because I have kids continually saying hello to me and asking how I am doing!
3. Teaching Attributes: Describe admirable teaching attributes of your cooperating teacher.
Pat Cantagallo is a very patient and energetic teacher. I’ve noticed that he always keeps his
comments positive yet constructive during rehearsals and class. He is very good at organizing his room
and balancing his workload between being a band director and the cross-country coach. I also really
enjoy watching him interact with his students on a one-on-one level. He shows interest in the individual
needs and interests of his students and because of this he comes off as very easy going and fun to talk to.
Jeff Daeschler is very good at commanding respect and attention when he is on the podium. The
students are responsive and are always challenged to play better than they did the first time around. Jeff
does a really good job of balancing his humor with serious moments so that the students know when it’s
time to get serious but still like to hang out in the band office after rehearsal. I really think the
atmosphere that Jeff has created helps to make the students feel comfortable during rehearsals.
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in a student
teaching notebook.
a. Instrumental Teachers: identify one or two rehearsal techniques (i.e. bag of tricks) and/or
pedagogical strategies you observed by a music teacher that were very effective.
Describe in detail.
Pat Cantagallo does a really good job of quieting down the students when they derail. He does
not yell or give them any sort of threatening speech. Instead, he stands still and quiet on the podium
until the room is silent and then continues with his teaching. I really like this because I hate getting
worked up and negative when I’m rehearsing and I’d like to spend more energy on what is really
important, instead of classroom management issues.
Jeff Daeschler did a lot of modeling this week, especially with the Freshman Band. At one point
he noticed that the flutes were being lazy with their carriage position, so he borrowed one of their
instruments and showed them what correct posture looked like. He also has a good ear for hearing when
there are tough technical passage issues. In order to fix this, he isolates the measures and slows down
the tempo, repeating it a few times through until he feels like it’s acceptable.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.
During general music at the middle school, Pat went over African drumming techniques. He
effectively modeled the different hand positions and beat patterns for the low, middle and high drums.
Once he would get a beat going on repeat, he would tell the group to watch a specific students hands for
the tempo and pattern. I liked this because it put a little accountability on one of the students and gave
the rest of the group a chance to show how they can watch, listen and respond appropriately.
Music Student Teaching Weekly Activity Report – Week 2
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
WED
½
THURS
2½
4½
1½
2
2
7
6
FRI
SAT
SUN
FRI
1½
SAT
SUN
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
High School
Activities (in hours)
MON
TUES
1
WED
THURS
Actual Teaching
2
7
5
1
Observation
Other Duties
1
Preparation
Conferences (w/coop)
Professional Meetings
7
10 ½
Grand Total
Reflection Questions – Week 2
1. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Tuesday at Libertyville HS:
 Rehearsed Pictures at an Exhibition with the Freshman Band


Copied a lot of music for festival and marching band
Organized permission slips
Wednesday at Hawthorn MS:
 Observed 7th grade general music
 Made copies of music
 Observed 6th grade flute sectional
 Observed and taught 6th grade clarinet sectional
 Helped put together band folders
 Observed 6th grade band
 Observed 7th/8th grade band
 Observed 6th grade low brass sectional
 Picked three pieces to rehearse with the bands
Thursday at Hawthorn MS:
 Observed and taught 7th grade general music
 Observed a saxophone lesson
 Copied the three pieces that I picked on Wednesday
 Taught 6th grade band
 Taught 7th/8th grade band
 Organized band handbook forms from parents
Friday at Libertyville HS:
 Observed Freshman Band**
 Searched the JW Pepper website for concert band pieces
 Observed Symphonic Band**
 Taught Wind Ensemble rehearsal
 Observed and taught part of Symphonic Winds rehearsal
Friday night at Libertyville HS:
 Football game from 7-10:30pm
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Lesson Planning #1: Briefly describe what your cooperating teacher(s) does for lesson
planning.
Daeschler: When I asked Jeff Daeschler about his lesson planning, he said that he thinks about his days
sequentally. He plans his lessons for Freshman Band the night before because it is the first thing he
teaches in the morning. He leaves his class planning for Wind Ensemble till after that because he has
enough planning period time for it during the day. Jeff says he doesn’t really make formal lesson plans
anymore, which I found intriguing. When asked why, he said that he is able to listen and identify
problems on the podium very well and that if he weren’t able to do that, he shouldn’t be on the podium
in the first place. I really liked this mentality because it forces you to be on your game at every second
while on, and off, the podium.
Cantagallo: After rehearsals, Pat Cantagallo writes down the things that he knows he will need to work
on with his students the next time they rehearse a piece. I really like this approach because it probably
helps his remember what he has already done and makes it easier to stay on track with short term and
long term goals for the ensembles.
3. Classroom Management #1: Briefly describe the discipline policy of your coop’s program and
of the building.
Libertyville High School: There aren’t really usually problems with attitude in the program. However, I
did encounter an issue of bullying where the mother of the boy who was being picked on came into the
band office and yelled at both Jeff and his Assistant Band Director, John Clemons, after a marching
band practice. When the mother notified Jeff of what was happening to her son at school, Jeff reassured
her that the bullies would be reported and then the next morning, he went to the administration. After
the incident has been reported, it is out of the teachers hands. I like that this type of protocol is set up in
the school because it reassures parents that their child has backup in case of an emergency and also
reassures the teachers who need to be able to focus on their classes while still being able to care for the
health and safety of their students in a professional manner.
Hawthorn Middle School North: Much like LHS, Hawthorn has a system setup so that the teacher can
teach and the administration can discipline. Pat Cantagallo doesn’t usually have to deal with an extreme
attitude problems but he likes to approach possible issues by making phone calls home. If an actual
incident occurs in his classroom, he sends his students from the rehearsal space to take either a short
break in the hallway or to the front office.
4. Specialty Areas #1: (piano for choral/general, secondary instruments for instrumental, and
conducting for ensemble teaching) - Briefly describe your skills in these areas and identify
goals and methods for improvement
General music: I taught a warmup for an African Drumming lesson this week and after it was over I
realized that I need to work on creating smaller steps in my activities. Without doing this, the students
did not fully understand all the details of my instructions. I found myself with a lot of good energy but
when I moved too quickly from one instruction to the next, the kids got lost and I got bogged down. I
have to remember that not all the general music students are in band, so they don’t always understand
what something like tempo means. I need to be patient enough to repeat the actions over and over again,
even if I think it is excessive.
Secondary instruments: I can teach clarinet and saxophone like the back of my hand but I did find
myself forgetting other fingerings, slide positions, valve combinations a bunch this week. It makes me
doubt myself and subsequentally shows through to my students. I want to be able to come up with those
simple things right away and not have to do guess work or always ask a student to demonstrate.
Conducting: I had a lot of trouble with switching in and out of 5/4 and 6/4 while rehearsing Wind
Emsemble on Friday. I was sight reading the piece because Dustin Helvie was absent but the fact that I
couldn’t mechanically read and conduct distracted me from actually listening to the ensemble and
picking out problem spots/thinking of a teaching technique. I must practice so that it becomes muscle
memory and I can focus on the important content.
5. Organizational #1: Briefly describe one or two organizational tasks (i.e. attendance, grading,
library, inventory, etc.) that you have either been assigned to do or observed your cooperating
teacher doing.
Tasks for the week:







