1. The Effect of Classroom Management on Student Behavior and Attentiveness in the Music Classroom Whitney A. Washington University of Florida

2. Need for Study: The importance of classroom management is crucial to any music program. “Unrelenting student and peer interactions, interruptions, classroom housekeeping duties, a multitude of class preparations, as well as pressures by school boards, administrators, and parents are encountered by teachers each day” (Gordon, 1997). Student behavior problems can become disruptive to the learning environment which can negatively impact student achievement. “In recent years, behavior difficulties in schools have increased, teachers seem to be unprepared to deal with the problem and the standard classroom management strategies teachers rely on does not appear to be working” The need for this study is to determine what types of classroom management techniques positively effect student behavior and attentiveness.

3. Review of Literature Behavioral Issues “Given the seriousness of these behaviors, teachers are spending disproportionately more time on behavior problems that take away from instructions, compromising learning for both the student with behavior difficulties and the rest of the class” teasing talking without permission getting out of one's seat disrespect toward teachers and bullying

4. Inattentiveness day dreaming not making eye contact missing directions making careless mistakes poor posture restlessness finger drumming eyes wandering yawning. A number of things can lead to student inattentiveness, such as; length of teacher verbalization. Inattentiveness can also occur when students are not performing.

5. Anne Witt’s study focuses on the percentage of time used performing, teaching and getting ready in relation to student attention. Student off-task behavior 3.4% during performance intervals 17.8% during nonperformance intervals Student attentiveness was a function of activity in this study; during performance, off-task rates were much lower than during nonperformance Research shows that Students are most attentive during performances and less attentive during nonperformance periods

6. Benefits of Classroom Management Discipline problems may be greatly reduced when the student is actively participating and time is structured to provide more periods of performance activities Balance is needed in a rehearsal situation between full-ensemble singing, sectional rehearsals, and nonperformance activities, and that a balance must exist among director responses dealing with instruction, reinforcement, and non-related factors

7. Research Questions: Purpose of the Study The purpose of this study is to identify classroom management strategies that will keep students fully engaged and less likely to indulge in off task behavior. These effective management strategies may help teachers who are struggling with student behavior. The research questions were stated as follows: Is there a task within the teacher’s daily routine where a student is most off-task? Is there a task within the teacher’s daily routine where a student is least off-task? Is there a task within the teacher’s daily routine where a student is most attentive? Is there a task within the teacher’s daily routine where a student is least attentive? What behavior management techniques are most effective and least time consuming? What task transitioning techniques are most effective and least time consuming? How to keep multiple students on task while working with one? What causes students to lose attention? What causes student off-task behavior? How to keep students attentive and on-task during non-performance segments?

8. Methodology: This study examined the causes of student off-task behavior and inattentiveness in six music classes across the state of South Carolina concurrent mixed methodology time interview samplings, and a questionnaire consisting of open- ended and close-ended items. observations interviews

9. Validity: Triangulation was achieved through a comparison of questionnaire results, interview samplings, and the review of related literature. mixed methods research will contain a view point based on the emic and etic perspectives.

10. Participants: six k-12 music educators public urban, suburban and rural schools Mixed gender Mostly African American $47,000 median household income

11. Ensemble A- 30 Students public suburban high school wind and percussion players three years of an instrumental education

12. Ensemble B- 23 Students public suburban high school all-female choral ensemble three years of choral education

13. Ensemble C- 28 Students urban high school Orchestra three years of orchestral education

14. Ensemble D- 25 Students rural high school Percussion ensemble Three years of experience

15. Ensemble E- 20 Students Rural high school Wind and percussionist Three years of experience

16. Ensemble F- 35 Students Urban middle school 6 th -8 th grade chorus 0-3 years of experience

17. Procedures: begin two weeks after the beginning of the quarter sign a consent form Time calculated from once the tardy bell rings to the beginning of the warm-up cut off of the warm-up to the downbeat of the first piece of music cut off of the warm-up to the downbeat of the second piece of music cut off of the warm-up to the downbeat of the third piece of music cut off of the last piece until the end of block bell

18. Student Questionnaire: The questions will be as follows: How often were you off-task? How often did you lose attention? During what task are you most attentive? What causes you to become unfocused? Did you enjoy today’s rehearsal? What task was your least favorite? Does the teacher’s rehearsal procedures keep you focused? Were any of your classmates’ off-task? Do you believe your teacher’s classroom rules are fair and consistent? Do you believe your teacher’s classroom rules are helpful to the learning environment?

19. Limitations The following were limitations of the study: This study is meant to reflect instrumental, choral, and general music classes that focus on performance, however, orchestra classes are limited due to lack of orchestral programs in the area. Delimitation: This study was limited to practicing music educators in the state of South Carolina.