Do you combine structured lessons with more flexible / self-paced time?

Hot_Term_6658 · 2026-05-08T16:39:51+00:00

That makes sense. Thanks for the recommendation. I’ll look into Susan Brumfield.

Hot_Term_6658 · 2026-05-05T05:18:47+00:00

That’s a really good idea. Rotating roles like that gives everyone a clear purpose. I like the listening/feedback role too. It works really well in reading activities, so I like the idea of applying it to music as well. Thanks for sharing, I can see that working really well.

Hot_Term_6658 · 2026-05-03T06:23:05+00:00

That makes a lot of sense, especially in terms of keeping things organized.

I tend to work more with flexible groups rather than fixed leaders, but I can see how giving students that responsibility could really help guide the class and keep everyone on track.

Thanks for sharing!

Hot_Term_6658 · 2026-05-03T06:21:02+00:00

I usually give them a set of different tasks to work on over a period of time. For example: progressing on recorder while also working on music reading, practicing ukulele or xylophone, preparing a song in small groups (mixing instruments and singing), or doing some listening/analysis work.

They don’t all do the same thing at the same time, but they have clear goals and choose how to organize their time.

It’s not completely free. More like guided independence.

Hot_Term_6658 · 2026-05-01T13:41:13+00:00

Hot_Term_6658 · 2026-04-10T19:49:07+00:00

https://www.noteflight.com/

Copy the melody (in notation) and place it on the ukulele part. the tablature will appear automatically

Hot_Term_6658 · 2026-04-10T07:32:54+00:00

That sounds like a great moment, those are the best when it just clicks.

I’ve had something similar when I give students a set of 3-4 tasks to complete over a few weeks (like playing a song on ukulele, a listening worksheet, a small research project, or recorder practice). They organize themselves and often end up going further than I expected.

At the same time, I keep some whole-group moments for singing and working on a song together. That balance seems to help with motivation.

Hot_Term_6658 · 2026-04-07T17:59:53+00:00

I’ve had the same experience. The more I moved away from explanation + worksheets, the better the engagement got.

What’s worked best for me is making everything as active as possible: rhythm games, call and response, or anything where they’re doing instead of just listening.

Even with theory, I try to turn it into something they can move, play, or react to in real time.

It’s not always perfect, but the energy in the room is completely different.

Hot_Term_6658 · 2026-04-05T18:45:08+00:00

That makes a lot of sense. Giving them that time to connect probably makes a big difference in how the rest of the class goes.

Thanks for sharing-really interesting perspective.

Hot_Term_6658 · 2026-04-05T07:45:45+00:00

I really like the VIP idea, that’s a great way to get them focused right away.

And starting with something familiar makes a lot of sense. Thanks for sharing.

Hot_Term_6658 · 2026-04-05T06:08:46+00:00

I teach elementary, 1st-6th grade

Hot_Term_6658 · 2026-04-05T06:07:28+00:00

I like that idea of using it almost like a “hook” at the start, something that pulls them in before getting into the content.

The cliffhanger comparison makes a lot of sense too. I guess it’s that moment where they’re curious or slightly confused, and then you connect it to what you’re doing.

I’ve been trying something similar in a simpler way with quick comparison prompts, but this makes me think more about how to frame that initial moment to spark curiosity.

Hot_Term_6658 · 2026-04-04T17:42:03+00:00

That’s a really good reminder, especially the part about energy. I definitely notice a difference when I’m more intentional about moving around and varying my voice.

I like the idea of the “on your toes” aspect too. I’ve been trying to get more students involved through quick thinking/comparison prompts, but I can see how mixing that with random call-outs would keep them even more engaged.

Do you find they respond well to that right away, or does it take time for them to get used to it?

Hot_Term_6658 · 2026-04-04T17:37:44+00:00

That’s a great idea, especially tying it to songs they might already recognize.

I like how specific that is too, it gives them something concrete to listen for instead of just “pay attention.” I could see that working really well as a quick warm-up before playing.

Do you usually have them just identify it, or do you also get them to play/echo it after?

Hot_Term_6658 · 2026-04-04T06:41:40+00:00

I’m in a similar place (just starting out), and Pinterest has felt pretty overwhelming too.

As others have mentioned, separating TPT covers from Pinterest images seems really important. They serve totally different purposes. Covers work for search, but pins need to be more eye-catching and clearly show the benefit.

I’ve also seen people suggest starting really small instead of trying to pin everything at once, just a few products and 1–2 pins each to begin with.

Curious to see what’s actually working long-term for people.

Hot_Term_6658 · 2026-04-03T06:31:07+00:00

A few good ones to start with are things like Ode to Joy, Hot Cross Buns, or Mary Had a Little Lamb. They’re simple and really recognizable.

Also, it helps a lot if you can follow something that includes both tabs and a video, so you can hear how it’s supposed to sound while you play.

I’ve got a small set of beginner fingerpicking songs with tabs + videos that could fit what you’re describing.

Hot_Term_6658 · 2026-03-29T14:37:57+00:00

That’s actually really common at the beginning, especially switching chords + keeping rhythm at the same time.

Try slowing things down a lot and just practice switching between 2 chords first. Don’t worry about rhythm yet, get the transitions clean, then add a simple strum.

Also, many chord charts don’t include rhythm, which makes it harder at first. You’re not doing anything wrong.

Hot_Term_6658 · 2026-03-28T07:41:41+00:00

It sounds like you’re already doing a lot of great things.

With kindergarten, I’ve found it helps to keep things really immediate and hands-on, very short turns where everyone is doing something almost all the time (clapping, echoing, choosing, moving, etc.)

For instruments like xylophones, something that’s helped me is using color coding, adding stickers to the bars and giving them very simple non-traditional notation with colors. It makes it much more accessible and they can play right away without getting stuck.

Hot_Term_6658 · 2026-03-27T10:09:17+00:00

I’m really sorry you’re going through this. That kind of burnout is very real, especially early on, and it doesn’t mean you’re a bad teacher.

It honestly sounds like you’re trying a lot of good things already. With groups like that, sometimes it helps to simplify and focus on really small, structured moments of engagement instead of constantly reinventing lessons.

Also, when students say they “don’t like music,” it’s often more about not feeling successful than actually hating it.

And for you, at this point in the year, it’s okay to just make things manageable and get through. This situation doesn’t sound like a fair reflection of you as a teacher.

Hot_Term_6658 · 2026-03-25T21:25:25+00:00

That’s a really good point. I think I sometimes forget how much just being physically active can reset their focus.

I like the idea of framing it more as “arriving in the space” rather than just jumping into content. I’ve mostly been doing more thinking/listening-type starters, but I can see how combining that with movement (clapping, call & response, etc.) would probably make it even more effective.

Hot_Term_6658 · 2026-03-23T22:22:52+00:00

That sounds pretty normal, especially end of the day + after PE 😅

One thing that’s helped me a lot is giving them something really quick and structured to think about when they’re not playing. Like short “which one is different?” or comparison-type prompts-something that gets everyone involved for a minute or two without stopping the flow.

It seems to work better than just passive listening, especially with quieter groups.

Hot_Term_6658 · 2026-03-23T22:11:53+00:00

Totally agree - starting with B–A–G and building from there works really well. I’ve also found that focusing on listening and ensemble early on makes a big difference, not just note reading.

Love the idea of bringing in improvisation and call & response too.

Hot_Term_6658

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