Organized instrument closet
Organized all marching band music
Took out all the old music from flip folders
Copied music for sight reading*
Put forms in alphabetical order**
Kept track of Entertainment book sales (fundraiser)
Solidifying summer calendar for NEXT year, already!
*I never realized how much copying of music takes place in a band program before the concert literature
is even picked out. I have been copying a lot of music for the groups to play and it is just to keep them
playing during the first part of the year! I will most likely be collecting them and filing them away for
later use, soon. It is such a mindless task but it is incredibly time consuming and I can see how difficult
it could be to run a big program alone. It feels like there is more time spent copying music than actually
reading and teaching the piece!
**I wanted to describe how this particular task made me feel because I actually spent a good ammount
of time thinking about why Pat had me alphabatize permission slips. He told me it was so that he could
easily flip through and find a parent email if need be and it saves time. I think that makes perfect sense
but then I was wondering why he wouldn’t just make a parent database. I thought more about this and
then realized that I had been thinking about how to better organize a band program for the greater part of
an hour, only to figure out that all of the time spent organizing materials, forms, instruments, etc. is
taking away from the goals of what being a teacher should be. I suppose sometimes you just have to go
the easy way and simply sort massive piles of paper instead of getting to technical and obsessive.
6.
Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques (i.e. bag of
tricks) and/or pedagogical strategies you observed by a music teacher that were very
effective. Describe in detail.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.
Cantagallo: After my teaching episode with the 7th/8th grade band this week, Pat and I got into a
conversation about finding the perfect balance of funny teacher and serious teacher while on the
podium. He said that he likes to be easy going with his students because he understands that
they are all going through a very interesting period in their lives and that he can’t read the blank
stare that he gets some of the time. He likes to create a warm atmosphere but also have the
respect of the students when he wants to get work done. He does a really good job of reading the
vibe in the room and I witnessed a particularly frustrating moment get solved by Pat telling a
little story about his son as a bit of a breather for the group. After the 30 second story, he
jumped right back into the music and got a better result. I think sometimes teachers forget that
they are teaching other human beings and that we all need a short mental break every once in a
while.
Daeschler: Jeff talked to me about having a long term goal in mind when preparing warmups.
For example, if you start out the year with a group that has a knack for good intonation but a
rough time reading rhythms, you could use a rhythm sheet and have them play different scales
with the different patterns as an ensemble. I like this approach because it gives you a place to
work to and time to assess whether or not you could be teaching more efficiently/effectively.
Music Student Teaching Weekly Activity Report – Week 3
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
WED
THURS
1½
FRI
3
4
3½
1½
1/2
7
7
THURS
FRI
SAT
SUN
SAT
SUN
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
High School
Activities (in hours)
MON
TUES
2
WED
3
Actual Teaching
3
Observation
3
Other Duties
Preparation
Conferences (w/coop)
3
5
Professional Meetings
5
9
5
Grand Total
Reflection Questions - Week 3
1. Overview: Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Tuesday at Libertyville HS:
 Listened to freshman clarinet auditions and filled out comment sheets
 Check in Entertainment Book fundraiser, materials returned
 Copied new marching band music
 Copied audition rubric
 Listened to Wind Ensemble flute auditions and filled out comment sheets
Wednesday at Libertyville HS:
 Listened to freshman bass clarinet and oboe auditions and filled out comment sheets
 Filed freshman band worksheets
 Copied Bells for Stokowski and Niagra Falls
 Listened to Wind Ensemble bass clarinet, bassoon and saxophone auditions and filled out
comment sheets
 Taught Symphonic Winds – Prelude, Siciliano and Rondo
Wednesday night at Libertyville HS:
 Marching band rehearsal from 6:30-9:30pm**
Thursday at Hawthorn MS:
 Observed 7th grade general music
 Copied new music for freshmen band
 Taught a saxophone lesson
 Made a new seating chart for 7th/8th grade band (post audition)
 Observed 6th grade band
 Observed 7th/8th grade band
 Observed and taught 6th grade horn sectional
 Observed and taught 6th grade trumpet sectional
 Entered in new data to the music library and filed new pieces
Friday at Hawthorn MS:
 Observed 7th grade general music
 Taught 8th grade flute sectional
 Observed and taught 6th grade band
 Observed 7th/8th grade band
 Taught 8th grade clarinet sectional
 Copied jazz band music parts (oboe!)
 Taught 8th grade clarinet/saxophone lesson
 Observed 8th grade trumpet/tenor/bari/trombone sectional
Friday night at Libertyville HS:
 Football game
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
o Positive reinforcement – I am very good at staying positive and always having a smile on my
face. I think this helps my approachability, especially with the younger kids. They are slowly,
but surely, warming up to me. I know the energy that a teacher puts out has the world to do with
how the students are going to feel during class, so I’m trying to keep my happy face on at all
times! This also helped a lot with the seating auditions that I listened to this week because
almost every student I listened to was incredibly nervous.
o Good at isolating different parts in the music – I do a good job at finding the different pieces of
the music (melody, counter melody, bass line, etc.) and isolating them to fit into the music – like
a puzzle. This helps a lot as a stepping-stone for instruction because it gives me material to work
with.
3. Describe two musical or instructional weaknesses that you noticed in your teaching this week.
o Head in the score – I am constantly looking down into the score and not out at the students. This
is harmful for many reasons, the worst being that my facial expressions and body language has
absolutely no room for development. I need to do a lot more score study so that I can let my ears
do all the analyzing instead of my eyes.
o Did not address any intonation issues – In my 6th grade band rehearsal video, I disregarded way
too many intonation issues that were blatantly obvious. I think that one of the reasons I ignored
them was because I am afraid to take up too much time and lose the attention of the class while
isolating specific intonation issues. If it is necessary, I should stop and take the time but I also
need to have a few techniques ready to go at a moments notice in order to accomplish this.
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
c. Instrumental and Choral Teachers: identify one or two rehearsal techniques
(i.e. bag of tricks) and/or pedagogical strategies you observed by a music teacher
that was very effective. Describe in detail.
d. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.
Marching band rehearsal: Jeff does a really good job of keeping the rehearsals moving at a fast pace. It
can get pretty difficult to control 120 kids on a football field but he tries to keep his pacing quick and
student action at a maximum.
General music class: Pat plans out his lessons in this class in a very interesting and logical fashion. For
example, this week he wanted to get the students to listen to The Moldeau by Smetana but knew that
some of the kids may not be able to sit still for that long. So he started the class with some African
drumming, put listening to The Moldeau second and ended with playing guitar. This gave the class a
nice rounded out shape with the kids staying active at the beginning and the end.
5. Lesson Plan: Send a lesson plan that you created and implemented during the past week.
**For my recorded lesson with the 6th grade band
Warm-up: Bb concert scale, F concert scale – half notes, quarter notes and improvised rhythm
Content: Renegade Dances by David Shaffer
 M. 6-15
o Flute, clarinet and saxophone
 M. 32-42
o count and clap
o Don’t fall in the holes!
 Melody at m. 42
 Counter-melody at m. 50
 M. 88
o Saxophone, trumpet and horn
 M. 92
o Accents
6. Video Analysis 1: Complete a self-analysis of one video-taped teaching episode (no more than 15
minutes of video) and send the completed analysis to your supervisor. Was the lesson well
planned and effectively executed? Consider sequence of activities, pacing of instruction, and
verbal inter-action. Did you communicate effectively as a teacher? Consider speaking voice, eye
contact, and clarity to the instructions. Download the self-analysis forms (two of them) from the
Music Student Teaching Website.
I felt like the rehearsal went pretty well as a whole. I had my lesson plan with me on the
podium, so I knew where I wanted to stop and fix certain sections. The reason my lesson plan is
so cut and dry is because I wanted to see if I could effectively teach the sections without giving
myself a ton of reminders of my goals and objectives before hand. Most of the music education
classes that I have taken have given me a lesson plan format to follow but they have always just
seemed like an excess amount of strategic practice before getting into the classroom. I think that
it was nice to know where I wanted to stop but I did notice that the quality of my teaching
techniques were so-so. I did a whole lot of modeling for rhythms and not too much else. I think
that the pacing was good and I was clear with my instructions but I could have accomplished a
lot more. I missed a whole bunch of intonation issues but I think that I ignored them at the same
time because I wasn’t sure how to fix them. It made me realize that I need to not only isolate
problem spots but also think about and write down different techniques that I could possibly use.
Music Student Teaching Weekly Activity Report – Week 4
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to
your student teaching experience. These totals can be transferred to your Student Teacher’s Time
Report. Please round the time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
6
WED
THURS
2½
FRI
SAT
SUN
FRI
SAT
SUN
Actual Teaching
2½
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
6
5
Grand Total
High School
Activities (in hours)
MON
TUES
WED
1½
THURS
Actual Teaching
3
5
2
2
Observation
Other Duties
1
Preparation
Conferences (w/coop)
Professional Meetings
6
8½
Grand Total
Reflection Questions – Week 4 (video recording required)
2. Overview: Briefly describe your duties and activities for the week, including: observing,
teaching, organizing, etc.
Monday at Libertyville HS:
 Observed Freshman Band
 Organized permission slips
 Handed out festival music to the Symphonic Band
 Observed Wind Ensemble
 Helped hand out new fundraising material
 Observed Symphonic Winds
Tuesday at Hawthorn MS:
 Taught a 7th grade sectional
 Watched the cross country team while Pat walked the poms girls over to HMSS
 Band recruitment at HMSS 3-8pm
Wednesday at Libertyville HS:
 Department meeting
 Taught and observed freshman band
 Created review sheet for theory class
 Copied extra music
 Observed Symphonic Band
 Free time – practiced
 Observed Wind Ensemble
 Listened to bassoon, oboe and saxophone seating auditions for Symphonic Winds
Wednesday night at Libertyville HS:
 Marching band from 6:30 – 9pm
Thursday at Hawthorn MS:
 Observed 7th grade general music
 Helped with rhythm worksheet
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught a 6th grade flute/sax sectional
Friday at Libertyville HS:
 Bronchitis - sick day
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
3. Lesson Planning #2: What parts of lesson planning do you find most useful and/or effective?
What part does score study play in proper lesson planning?
I have found that I feel most prepared for a rehearsal if I have jotted down a few notes for myself
at the end of the previous episode. This way, I feel refreshed when I read it – if it has been a few
days – and I can jump back in, knowing that I’m not repeating myself and that I am making
progress. Score study is important for proper lesson planning because you can’t teach what you
don’t know. After thorough study, it is easier to find concepts from the music that you can teach in
class, instead of learning it on the fly and focusing on yourself, rather than the students.
4. Classroom Management #2: Give an example (or examples) of how your cooperating teacher
keeps students on-task – or gets students back on task – during the class period.
Marching band: Jeff always has a whistle with him on the field during practices that he uses when he
wants everyone’s attention. This is a simple way to draw the students together and an effective way to
give marching commands to the large group.
Pat tip: During rehearsal with younger kids, tell the band that you want to designate five minutes to one
section of music. Then, pick something simple from that specific part and give them 30 seconds to
fiddle around with it and then get back on the podium and see how it sounds. This will give them the
break that they need in correation to the attention span that 6th graders have.
5. Specialty Areas #2: (piano for choral/general, secondary instruments for instrumental and
conducting for ensemble teaching).
a. Describe your strengths and weaknesses in these skills.
General music: I am a terrible piano player, something that I wish I could do with ease. Despite the
classes that I have taken, I am still pretty incompetent when it comes to playing with both hands at the
same time. I can chop out one line but when it comes down to it, I would not be able to teach a piano
class.
Secondary instruments: I feel confident with everything clarinet, saxophone and flute. Oboe and
bassoon are not too bad but brass instruments tend to get the best of me. I know that it is important for
me to have a good grasp on how to teach tone production, carriage, valve/slide positions but I think this
is also a skill that will come with repetition. If I had to teach a trombone lesson tomorrow, I would
prepare a lot more content and have a slide position chart with me as opposed to if I had a clarinet
lesson.
Conducting: I think I do a very good job keeping a clear and concise beat pattern when I am on the
podium. For the most part, I think I give clear articulation/dynamic gestures but that they can be
magnified. Sometimes I get self-conscious and think too much about my conducting which leads to me
either being too timid or giving awkward directions. About a week ago, I discovered that I was really
bad at repeatedly switching between 5/4 and 6/4, so I had to put some time into practicing in a mirror.
In general, my weakness is letting my hands get in the way of my face, meaning that I focus so much on
the pattern that my face has simply no accurate or helpful emotional value.
b. IMPORTANT! What level of proficiency in these skills will your supervisor observe at
your first formal evaluation?
At my first formal evaluation, my supervisor will be observing me teaching 6th grade band as well as
7th/8th grade band. I will be honest and say that I really do not know what “level of proficiency” I have
hit as of yet. However I am looking forward to the feedback!
6. Organizational #2: Briefly describe one or two additional organizational tasks (i.e. attendance,
grading, library, inventory, etc.) that you have either been assigned to do or observed your
cooperating teacher doing.
Budget discussion: During a department meeting this week, the faculty discussed the current state of the
budget and where they wanted to go in the future. They ended up talking about replacing the pianos in
the practice room as well new cabinets for the choir room. It was interesting to see a break down of
where the money comes from and who it goes to, i.e. lesson teachers, new instruments, CD production,
etc.
Music library: Jeff has decided that I should come up with a new filing system for all the marching band
music because the way it is now is incredibly inconvenient and disjointed. This is something that will
take me a while to figure out but I have devised a plan that involves colored labels, new ID numbers and
more cabinet space. More details to come when I actually have the materials in hand…
7. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral majors: identify one or two additional rehearsal techniques
and/or pedagogical strategies you observed by a music teacher that were very effective.
Describe in detail.
b. General Music majors: describe one or two additional teaching techniques you have
observed this week. Describe in detail.
-
Present the history of the piece before actually playing
Positive reinforcement throughout rehearsal
Yell over the band without stopping rehearsal for little things
Project your voice!
Know all terms before hand, especially if it’s in another language
Constant reminders
-
Metaphors: The particular one I heard Pat use this week was for blending. He told a story about
a bad hair cut that he got once where there were a bunch of ridges and it was not blended into a
smooth shape, so he looked dumb. After the story, the music sounded surprisingly different. It
was nicely done!
-
Tempo changes during scale warm-ups: Not only does it warm up their lungs, mouths, fingers,
etc. Changing the tempo trains the players to watch the conductor instead of having their heads
in the music all the time.
7. Video Analysis 2: Complete a self-analysis of one video-taped teaching episode (no more than
10 minutes of video) and send the completed analysis to your supervisor. Was the lesson well
planned and effectively executed? Consider sequence of activities, pacing of instruction, and
verbal inter-action. Did you communicate effectively as a teacher? Consider speaking voice, eye
contact, and clarity to the instructions. Download the self-analysis forms (two of them) from the
Music Student Teaching Website.
I read Celtic Ritual with the 7th/8th grade band at Hawthorn and it was way too difficult
for them, so I decided to read it with the Freshman Band at Libertyville. I didn’t know that many
of them had already played it at their old middle school (Highland) for contest last year. They
loved the piece, which made it super fun, but there wasn’t much for me to work on. I did a run
through of the piece and went back for solos and to fix the tempo of one section. The episode
felt productive to me because the group was very excited and energetic, which in turn made me
feel the same. So even though I did not get to teach a lot of content, it was good podium time –
something I need a lot of to feel more and more comfortable.
Music Student Teaching Weekly Activity Report – Week 5
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
3
WED
3½
THURS
FRI
SAT
SUN
4
3½
7
7
WED
THURS
1
FRI
1/2
SAT
SUN
3
3
3½
3
1
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
High School
Activities (in hours)
MON
2
TUES
Actual Teaching
2
Observation
3
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
3
7
6
Grand Total
Reflection Questions - Week 5
1. Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Monday at Libertyville HS:
 Observed at taught Freshman Band
 Put Celtic Ritual back into score order for filing
 Observed and taught Symphonic Band
 Made copies of new fight song for Marching Band
 Observed Wind Ensemble
 Observed and taught Symphonic Winds
 Listened to a bassoon seating audition and wrote comments
 Copied another new tune for Marching Band
 Practiced duets
Tuesday at Hawthorn MS:
 Assisted 7th grade general music while they practiced for a guitar playing test
 Taught 7th grade sax/horn sectional
 Observed and taught 7th grade trombone/bass clarinet/sax sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Observed 7th and taught grade trumpet sectional
 Observed 7th and taught grade flute/oboe sectional
Wednesday at Hawthorn MS:
 Assisted 7th grade general music
 Taught 6th grade trombone sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Observed and taught 6th grade flute/oboe sectional
 Taught 6th grade clarinet sectional
Wednesday night at Libertyville HS:
 Marching band rehearsal from 6:30-9:30pm
Thursday at Libertyville HS:
 Observed and taught Freshman Band
 Observed and taught Symphonic Band
 Copied new Marching Band music
 Observed Wind Ensemble
 Copied concert band music
Friday at Libertyville HS:






Observed Freshman Band
Observed Symphonic Band
Made copies of Jazz Band forms
Copied concert band music
Observed Wind Ensemble
Observed and taught Symphonic Winds
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
 Pretty accurate relative pitch
 I am good at picking out different instrument groups and noticing when there is a note, rhythm
error. The problem is that I pick out too many and then I can’t decide what to work on first. I
need to get used to making a mental checklist to organize my thoughts.
3. Describe two musical or instructional weaknesses that you noticed in your teaching this week.
 Address more than one group of people when stopping to make corrections.
 Be quick and concise – give multiple solutions to a problem, as if they have never played the part
before.
 From my video episode:
o Lack of expressive conducting
o Counting off way too much!
o Trailing sentences
o Goal – why am I stopping?
o Cueing ahead of time!
o Too much talking in my head and not enough verbally coherent sentences
o Mirroring with my left hand
o Singing to myself
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
c. Instrumental and Choral Teachers: identify one or two effective rehearsal techniques
and/or pedagogical strategies you observed. Describe in detail.
d. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.
“Hum-naw-play” – used to teach tuning. Give the group a concert A or Bb and have them hum
(internalize), sing the note on “naw”(nice open tone) and then play it on their instrument. Should
hopefully help the group train their ears on a daily basis
Four standard rehearsal techniques via Jeff:
 Augmentation – slow the part down
 Segmentation – split technical passages into small sections and play them one at a time or on
repeat
 Memorization – ask the group to memorize a few notes and watch the conductor, use their ears,
etc.

Modification – modify tough rhythms into something easier yet similar. Then after they have
that part, change it back to the written notes. Modification can also be done with notes that are
ridiculously high for a first clarinet or flute – take the note down an octave.
5. Video Analysis #3: Complete a self-analysis of one video-taped teaching episode (no more than 15
minutes worth of video) and send the completed analysis to your supervisor. Was the lesson well
planned and effectively executed? Consider sequence of activities, pacing of instruction, and verbal
inter-action. Did you communicate effectively as a teacher? Consider speaking voice, eye contact, and
clarity to the instructions. Download the self-analysis forms (two of them) from the Music Student
Teaching Website.
Notes:
 Read a lot of music at the beginning of the year to assess where the group is at difficulty wise.
Then once you’ve decided the grade level that is appropriate for the ensemble, pick out
concert/contest pieces. Pieces for presentation should usually be picked out six weeks ahead of
time to allow for maximum rehearsal time. Also think about the educational value of the pieces
so that you’re not teaching the same concepts piece after piece. Choose a variety!
 Choose little motives and rehearse repeatedly, especially if it is a technical passage. Break it
apart into sections.
 “Play what is on the page!”
 Exaggerated physical gestures
 Scale up to questionable notes – especially with French horn…
 Give yourself a day where you do not talk and you have to convey everything with your gesture
 Try another day without scores
 Talk softly, forces the room to get quiet
 Percussion tip – ask them to practice their parts on their leg while working with other groups and
tell them you are going to revisit it in a few minutes.
 A brass instrument is just a giant megaphone that you manipulate with either three buttons or a
slide. You should be able to buzz any note.
 Assessment - hold individual student accountable for parts in the large rehearsal.
 Check out your old band programs to see what pieces you have played and might want to
rehearse from the perspective of a conductor.
 Are you reading a transposed score or non-transposed score?
 Keep up the pacing
 Don’t repeat yourself so much. Expect that when you say a measure number that they will play
when you give a downbeat.
 Diagnose the problem and give the prescription.
 Show videos for examples of great bands
Music Student Teaching Weekly Activity Report – Week 6
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to
your student teaching experience. These totals can be transferred to your Student Teacher’s Time
Report. Please round the time to the nearest half hour.
Middle School
Activities (in hours)
MON
2½
TUES
WED
4
THURS
FRI
SAT
SUN
THURS
FRI
1½
SAT
SUN
Actual Teaching
4
3
Observation
1/2
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
7
Grand Total
High School
Activities (in hours)
MON
TUES
1½
WED
Actual Teaching
3½
7½
3
1
8
10
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions - Week 6
8. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Monday at Hawthorn MS:










Observed Jazz Band
Taught 7th grade general music
Observed 8th grade percussion sectional
Observed 6th grade percussion lesson
Copied band music and assigned percussion parts for 7th/8th grade band
Observed and taught 6th grade band
Observed 7th/8th grade band
Taught 6th grade percussion sectional
Taught 7th grade woodwind sectional
Taught 8th grade clarinet sectional
Tuesday at Libertyville HS:
 Observed and taught Freshman Band
 Copied scores
 Taught Symphonic Band
 Cleaned and organized percussion cabinet and office closet
 Observed Wind Ensemble
 Observed Symphonic Winds
 Started to design a bulletin board in the band room
 Counted fundraiser money and checks, twice.
 Moved instruments in the band room around.
Wednesday at Hawthorn MS:
 Observed Jazz Band
 Assisted 7th grade general music
 Observed and taught 6th grade clarinet sectional
 Observed and taught 6th grade trombone/trumpet/baritone sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught 6th grade multiple instrument sectional
Friday at Libertyville HS:
 Observed and taught Freshman Band
 Observed and taught Symphonic Band
 Observed Wind Ensemble
 Observed and taught Symphonic Winds
 Designed a rhythm warm-up worksheet for Freshman Band
Friday night at Libertyville HS:
 Marching Band from 5:30pm – 10:30pm
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
9. Lesson Planning #3:
- Briefly discuss how you have changed your approach to lesson planning.
-
Attach a lesson plan and discuss how it helped your effectiveness and/or how your
plan did not go as designed.
This past week, Jeff asked me to make a rhythm worksheet for the Freshmen Band to use during
their warm-up. I composed a series of ten different phrases, each with a different time signature. I
wrote two of them on the dry erase board to test them out and I started a rehearsal with the band. Turns
out it was a challenge for the students which was what I had hoped for. I’m glad that I took the time to
compose these rhythms because it made me realize that the band needs a lot of work with syncopated
rhythms.
10. Sequence of Instruction #1: Briefly discuss a specific example of “sequencing of instruction”
by you or your coop.
Going along with the theme from question number two, I used the rhythm worksheet as a sneaky
lead in to the new piece that I will be working on with the Freshman Band for the next month or so,
Choreography by Robert Sheldon. He will be coming in to work with the band on November 2nd, so
I took a few of the tough rhythms from the composition and placed them on my revised rhythm
sheet. There are a bunch of weird accented passages that I know will trip up the ensemble. I use this
as an example of “sequencing” because it is the first step of getting the piece going. I want to make
sure that I approach it in a way that will make sense and help the kids along so that it doesn’t crash
and burn right from the get-go.
11. Assessment #1: Briefly describe how you are using daily informal assessment to guide your
lesson planning.
I have been rehearsing Fall River Overture and Pictures at an Exhibition with the Freshman
Band, Symphonic Band and Symphonic Winds for the past few weeks for the upcoming band
festival. Jeff wants the kids to have it down by this coming Monday, so I started to do mini playing
tests during rehearsal to see where the kids are having the most trouble. During particularly fast
passages that I heard were getting messed up, I isolated a section and slowed the tempo. By doing
this, I not only made it clear to the students that they had some work to do, but I also made note that
the section still needed some rehearsal time.
12. Classroom Management #3:
a. Give an example (or examples) of how you have kept students on-task – or get students
back on task – during the class period.
b. Identify and describe one or two variables that create a good learning environment.


Usually when I have been rehearsing the 6th grade band for more than 15 minutes, they get a
little restless. When this happens, I give them one bar of music and tell them to fiddle around
with it for 30 seconds with a specific goal in mind and then get off the podium. This gives them
a little break from staring at me and even if they don’t accomplish much, they still now that
when I get back on the podium, I am starting at that measure and they have gotten some of their
jitters out during those 30 seconds.
I think one of the most important variables that create a good learning environment is keeping a
positive attitude. I have noticed that the students can sense when I’m feeling stressed out and it
impacts the way that they behave towards me. Being on the podium should feel natural and
allow me to express myself in a positive way through teaching music. Doing this should help
create a mutual respect between teacher and student.
13. Supervisor Visit #1: (address only once after your formal assessment) a. Identify 3 items about your supervisor’s visit that was of benefit to you.
b. What is your follow-up plan to improve areas that were identified by your supervisor
and/or cooperating teacher as needing to be addressed? Outline these steps in detail.





Having an outside observer with an honest opinion and who was open for discussion was
awesome. I was guided along to discover the things that I needed to work on in a positive way a
opposed to having someone come in and tell me all the things that I was doing wrong.
Work on pacing – tighten the pace of the lesson so that the kids stay engaged during the
rehearsal process.
Make the gesture more specific to the music – don’t be a human metronome. Build
independence by letting them keep the time while you cue and give stylistic gestures that are
actually helpful to them.
Talk more about listening to the group – ask them questions that force them to listen into their
sections and across the ensemble. Again, building independence.
Tuning – how do we tune? What is it? Young players need to be helped along the way to
understanding what “in tune” means. Figure out how you can play a role in this.
14. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques (i.e. bag of
tricks) and/or pedagogical strategies you observed by a music teacher that were very
effective. Describe in detail.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.


Basic, basic, basic. The younger kids need more help than I think they do. I guess I’m just not
used to dealing with young students but they really do need to be helped along with things that I
previously viewed as easy for everyone. For example, if there is a measure where a section
needs to come in on the and of two, break down one measure beat by beat and exaggerate the
gesture to make it clear when the students should play.
Either teach by rote or with counts (1&2&3&4& or dah dah dah dah dah dah dah dah). I ran into
a problem this week during a rehearsal when I modeled by rote and then tried to get the student
to play via counts. This completely threw him off and I couldn’t figure out why until after the
rehearsal when I asked Jeff about it. It’s either one or the other!
Notes:
 ‘No questions before band’ policy
 Be more engaged in the warm-up process. Use the time to make little reminders to the students
about posture, embouchure, etc.
 Diagnose the problem and give the prescription.
Music Student Teaching Weekly Activity Report – Week 7
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
3
WED
THURS
4
FRI
SAT
SUN
FRI
2
SAT
SUN
Actual Teaching
2
2
2
1
7
7
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
High School
Activities (in hours)
MON
2
TUES
WED
1½
THURS
Actual Teaching
1½
2
2
2½
3½
3
6
7
7
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions - Week 7
1. Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Monday at Libertyville HS:
 Taught Freshman Band
 Observed Symphonic Band
 Observed and taught Wind Ensemble
 Taught Symphonic Band sectional
Tuesday at Hawthorn MS:
 Assisted 7th grade general music
 Taught 7th grade flute/oboe sectional
 Taught 7th grade clarinet sectional
 Observed 6th grade general music
 Observed and taught 7th/8th grade general music
 Taught 7th grade flute/sax/horn sectional
 Taught 7th grade trumpet sectional
 Fixed oboe part for Jazz Band
Wednesday at Libertyville HS:
 Taught Freshman Band
 Copied and taped together music
 Observed Symphonic Band
 Observed Wind Ensemble
 Taught a trumpet/trombone/flute sectional
Thursday at Hawthorn MS:
 Assisted 7th grade general music
 Taught a 6th grade saxophone sectional
 Taught a 6th grade clarinet lesson
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Picked out new music for the 6th grade band
 Taught a 6th grade trumpet/trombone sectional
 Copied new music
Friday at Libertyville HS:
 Taught Freshman Band
 Took inventory of band trip payments
 Observed Symphonic Band
 Copied forms
 Observed Wind Ensemble
 Assisted Symphonic Winds
 Entered in fundraiser updates
 Taught a clarinet sectional for Wind Ensemble
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
 Modeling with the clarinet – I’m really glad that I’ve realized how much easier it is to model
when you have an instrument on the podium with you. I’ve run a few rehearsals with modeling
with my voice in mind and then another couple with the clarinet and the difference in
effectiveness is huge. Good thing I spent all those years practicing.
 Organization – I’ve always been a very organized person and I think that has begun to transfer
over into my teaching. I have been assigned to tasks such as counting fundraising money,
organizing the instrument locker, making copies, etc. and I realized that whenever I have
something like this to do, I go into autopilot and work ridiculously fast while staying focused and
accurate.
3. Describe two musical or instructional weaknesses that you noticed in your teaching this week.
 Placing beats – Jeff told me that I began placing beats in my conducting again, which is
something that I did when I first started conducting. I think I can attribute this to a lack of
conscious conducting practice and trying to focus on my ears rather than my gesture during
rehearsal. It got better the more I focused on it in following rehearsals, but then my ears
suffered. Multi-tasking at it’s finest!
 Lack of facial expressions – My range of facial expressions is somewhere between serious and
raising my eyebrows a lot. I think I need to start conducting to myself in a mirror and practicing
some new expressions. I’ve observed tons of conductors as a player and they all have made
some pretty awesome faces, some that I wish I could duplicate and others that have actually
scared me into practicing.
 HUGE beat pattern during soft, legato sections??
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
c. Instrumental and Choral Teachers: identify one or two rehearsal techniques
and/or pedagogical strategies you observed by a music teacher that was very effective.
d. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.




