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Quick, clear instructions followed by immediate student action.

Timers and clocks to keep your talking time in check.

Movement breaks to reset energy levels.

Students learn best when they are actively engaged.

Keep explanations concise, then give them something to do.

DON’T: Force a Lesson That’s Spiraling Out of Control

As music educators, we spend hours planning our lessons—carefully designing activities to meet learning objectives. But sometimes, things don’t go as planned.

If a student makes a disruptive noise, if energy levels are off, or if engagement is slipping, pushing forward with the lesson can become an uphill battle.

Instead of trying to power through, be prepared with a toolbox of strategies to reset and refocus the class. This could be a quick movement break, a transition activity, or a brief moment to regroup. The key is to regain student attention without unintentionally reinforcing negative behaviors.

For example, if a student is seeking attention through disruption, responding by immediately launching into a fun video or interactive activity could send the wrong message. Instead, set clear expectations:

“I have something exciting planned, but I need everyone’s eyes on me in three… voices off in two… bodies calm in one.”

This approach maintains authority while also providing students with an incentive to refocus.

DO: Adapt to Your Students—But Keep Expectations High

Every student learns differently. Some are naturally focused, while others need extra guidance. Some thrive with movement, while others prefer structured tasks. The challenge isn’t just knowing this—it’s teaching in a way that acknowledges differences without lowering expectations.

A common mistake is treating all students the same, assuming that one method will work for everyone. Instead, take the time to get to know each student’s learning style and behavioral patterns. Identify who needs more scaffolding, who can be given more independence, and who requires extra motivation to stay engaged.

High expectations should be non-negotiable, but the pathway to meeting them may look different for each student.

DON’T: Let Students Choose Their Own Seating Without Structure

Seating arrangements may seem like a minor detail, but they can make or break a class before the first note is played. Letting students choose where they sit—especially in younger grades—often leads to predictable issues: best friends talking, students who struggle with focus sitting together, or classroom cliques forming.

To set both yourself and your students up for success, establish assigned seating from day one. If you know that two students together will create a distraction, separate them. If you notice that certain students work well together, be intentional about placing them near each other.

For teachers on a cart, working with rotating groups of students, this can be more challenging. In these cases, work with classroom teachers to ensure consistency. A simple seating chart posted on the board can help eliminate wasted time and disruptions at the beginning of class.

Assigned seats aren’t about control—they’re about creating an environment where every student has the best chance to succeed.

At the end of the day, our job as educators isn’t just to teach music—it’s to create an environment where students feel safe, challenged, and engaged. That starts with intentional teaching strategies, well-planned structures, and a willingness to adapt when needed.

For those looking to dive deeper into strategies for movement, engagement, and classroom management, consider exploring additional professional development resources.

The more we refine our craft, the more we empower our students to thrive—not just as musicians, but as learners.

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