Markell R. Robinson                                          Band / Orchestra / General Music                                           July 2022

 

Supplemental Application Information

 

1.) I chose to pursue a career in education because I feel that teaching is the greatest service that a person could perform for another person. I welcome the challenge of inspiring my students to gain knowledge and embrace new ideas. There is no greater feeling than when a student lights up from something they have learned!

 

2.) I am here to serve my students. I would like to be aware of any situations that may be affecting their lives in and out of school. In our program, we are a family, that is why I adhere to an open-door policy. This plan allows my students and their parents to come and talk to me, anytime, about anything that may concern them.

 

3.) Some information I would like to know about my students would include where they have been, where they are now, and where they want to go. By knowing the answers to these three questions, I can create a plan for each student to ensure they get the most out of our program. I believe that to get something that you have never had before, you must do something you have never done! With this information, I can understand my student’s past, present, and future aspirations allowing me to do everything within my power to assist them in following their dreams.

 

4.) Before writing a lesson plan, one must research several areas. The following represents some of the more critical items:

  • Scope and Sequence / Curriculum Specifications of the school district. Each school district will have a different set of learning objectives for each grade level. It is the responsibility of the highly-qualified educator to research these goals and implement them when writing lessons.

  • The prescribed Texas Essential Knowledge and Skills (TEKS). These are state-prescribed domains that guide a student’s learning throughout primary and secondary school. The competent teacher must follow these domains and areas outlined by the state of Texas to ensure that their students are on track in their education.

  • Learning Styles. Finally, great teachers would consider their student’s different learning styles, prior knowledge, and general interest in the content area, helping the teacher create engaging and practical lessons for all of the students to enjoy.

 

5.) An effective lesson plan will include the following:

  • Clear expectations. When the students enter the class or begin a new lesson, they want to know what to expect and what is expected of them. They want to know how they can make a good grade and the consequences of not doing the work. I feel first and foremost that clear, concise expectations are the first step in a framework that will benefit the class as a collective.

  • Choices. Students strive in a classroom setting where they are offered options. Offering choices provides a “buy-in” by sharing ownership of the course. Choices let the students choose how they will succeed in the course. Finally, choices create a classroom environment that is positive and conducive to learning.

  • Educational and Engaging Content. All lessons must be educationally sound with the core objective of teaching the student. The effective teacher will use research-based information, data from assessments, and technology to promote a positive learning experience. Focusing on engaging content through multi-media, in person, and guest perspectives will aid in the learning objectives being met.

  • Positive connection to Student’s Life. In each lesson, attempt to connect with as many lives as possible, sparking an interest in the subject by personal relation. This is extremely easy in music because we can show our students that the music they listen to today is inspired by music that was composed centuries ago!

 

  1. I want to influence my students’ lives by giving them something that will last a lifetime, something that no one can ever take away from them, an education. I want to teach my students that there is value and worth in everything they do. I want them to realize they are someone who can be anyone they want as long as they apply themselves. I will instill the values of time management, discipline, and respect for the individual, as well as others through music. I want to use music to make people, not just people to make music.

 

  1. I receive the best results from my students when I create opportunities for them to succeed. I feel that in any situation, to have a positive experience, each member of the team needs to personally experience success. I will ensure that every student has the chance to accomplish something in my program. Additionally, by sharing the responsibilities with the class, I instill a sense of purpose and pride in my students. Our class centers on teamwork, and everyone, including the teacher, is working hard toward being the best.

 

 

Summarize special skills and qualifications acquired from employment or other experience.

First and foremost, I have learned that all students are the same no matter what kind of school they attend or their access to resources. Also, I can listen, understand, and impact my students to make positive decisions and treat each other well. I have experience working with diverse populations of students from all walks of life and have enjoyed every minute of it. Finally, I have a love and passion for music that transcends all genres and styles and can teach kids to love and create their own music as well!

 

Write a concise paragraph describing how you would organize a positive and effective classroom environment.