For percussion – start a warm-up paying attention to the percussion section. This captures their
attention from the very beginning and gives you a better shot of keeping it throughout the
rehearsal.
Constant repetition
Change tempos drastically from the written instruction with the goal of teaching students how to
watch
Adding history to your curriculum – find opportunities from current pieces. Also can fit into
sequencing of instruction.
5. Video Analysis #4: Complete a self-analysis of one video-taped teaching episode and send the
completed analysis to your supervisor. Was the lesson well planned and effectively executed?
Consider sequence of activities, pacing of instruction, and verbal inter-action. Did you communicate
effectively as a teacher? Consider speaking voice, eye contact, and clarity to the instructions.
Download the self-analysis forms (two of them) from the Music Student Teaching Website.
During this class period with Freshman Band, I started out clapping a rhythm directly from the piece,
which has become one of my favorite little tricks to get the kids thinking. I clearly stated my rehearsal
goals so that they would have greater insight into what I wanted to happen – a run through of the first
section, followed by working on the middle. The rehearsal as a whole went pretty well and I got off the
podium three times and that is way more than what I usually do. I wrote on the white board twice and it
was effective. I worked with a soloist once and kind of lost track of the rest of the group. I think it
would have helped if I had told them to finger through or look at a couple measures of music while I
was working with the soloist so that I wouldn’t have to deal with noise or classroom management issues
afterwards to try to get them focused again. As a whole, I felt like the rehearsal was successful.
Notes:
 Own up to your mistakes
 Phrasing is really hard to teach. Young kids have a very hard time grasping the concept.
Music Student Teaching Weekly Activity Report – Week 8
(Video Recording Required)
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Middle School
Activities (in hours)
MON
TUES
WED
2½
THURS
FRI
2½
Actual Teaching
2½
1½
2
3
7
7
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
SAT
SUN
High School
Activities (in hours)
MON
TUES
1
WED
THURS
1
FRI
SAT
Actual Teaching
3
3
3
3
7
7
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions – Week 8
15. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Tuesday at Libertyville HS:
 Taught Freshman Band
 Copied music
 Updated fundraiser spreadsheet
 Observed Symphonic Band
 Observed Wind Ensemble
 Observed Symphonic Winds
 Created a full band roster
Wednesday at Hawthorn MS:
 Assisted/observed Jazz Band
 Assisted/observed 7th grade general music
 Sorted out 6th grade band music
 Taught a 6th grade flute/oboe sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Observed a 6th grade clarinet sectional
 Taught a 6th grade trombone sectional
Thursday at Libertyville HS:
 Taught Freshman Band
 Sorted five pieces of music into score order and filed them back into the library
 Filed extra music
 Observed Symphonic Band
SUN




Observed Wind Ensemble
Observed Symphonic Winds
Labeled percussion folders
Copied a score
Friday at Hawthorn MS:
 Assisted/observed Jazz Band
 Taught 7th grade general music (beginning piano)
 Auditioned clarinet players on bass clarinet during 6th grade band
 Taught 7th/8th grade band
 Taught a clarinet/trumpet/trombone/euphonium lesson
 Finished writing up a rhythm sheet for the 6th graders
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
16. Lesson Planning #4:
- Briefly discuss the difference in your effectiveness between episodes in which you
have adequate time for preparation and when you have to teach unexpectedly.
1. Attach a lesson plan and briefly discuss how it helped your effectiveness and/or how
your plan did not go as designed.
2. Briefly discuss how you have changed your approach, if any, to lesson planning.

Whenever I have to teach unexpectedly, I find myself a bit more stressed on the podium,
checking the time a lot and grasping for concepts to teach. It turns into more of a ‘keep them
playing’ rehearsal as opposed to presenting the material in a way that actually teaches the
ensemble something useful. When I have time for preparation, I can plan some checkpoints for
myself, so that I can assess what needs to be done in future rehearsals. The podium is also less
intimidating when I’m prepared because I have a list of things that I know I want to work on.
17. Sequence of Instruction #2: Briefly discuss a specific example of “sequencing of instruction”
by you or your coop.
 Mixing up the repertoire for each concert series – Pat and I were looking into new music for the
6th grade band and we came across a few that seemed doable. The details that we started to look
at had to do with the styles of the piece and whether or not there were any teachable concepts
embedded in the music. Pat wanted to make sure that there was a good mix of different pieces in
the concert, while paying attention to what can be different in the next concert as well. Making
sure not to repeat and bore.
18. Assessment #2: What evidence do you have that the students understood what you taught. You
can address either formal or informal assessment.

Holding individuals accountable in the large ensemble. I brought a couple kids from the
percussion section to the front of the group to demonstrate a rhythm that was written on the
board. It was blatantly obvious that they needed to work on syncopation.
19. Classroom Management #4:
1. Recall a situation over the past week in which you had a difficult discipline situation.
2. What classroom management strategy did you use?
3. Was it effective? Why or why not?
4. How would you change what you did?
5. How did your cooperating teacher assist you?
On Friday, Pat let me take the entire 7th/8th grade band rehearsal. I had planned on starting our
usual way, concert Bb scale, and then do a breathing exercise, followed by repeating the scale to
demonstrate the difference in sounds. Unfortunately, the group got rowdy and I knew that if the
talking and excess activity continued that I would accomplish absolutely nothing and I would just
end up angry and frustrated. So I gave the band the standard “when I’m on the podium/when I cut
off, you do not talk” speech and then told them that I would write down names of the people who
were not following the rule and that we would have a one on one discussion after class about it. I
only had to write down one name and the rest of the hour was pure silence except for playing when I
told them to and answering questions by raising their hands. At the end of the rehearsal, I told them
that I did not like having to be mean to them and that I want everything to be a positive experience.
After the rehearsal, Pat and I discussed the chain of events and helped me reflect on how I felt
about the way I handled the difficult rehearsal. I realized that this was the first time I have really
pulled out the stern teacher card and it made me feel kind of bad. Pat told me that I wasn’t being
mean and that sometimes you need to lay down the law even if it feels uncomfortable. The best
advice that he gave me though, was that I shouldn’t dwell on the negativity too much because in 50
years, I’ll be that old, angry band director who takes out her feelings on my students when they don’t
deserve it and all because I held grudges against previous students for too long. Compartmentalize,
don’t take their behavior as a personal attack and try your best to separate work and home. I’ve
noticed myself getting too stressed about teaching when I’m laying in bed at night and while I know
I need to do some critical thinking in order to become a better educator, I don’t want it to stress me
out in my down time. All in all, this was a pretty impactful teaching moment for me.
20. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques and/or
pedagogical strategies you observed by a music teacher that were very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week.

Difficulty with triplets – break it apart into a repeated measure of triplets with different
articulations. Write on the board, count and clap.
21. Pacing of Instruction and Verbal Interaction: Discuss any progress made since your first
evaluation in pacing of instruction, specificity of instructions, and other verbal feedback issues.

I have started to feel much more comfortable with my pacing of instruction while on the podium.
I think my instructions can still be a little lengthy but I am trying to get myself to the point where
I can say five words or less and still be effective. I have tried to focus my ears a bit more and not
let mistakes go when I hear them. I’ve also gotten better with names, so that helps when I’m
giving specific feedback to individuals. I think overall, my work has been moving in a positive
direction.
Music Student Teaching Weekly Activity Report – Week 9
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
TUES
WED
THURS
3
FRI
SAT
SUN
FRI
1
SAT
SUN
Actual Teaching
2
Observation
2
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
Grand Total
Libertyville High School
Activities (in hours)
MON
TUES
2
WED
THURS
Actual Teaching
2
8
3
3
7
12
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions - Week 9
1. Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Tuesday at Libertyville HS:
 Taught Freshman Band
 Copied music
 Graded theory assignments
 Created three bassoon folders for Freshman Band
 Observed Wind Ensemble
 Observed Symphonic Winds
 Copied theory worksheets
 Taught a Symphonic Band sectional
Wednesday at Hawthorn MS:
 Had to take a sick day
Thursday at Hawthorn MS:
 Assisted 7th grade general music
 Taught 6th grade band
 Taught 7th/8th grade band
 Observed a 6th grade saxophone lesson
 Observed a 6th grade horn lesson
Friday at Libertyville HS:
 Early morning pep rally for NBC5 at 5AM
 Taught Freshman Band
 Observed Symphonic Band
 Observed Wind Ensemble
Friday night at Libertyville HS:
 Football game from 5pm-10:30pm
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
 Efficient use of time and better pacing day by day! – I think that I am starting to get better at
picking and working on problem spots without getting distracted by too many other things at the
same time. When I first started, I became overwhelmed by the amount of errors I heard and had
a tough time determining which concept to work on first. I’m really excited at the prospect of
improving this area of my teaching!
3. Describe two of your own instructional abilities that you would like to adjust.
 Recognizing root, third, fifth – until I can transpose on the fly, I should analyze chords that
appear throughout the entire band (or big sections) ahead of time, during score study. This way I
will be able to tune effectively when I hear pitch discrepancies. I ran into a problem this week
where I tried to tune a chord but I had no idea who had what note, even when I was looking at
my score, and it made my rehearsal drag a bit.
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques
and/or pedagogical strategies you observed by a music teacher that was very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.






Bring in clinicians! It gets the students motivated and it will help you, as the conductor/teacher,
hear new things that you may not have noticed before. Having an outside clinician also helps
Be careful not to create a “the bell rings here” piece. Plan for extra time on the back half of the
piece if they seem to be getting a lot of rehearsal time on the front and middle.
“If you’re doing it right, your tongue is doing 20% of the work and your air is doing 80%. “ –
Jeff
Take tough rhythmic passages from current music and make a warm-up from it.
Have the students explain playing techniques to other sections during class time.
French horn lessons – keep your primary instrument with you so that you can play the note for
them before they play and miss the partial.
5. Describe how you have personally changed from being a student to becoming a professional music
educator.

