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Classroom Practice/Program

their musical skills and developing an appreciation
for music. It also makes me happy to see them
benefiting from the healing effects of music
therapy that offers students calm and focus. And
I find it particularly fulfilling when I see former
students performing at the all-district honor choir
as middle school and high school students. I enjoy
speaking with their parents and hearing about their
continued growth and success in music education
as they become leads in musicals and join top A student-centered approach brings smiles to the face
choirs at their schools. of every young person!
Other rewards I find in teaching occur when I see my general education music students cooperatively
learning with students with disabilities—mild/moderate-moderate/severe autism, Down Syndrome,
developmental delays, nonverbalism, and physical impairments. I enjoy seeing them tracking the melody
of the song, keeping the steady beat, dancing, and playing musical instruments together. The cooperative
learning is beneficial for all the children as they form a social-emotional bond and look forward to seeing
each other in music class from week to week. The caring, empathy, and friendship I witness are rewarding
to me as an educator.
Ultimately, whether teachers tailor content, process, products, or the learning environment,
differentiation is a key successful approach to instruction. Accordingly, the next teacher tip is for teachers
to mainstream students with disabilities with general education students as much as possible. Students can
be paired in different heterogeneous or homogeneous learning groups. This can be done at any grade level
or subject, but it is also important for teachers to incorporate learning materials that utilize a variety of
pathways for student growth. For example, the classroom teacher could have the music projected on the
screen with the audio recordings. If electronic devices such as chromebooks or school-issued iPads are
available and accessible for each student, they can log on to follow along on their individual device, or
each can hold the sheet music in their hands. If the sheet music is a challenge for a student to follow, the
teacher can differentiate the instruction by separating the task into lyrics only. If the student is non-verbal,
they may tap the beat of the song, dance, or play a musical instrument such as the maracas, drums, rhythm
sticks, tambourine, jingle clogs, wood block, or xylophone.

Conclusion
Students come from diverse backgrounds and learning levels. Teachers can offer student-centered,
social-emotional learning, and differentiated-learning approaches that celebrate differences and promote
student wellness and a sense of belonging. Through knowledge of their students, teachers can supplement
instruction with various grants for materials for the classroom, live performances, and field trips. Educators
may also incorporate learning materials that utilize a variety of pathways for student growth for general
education as well as for students with disabilities. Diversity, equity, and inclusion offer students culturally
relevant and sustaining pedagogical experiences. The pedagogical experiences build social-emotional
learning relationships, which in turn build mutual respect, promote a growth mindset, and build learning
communities.

Valerie Vinnard, M.M., is a National Board Certified Teacher, 2024 Grammy Music Educator Award Quarterfinalist, California Music
Educator Association (CMEA) Award winner, 2023 nominee for the Ernest R. Yee Illuminating Culture Award, Long Beach Unified
School District Teacher of the Year Nominee, two-time winner of the California State Organization Area Professional Service Award,
and president of Delta Epsilon Chapter in California State Organization. Vinnard utilizes her art—writing, photography, and singing—to
promote the benefits of music education in schools. VVinnard@lbschools.net

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