My goal is to maintain a classroom conducive to learning, which promotes positivity and shares the responsibilities with its students. I want our students to feel accepted, respected, and expected to perform to the best of their abilities. I will use music to make people, not just people to make music. Using these ideas, I will ensure that each student gives as well as takes away a positive experience from our music program. I will make sure that every student has a responsibility within the program and is involved every day!

 

What is your philosophy of education?

I strongly feel that all kids come to us with a core and a spark of curiosity. It is up to us as their teachers to ignite that core spark into a big, bright flame! Too often, teachers become frustrated with "certain students" that "just don't get it". All we need to do is think outside of the box to inspire them!

 

How do you stay current with your subject?

I stay current with trends in music education by attending TMEA, ATSSB, andTBA conferences, meetings, reading publications and articles, and networking with other directors throughout the profession. Also, I am not afraid to ask for help from my colleagues when needed to support our students.

 

How do you incorporate technology into your lesson to enhance the learning experience?

I enjoy using technology daily in the classroom by incorporating it into my lessons. I utilize the iPad/Apple TV to show websites, videos, and live demonstrations during instruction. It is also a fantastic tool for displaying the metronome, tuner, rhythm grids, fingering charts, etc. to the class. Additionally, I want my students to become familiar with music theory and composition software such as Finale, Google Flat, and Garage Band. During COVID-19, we reimagined our instruction to blend a digital format using Google Classroom and Canvas to provide content and enrichment for our students.

 

Why do you want to work with our school district?

I chose to pursue a career in education because I feel that an education is one of the greatest gifts someonce could receive. I welcome the challenge of inspiring my students to desire to know more and embrace new ideas. There is no better feeling than when a student ‘lights up’ from something they have learned. I would like to join the team to develop our students into excellent musicians and successful leaders.

 

How do you differentiate instruction to meet the needs of all learners?

I actively monitor my students to learn their strengths and weaknesses by providing them opportunities to perform individually and in ensemble. I develop my lessons that appeal to each type of learner to ensure that each student is engaged and well served each day. Not all students learn alike, and I must ensure that each student is served well through my instructional design and delivery.

 

How would you describe your classroom management style?

My classroom management focuses on sharing the responsibility. When the students have ownership, there is less time for misbehavior and diversion from our goals. I am well organized and ready before the students walk through the door. Each day, the scholars will check the info-board to see what our goals are for the day. Throughout the class, we will start small then develop on those principles until we have reached our learning goals. In our rehearsals, we are a team, and every part is essential. We set clear expectations from day one, along with consequences for not meeting our goals. The students are a part of this goal-setting process. I have seen success with this method of keeping our students accountable by involving them in the process of setting up the class.

 

If applying for a teaching position, describe the assessment techniques you will use to evaluate student learning.

Assessments are crucial to a complete learning cycle. It provides the teacher feedback on the strengths and weaknesses of the students before, during, and after the lesson. In band, I assess the students’ playing abilities, growth, marching skills, equipment care, musical literacy, and leadership skills. Several methods are used to attain the feedback data include playing/marching tests, written exams, performance checkpoints, public performances, and peer review. I use the assessment data to come up with a plan to ensure that the students continue to grow and learn in the program.

 

If applying for a teaching position, tell us about a creative lesson and how students were involved in their own learning where you were the facilitator.

In our classroom, we are afforded many opportunities for creative learning. I recall a lesson in which I was working with the band on their listening skills. It was important that they learn the importance of their individual sounds, the sounds of their sections, and the collective sound of the group overall. I asked the students to play a passage of music, then asked them to “mix it up” by moving to a different part of the room. Everyone moved locations in the group and then played the passage again, listening from a new perspective and continuing to listen to themselves and the ensemble. After a couple more mixes, we returned to the original setup with an appreciation for the different levels of listening and playing. The ensemble sounded even better after this activity because their ears were opened to new dimensions of aurality.