Over the past couple weeks especially, I have felt a growing sense of confidence on the podium.
I am becoming less intimidated by the inevitable mistakes I will make while I’m teaching and
have started to allow myself to relax and be human. I realized that I have been trying to present
myself in a way that is not really suited to my own personality and feelings. The more I reflect
on my own mentors and teachers from the past, the more I realize that they were/are successful
because they put themselves into their instruction. They didn’t pretend to enjoy the music; they
genuinely felt a connection that motivated me to do the same. I have been doing a lot of personal
reflection on the highs and lows that come from switching from student to a professional music
educator and I am really enjoying trying out new ideas and techniques during my rehearsals.
Music Student Teaching Weekly Activity Report – Week 10
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
TUES
WED
3
THURS
FRI
3
SAT
SUN
SAT
SUN
Actual Teaching
3
3
3
1
1
Observation
Other Duties
2½
Preparation
Conferences (w/coop)
1
Professional Meetings
5½
8
7
Grand Total
Libertyville High School
Activities (in hours)
MON
1
TUES
2
7
WED
THURS
1½
FRI
Actual Teaching
2
Observation
3
3½
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
6
7
7
Grand Total
Reflection Questions – Week 10
22. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Monday at Libertyville HS:
 Taught Freshman Band
 Organized and filed old Marching Band drill and music
 Observed Symphonic Band
 Observed Wind Ensemble
Monday night at Hawthorn MS:

Band festival rehearsal from 4 – 9:30pm
Tuesday at Libertyville HS:
 Freshman Band field trip to Vandercook for a clinic with Charlie Mangini from 7am – 2pm
Wednesday at Hawthorn MS:
 Observed Jazz Band
 Assisted 7th grade general music
 Observed 6th grade trombone sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught a 6th grade flute sectional
 Taught a 6th grade clarinet sectional
 Faculty meeting
Thursday at Libertyville HS:
 Taught Freshman Band
 Second observation with Gene Power
 Tested out six bass clarinet mouthpieces
 Observed Wind Ensemble
 Observed and taught Symphonic Winds
 Copied scores
Friday at Hawthorn MS:
 Assisted 7th general music
 Observed a 8th grade trombone lesson
 Entered in festival ticket purchases for students
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Observed a 8th grade clarinet/flute/trumpet/trombone sectional
 Taught an 8th grade clarinet sectional
 Taught an 8th grade bass clarinet/bari saxophone sectional
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
23. Lesson Planning #5:
- Briefly discuss how you address specific individual issues, needs, etc. of students in
your lesson planning.
The nice thing at being at both the Libertyville and Hawthorn is that there are at least two people on
an ensemble at a time. Because of this, any individual things that come up are easier to tackle. One of
the big things at the middle school is a lot of instruments need repair at a moments notice. When this
happens, I can just look at Pat and he takes care of it and vice versa. At the high school, there are more
solo/tuning issues with individual students. Usually when I hear something major that sticks out, I’ll
address it but Jeff or John will typically float over and help out, just so I can move onto the bigger
picture. If I was at a school by myself, I would probably have to do more of a “you guys look at these
measures while I help this person and the second I get back on the podium we are going to play it” thing.
Individual issues are going to come up, I think I need to figure out how to keep the full group engaged
while I work with those smaller details.
24. Sequence of Instruction #3: Briefly discuss how you have sequenced instruction from day to
day and/or week to week. How have you determined what to address in rehearsals, lessons, etc.
for a particular day?
After I get off the podium, I write down the issues that I would like to address in the next rehearsal. For
example, on Wednesday, I took the following notes for Friday’s rehearsals:
6th grade band:
 Renegade Dances
o Balance at m.50 (trumpet melody)
o Sustained pitches at m.86
o Timpani at m.101
 Asian Folk Rhapsody
o Dynamics at m.21
o Run “With Energy” section at m.86
7th/8th grade band:
 Suncrest
o Alto sax and horn, bring out all lines throughout
o Shape and dynamics from m.55 – 65
o Crescendo two before m.73
25. Assessment #3: Describe the grading policies of your cooperating teacher(s). How did they
determine the grades?
Daeschler: For the Freshman Band and the Wind Ensemble, Jeff gives the students dates and music
excerpts for playing tests. They also have some sectionals throughout the semester and attendance
counts as part of that grade. In general, the kids only get points off if they are not participating fully
during rehearsals or if they have a crazy amount of absences.
Cantagallo: Most of the band grades come from attendance/participation in the breakout lessons. They
get a letter grade based on their effort, which is almost always an A or a B.
26. Classroom Management #5:
a. Recall a recent situation in which a student discipline problem resulted in some type of
intervention (i.e. talking with the student by you or with the coop present) or conference
(i.e. parent, dean, administrator, etc.) – formal or informal (i.e. phone call).
b. Identify the discipline problem and describe the intervention/conference setting.
c. What was the objective of the intervention/conference?
d. Describe the “tone” of the meeting and whether the problem got resolved.
e. What impression did this make on you in preparation for your professional career?
On Tuesday this week, we took the Freshman Band to Vandercook. Their discipline was good
throughout the trip but when we got back to the band room, there was an issue. We arrived back at the
school in the middle of seventh period and kept the students in the band room until eighth, when they
were dismissed to go. During the twenty minutes, they were told to stay in the band room until the bell.
Two students, Jack and Sam were drawing on the white board at the front of the room. Sam was
drawing whales (we drove past the Shedd Aquarium) and Jack was writing in some sort of computer
language. Both were fine until Jack started to erase Sam’s drawings, which made her very upset. Her
response was to sit down with her friend and draw an unflattering picture of Jack in her notebook, which
Jack was not happy about. He started chasing her around the band room in an attempt to get her
notebook and when he couldn’t get it, he ran into the band room and told on her. I walked with Jack to
where Sam was and asked her for the drawing. I asked both students to tell me what they did wrong,
because they obviously both knew. I told them that both of their actions were examples of bullying and
that they were completely inappropriate/unacceptable on both sides. I asked them to apologize to one
another and to never treat anyone like that again and to think before they act. They looked as if they
understood and walked away in the manner that a puppy would if they had an accident inside a house.
This was an example of how immature some high school students can be and that the freshmen are still
in need of some hand holding in their transition from middle school. It made me realize that when we
get back from a field trip, there needs to be some sort of structure and not just a free-for-all atmosphere.
They were not ready to be let loose like that and when I have my own band program, I’ll keep this in
mind.
27. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques and/or
pedagogical strategies you observed by a music teacher that were very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.



Consider long-term instrumentation goals. Are you graduating out all the first chair players in
your top band? If so, maybe it’s time to prime the younger players for those spots. Or if you
have an uneven distribution of instruments in the younger bands, consider switching some kids
to different parts.
During the full band warm-up at the beginning of a rehearsal, consider different ways to engage
the percussion section. For example, make a percussion booklet that includes different rhythm
exercises to work on while the band is tuning or playing a chorale. Give them a structure to
work within so that they don’t feel exiled in the back of the room. Also, try to connect them to
what the wind instruments as much as possible. Include them in the discussion and make them
realize that they are important!
Buzz words or non-verbal cues for individual students who may have a more difficult time
paying attention in band than others. Note - not always for kids with IEP’s.
Music Student Teaching Weekly Activity Report – Week 11
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
3
TUES
3
3
WED
THURS
3
FRI
SAT
SUN
FRI
1
SAT
SUN
Actual Teaching
2½
Observation
1
3
Other Duties
3
Preparation
Conferences (w/coop)
Professional Meetings
7
6
8½
Grand Total
Libertyville High School
Activities (in hours)
MON
TUES
1
WED
1
THURS
Actual Teaching
3
3
3
3
7
7
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
1
Grand Total
Reflection Questions - Week 11
1. Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Monday at Hawthorn MS:
 Observed Jazz Band
 Observed 7th grade general music
 Copied a new song for 6th grade band
 Organized family tickets for the festival
 Taught a 6th grade percussion sectional




Observed and taught 6th grade band
Observed and taught 7th/8th grade band
Taught another 6th grade percussion sectional
Packed up festival equipment
Tuesday at Libertyville HS and Hawthorn MS:
 Taught Freshman Band
 Observed rehearsals for the festival band
Tuesday night at Vernon Hills HS:
 Festival performance from 6:45 – 9PM
Wednesday at Libertyville HS:
 Freshman Band clinic with Robert Sheldon
 Transcribed notes
 Observed Wind Ensemble clinic with Robert Sheldon
 Observed Symphonic Winds clinic with Robert Sheldon
 Began the reorganization process of the solo and ensemble literature library
Thursday at Hawthorn MS:
 Observed 7th grade general music
 Came up with a plan for the day
 Taught a 6th grade horn sectional
 Taught a 6th grade trumpet sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Filed old music
 Copied new music
 Assigned new percussion parts
 Observed and taught a 6th grade saxophone lesson
Friday at Libertyville HS:
 Taught Freshman Band
 Proofread the festival program
 Observed Symphonic Band
 Observed Wind Ensemble
 Started the sorting of all the solo and ensemble music in the LHS library
 Took inventory of all the November payments for the Spring Break cruise
 Observed Symphonic Winds
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
 Reading the energy in the room and making a connection to what is happening in the students’
lives that day.
o I feel like I have an affinity for understanding people and that this helps me stay
compassionate as an educator.
3. Describe two of your own instructional abilities that you would like to adjust.
 Stop excessive, casual conversation with students from the start; don’t let it get too out of hand.
There’s a kid at the middle school who calls me a “Lil’ Wayne hater” because I made fun of a
song once. It was funny at first but now it’s gotten really annoying and I can tell that he
probably won’t stop unless I crack the whip on him a little. I want my students to feel
comfortable joking around with me but I’m not their friend. I need to find a happy medium
between the two. It’s really easy to relate to them as a peer because we are so close in age but
I’m still their teacher.
 Leave the coffee somewhere, don’t carry it around with you.
 After watching my video from this past week, I remembered how important it is to keep your
conducting gestures true to the music. Yes, I was teaching sixth grade band but I was beating
time to death instead of taking advantage of how useful a baton is! I need to spend more time
conducting in front of a mirror.
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
c. Instrumental and Choral Teachers: identify one or two rehearsal techniques
and/or pedagogical strategies you observed by a music teacher that was very effective.
d. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.





Getting angry – during the festival rehearsals this week, I observed a lot of firm disciplinary
techniques. For example, the percussion section was getting out of hand during the mass band
rehearsal and one of the directors said, “the next person who talks is out of the concert tonight”
and it was pretty effective. I wonder how useful of a technique this is on a regular basis though.
I can see the logic behind using it in dire situations but I worry about the delicate balance
between disciplinarian and caring teacher. I guess it’s just important to use your best judgment
during those tough times and don’t overreact. I remember one time when I was in middle
school, my band director threw a music stand across the room because a kid was just annoying
him too much. After that happened, I was super scared of him freaking out again. The energy in
the room changed after that and not just with that one kid, but with the entire band. I think it
would have been more appropriate for him to address that one student one on one instead of
getting upset in front of the whole group.
Sheldon’s cheat during Danse Folatre – for a more effective fp, go to one on a part for just one
beat! Have the rest of the sections come in on beat two. Gives some of the players a second to
breath.
***Spend some time reflecting on this, “Learn to ignore” – Sundell
Sing the note you’re trying to fix, even while talking about it.
Sheldon, “Forte doesn’t mean loud, it means strong. Think about it as character instead of
volume.”
o “Accidentals need to be brought out because they represent a change in tonality.”
5. Video Analysis #5: Complete a self-analysis (no more than 10 minutes) of one video-taped
teaching episode and send the completed analysis to your supervisor. Was the lesson well
planned and effectively executed? Consider sequence of activities, pacing of instruction, and
verbal inter-action. Did you communicate effectively as a teacher? Consider speaking voice, eye
contact, and clarity to the instructions. Download the self-analysis form from the Music Student
Teaching Website.
Notes from the Freshman Band clinic with Robert Sheldon on his piece, Choreography:
 Consider a seating change in the band to help the students connect similar parts and correct
intonation issues. Suggestion…
o (From L to R) Fourth row: trumpet 3, 2, 1  trombone 1, 2, 3  euphonium  tuba
o Third row: French horn  alto sax 1, 2  tenor sax  bari sax bass clarinet
o Move the fourth row forward a bit so that they aren’t exiled from the rest of the band.
 Don’t cheat the quarter note at the end of the main melodic line. Not “dit”  “dah”
 Trombone, m.8 Db, low second position
 WATCH THE CONDUCTOR!!!
 Trumpets are articulating the melody incorrectly
 Woodblock should lead the ensemble in m.40 – keep it musical
 Tambourine – more jingle, less pitch
 More first trombone throughout the piece
 Use the mallet part as a metronome at the beginning – trumpets, listen!!
 Why are there so many wrong notes in the trombone parts?
 ENERGY! The piece is called CHOREOGRAPHY!
 Push to the ends of phrases, don’t give up.
 Accent = air + space before the note.
 Build tension and release in the color chords
 Rall. After trumpet solo at m.49
 Faster tempo at m.72
***Schedule for next week:
Monday (11/7) – LHS
Tuesday – LHS
Wednesday – HMN
Thursday – LHS
Friday – NO SCHOOL
To do:
- Start the ensemble library
- Score study for Golden Jubilee - rehearsals starting the week of the 14th
- Substitute application
Music Student Teaching Weekly Activity Report – Week 12
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
TUES
WED
3
THURS
3
3
3
1
1
7
7
FRI
SAT
SUN
FRI
SAT
SUN
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Libertyville High School
Activities (in hours)
MON
1½
TUES
1
3
4
2
2
2
2
8½
9
WED
THURS
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions – Week 12
28. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Monday at Libertyville HS:
 Taught Freshman Band
 Filed percussion parts
 Observed Symphonic Band
 Hung up new college posters
 Started Excel inventory list of the solo and ensemble library




Observed Wind Ensemble
Observed and taught Symphonic Winds
Folded festival programs
Set up the big gym for the festival from 6:30 – 8pm
Tuesday at Libertyville HS:
 Taught Freshman Band
 Observed Joe Manfredo work with the middle schoolers for the festival
 Ordered lunch for the directors
 Copied music for the mass band pieces
 Observed the rest of the band rehearsals for the day
 Festival from 6:15 – 10pm
Wednesday at Hawthorn MS:
 Observed Jazz Band
 Assisted 7th grade general music
 Taught a 6th grade flute/oboe sectional
 Taught a 6th grade clarinet sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught a 6th grade trombone sectional
 Selected a new holiday piece for 6th grade band and made copies
 Met with the Assistant Superintendent for musical director position
Thursday at Hawthorn MS:
 Assisted 7th grade general music
 Score study
 Filled out some paperwork for a musical directors position at HMS
 Taught a 6th grade trombone/horn/saxophone sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Observed a 6th grade trumpet sectional
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
29. Lesson Planning #6: Briefly discuss your development of specific skills related to lesson
planning, including:
a) determination of time needed for a teaching episode
b) determination of appropriate amount of content for any one teaching episode
c) determination of objectives for any one teaching episode
I feel like I determine all of these things on a day-to-day basis. In order to determine my objectives
for a lesson, I write down the things that I hear during rehearsal that I think need more work. After I
have all of my objectives set out, I can determine the amount of time to spend on each thing and create a
rehearsal order. Within the rehearsal order, I make notes about the content for each piece. This also
allows me to adjust with the flow of the rehearsal but still stay on task. Determining the appropriate
amount of content for an episode has to do with the energy in the room, time of day, day of the week,
extracurricular activities, sports, etc. For example, it is difficult to expect kids to focus on a lot of
serious content when the homecoming football game is that night.
30. Classroom Management #6:
a. Compare classroom management strategies between two grade levels (i.e. elementary,
middle school, and/or high school). Identify any common variables. Also, identify those
strategies/concepts that only apply to a specific age group.
Whenever I’m at the high school, I find it very easy to use sarcasm as a useful and effective
classroom management tool with individual students in a big group. It points out the problem without
making it a huge discipline issue and also lightens the mood a little bit. This is fine with the older kids
because they are able to get back on track almost immediately. On the flip side, the middle school kids
require a little bit more structure and discipline when things go haywire. They are not as socially
developed yet either, so sarcasm sometimes comes off the wrong way with the younger students. Of
course it is still important to make them laugh and lighten the energy in the room at times, but
sometimes simply ignoring extraneous noise will help enforce the idea that they need to control
themselves. I had an issue during a clarinet sectional where this kid would not stop talking and I kept
drawing attention to it, trying to get him to stop. Afterwards, Pat suggested that I just ignore it next time
and see if I obtain better results.
31. Organizational #3: Briefly describe a major organizational task you have undertaken
(help with contest preparation, prepare an examination, help with testing students, etc.)
IMPORTANT: general music majors may not be able to address this.
I began organizing the solo and ensemble library at LHS last week. I started by taking all of the
music out of the cabinets and separating them into two different categories – woodwinds and brass.
After that was done, I split them into solo, duet, trio, quartet, quintet and choir categories. Now I am in
the process of entering all of the titles/composers into a spreadsheet. It is a bit much but I enjoy busy
work like that, so it’s kind of relaxing in a weird sort of way.
32. Supervisor Visit #2:
a. Identify 3 aspects of your supervisor’s visit that were beneficial to you.
b. What is your follow-up plan to improve areas that were identified by your supervisor
and/or cooperating teacher as needing to be addressed? Outline these steps in detail.




Identifying a flow strategy to my rehearsals to help it start and end efficiently.
Realizing that the percussionists need to be able to connect with the rest of the ensemble and
need to have something to do while things like tuning are happening.
My baton is so ridiculously important and I need to learn how to use it to it’s full potential.
Harry Potter style.
Areas for improvement: follow-up plan
o “Rehearsal seems a bit on the casual side” – I need to get into teacher mode a lot faster at
the beginning of rehearsal and stay there until the end. This doesn’t mean that I should
be impersonal and strictly business, but as I’ve noted before, I need to learn how to
ignore off-topic questions.
o “Keep working with discipline problems/issues” – I think that this goes hand in hand with
the above follow-up plan. Also, I shouldn’t be afraid that a student will dislike me if I
have to crack down every once in a while. If I find the proper balance, I should be able to
discipline without worrying that I’ll lose the kids respect.
o “Momentum/pacing” – Keeping a list of my objectives on the podium with me and
efficient score study!
o “Address the full group more of the time” – Take a day without the scores to allow
myself to open my ears to the entire group and fix a lot of big, group issues.
33. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques and/or
pedagogical strategies you observed by a music teacher that were very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.

Pros and cons to scale memorization – I don’t want my students to turn into “button-pushers”
who don’t know what notes they are playing or what key they are in. This happened to me when
I was in middle school when I was asked to memorize all my scales. I realized when I got to
high school, that I had not spent a whole lot of time looking at the actual notes and key
signatures. I was playing everything by muscle memory. The good thing about scale
memorization is that technical passages within music become easier to read.
34. Video Analysis 6: Briefly describe how videotaping and completing a self-analysis helped the
development of your teaching skills? How could a first year music educator implement video
self-analysis and other professional development programs?
The self-analysis process has proved itself incredibly useful to my professional development. I am able
to find things in my teaching that I just do not notice while I’m on the podium. A first year music
educator can utilize the video taping for multiple facets of their classroom. It is a great way to keep you
in check, as well as the students. Taping a rehearsal and showing it to them afterwards will help them
see all the things you have to deal with on a daily basis!
Notes:
 APT test dates – January?
Music Student Teaching Weekly Activity Report – Week 13
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
TUES
WED
THURS
3
FRI
SAT
SUN
FRI
1½
SAT
SUN
Actual Teaching
3
Observation
1
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
Grand Total
Libertyville High School
Activities (in hours)
MON
TUES
WED
1
THURS
Actual Teaching
3
2½
3
2
7
6
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
Reflection Questions - Week 13
1. Briefly describe your duties and activities for the week, including observing, teaching,
organizing, etc.
Wednesday at Libertyville HS:
 PLC Meeting
 Made copies of extra parts
 Filed old music
 Observed Freshman Band
 Taped music together







Pulled new pieces
Studied American Barndance by Richard L. Saucedo
Observed and taught Symphonic Band
Entered in more solo and ensemble library info.
Observed Wind Ensemble
Observed and taught Symphonic Winds
More organizing
Thursday at Hawthorn MS:
 Assisted 7th grade general music
 Copied a new piece
 Assigned percussion parts
 Graded papers
 Observed a 6th grade saxophone lesson
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught a 6th grade trumpet/saxophone/trombone sectional
Friday at Libertyville HS:
 Filed music
 Observed Freshman Band
 Observed and taught Symphonic Band
 Entered in more solo and ensemble library info.
 Observed Wind Ensemble
 Taught Symphonic Winds
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
2. Describe two musical or instructional strengths that you noticed in your teaching this week.
 I feel like I am getting more and more used to the level of energy that is necessary for a great
teaching episode. Every time that I have come off of the podium feeling great about a rehearsal,
it has been a relatively exhausting experience! This, to me, does not feel like a negative
consequence but a rewarding and eye opening realization about what it takes to be an impactful
educator.
 I created my first, original worksheet this week! I made a terminology list from the terms that
the students will come across in “Golden Jubilee” and asked them to take their best guesses at
the definitions. They did not have to put their names on them but now I have realized that it
would have probably been beneficial for the students if they received their individual sheets back
after they had been graded. Personally, I came out with a better understanding of the things that
the students need to be taught and gave them all a second blank worksheet to have in their
folders with the instruction that they need to write down the definitions as we go through the
music. I plan on administering a second quiz towards performance time, to show student
improvement. I have never really used a written measurement for assessment in a classroom, so
it was pretty neat to figure out that I was capable of creating and administering my own
diagnostic test. Plus, some of the definitions that the kids wrote for the words they did not know
were pretty funny.
3. Describe two of your own instructional abilities that you would like to adjust.


I know why it has been so difficult for me to adjust my conducting to make it more reflective of
the music. I get wrapped up in the beat because I am afraid that if I don’t keep it, the ensemble
will derail. This is kind of silly though because I have witnessed the benefits of not beating time
and making the gesture more specific. I need to have more confidence in my own abilities.
I need to figure out a balanced comfort/professional dress level that fits my own, personal
teaching needs. I really enjoy looking put together with the nice pants, shirts, shoes, jewelry, etc.
but I have a lot of students who use the things that I wear as a topic for conversation. For
example, it has been distracting at times when I wear dangling earrings. I really like those
things, it’s who I am, but is how I look really that important? I don’t want to give up looking
nice but I also need the focus to be on my voice and the music, as opposed to my shoes.
4. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your student
teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques
and/or pedagogical strategies you observed by a music teacher that was very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.


Singing chorales – this is a good way to tell if the kids are just playing without listening or if
they are making a genuine effort to hear how their part fits within the band.
Check patterns – start rhythm clapping exercises with two measures of a check pattern. This gets
the students acclimated to the meter and tempo before having them jump right into a challenging
rhythmic exercise.
6. Regarding Video Analysis #6: Complete a self-analysis of one video-taped teaching episode and
send the completed analysis to your supervisor. Was the lesson well planned and effectively
executed? Consider sequence of activities, pacing of instruction, and verbal inter-action. Did you
communicate effectively as a teacher? Consider speaking voice, eye contact, and clarity to the
instructions. Download the self-analysis forms (two of them) from the Music Student Teaching
Website.
Despite the giant post-it that I put on my computer last week, I neglected to take a video of my
teaching. I had a really good episode during Symphonic Winds on Friday and Dustin Helvie, the Fine
Arts coordinator, was observing me. We debriefed afterwards and the thing that he pointed out was an
interaction I had with a flute player in the front row. Her and I get along very well when I’m off the
podium but she’s always talking during rehearsals, which can be troublesome. During this particular
rehearsal, she tried to start a conversation about the Twilight movie and I swiftly told her that we could
talk after class and moved on with the rehearsal. It felt like a seamless transition and Dustin agreed! I
felt good about this because I was able to prove to myself that I can stay on track and keep moving
through the little side comments.
I also did a good job of connecting the percussion to the full band multiple times. I talked a lot
about listening to the inside voices of the music and isolating certain solo sections towards the middle of
the period, instead of at the end. The flow was good, I felt like I personally had different levels of
energy and was able to reign the group in if it got out of hand. It was probably one of my most effective
teaching episodes and I’m disappointed with myself that I forgot to record it.
Music Student Teaching Weekly Activity Report – Week 14
Name: Jori Pulver
School Name(s): Hawthorn Middle School and Libertyville High School
Cooperating Teacher’s Name(s): Pat Cantagallo and Jeff Daeschler
Keep an accurate account of the hours you spend each day in the following activities related to your student
teaching experience. These totals can be transferred to your Student Teacher’s Time Report. Please round the
time to the nearest half hour.
Hawthorn Middle School
Activities (in hours)
MON
4
TUES
WED
THURS
FRI
SAT
SUN
FRI
SAT
SUN
Actual Teaching
2
Observation
1
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
7
Grand Total
Libertyville High School
Activities (in hours)
MON
TUES
3
WED
1½
3
3½
2
2
8
7
Actual Teaching
Observation
Other Duties
Preparation
Conferences (w/coop)
Professional Meetings
Grand Total
THURS
Reflection Questions – Week 14
35. Overview: Briefly describe your duties and activities for the week, including observing,
teaching, organizing, etc.
Monday at Hawthorn MS:
 Assisted 7th grade general music
 Taught a 6th grade percussion sectional
 Observed and taught 6th grade band
 Observed and taught 7th/8th grade band
 Taught a 7th grade percussion lesson
 Taught an 8th grade percussion lesson
 Made copies of percussion etudes
Tuesday at Libertyville HS:
 Observed Freshman Band
 Put ten pieces of music in score order and then filed them in the library
 Observed and taught Symphonic Band
 Observed Wind Ensemble
 Observed and taught Symphonic Winds
 …more Solo and Ensemble Library stuff
 Observed a Wind Ensemble woodwind sectional
Wednesday at Libertyville HS:
 Observed Freshman Band
 Observed and taught Symphonic Band
 Observed Wind Ensemble
 Taught Symphonic Winds
 Observed AP Music Theory
**Typically during my observation periods, I also walk around the ensemble and help with classroom
management issues, fingerings, rhythmic questions, etc.
36. Lesson Planning #7:
a. Briefly discuss the challenges involved with finding time for daily lesson planning.
Include in your reflection the consideration for thorough lesson planning, including
sequencing of instruction, objectives, assessment, needs of individual students, and
alignment to such things as district curricular goals, Illinois Learning Goals, and the
National Standards.
 There are obvious challenges involved with find time for daily lesson planning that
include factors such as how many classes you teach per day, how long are the class
periods, is there someone who can help with daily tasks, etc. It can be tough to think
about such formal means of planning because in my own experience, I haven’t found
myself thinking about district curricular goals, Illinois Learning Goals or the National
Standards. For a while, I had the National Standards printed out and taped to my desk,
to try to memorize them, but it never happened. I think that the more time spent
researching and reflecting on these topics, will help incorporate them into a lesson plan
on the fly.
b. Contrast this to the more typical lesson planning procedure of determining content, time
allotment, and order of daily activities.
 It is pretty easy to determine these steps if you have a daily routine of sitting down for
five minutes after a rehearsal and writing down the things that you know need to be
worked on for the next rehearsal. After jotting down simple notes, it’s easier to go back
later and reflect more in-depth about how to creatively teach.
37. Classroom Management #7:
a. What has been your greatest challenge in becoming an effective teacher who consistently
and effectively manages the classroom environment?

Diminishing the amount of side comments and casual conversation by learning to ignore the little
things and becoming clearer/firmer in my intentions when I am on the podium.
38. Specialty Areas: Briefly reflect on your progress in your respective specialty areas.
(Choral/General Teachers = piano and conducting – Instrumental Teachers = secondary
instruments and conducting). What impact has your improvement made upon your effectiveness
as a teacher?


Secondary instruments – still not feeling 100% on my brass combinations and slide positions but
I do feel more confident when speaking to my students about sound production. I finally
realized that there are so many commonalities between instrument groups that I did not see
before. This has greatly improved my confidence in my ability to pull the sounds that I want
from a brass section without worrying that I am saying the wrong thing and sounds dumb.
Conducting – Improving my gesture to reflect the style of the music that I am teaching has been
a difficult task. Letting go isn’t something that comes easily to me in this category but I have
been seeing more improvement through my video analysis. When I am able to really control my
gesture, I will have to stop less and talk less. I want to be able to just say “watch” and have my
students understand what I want to hear but I know that will be something that develops through
more teaching and more self-analysis.
39. Rehearsal Techniques/Teaching Strategies: Make a record of these and keep them in your
student teaching notebook.
a. Instrumental and Choral Teachers: identify one or two rehearsal techniques and/or
pedagogical strategies you observed by a music teacher that were very effective.
b. General Music Teachers: describe one or two teaching techniques you have observed
this week. Describe in detail.

Choral style sections with full ensemble chords – play staccato (detached). Need to change
together and keep the balance established by the conductor. Find the inner parts and pull them
out!