North By Northwest

High magnitude teaching a

re you a high magnitude teacher? What is a high magnitude teacher? this relatively new term in education refers to the effect and impact you, as a teacher, have on your students and your classroom environment. though high magnitude teaching applies to teachers of all subjects, it is especially powerful in a m usic classroom, where the teacher essentially chooses the curriculum and creates the classroom environment.

memories create learning and higher level thinking. Research in a variety of cultures worldwide has shown that high magnitude teaching creates a far more compelling and memorable classroom environment. So what is a high magnitude teacher?

the two key elements are: e Ye coNtact

S tude N t S act IV e LY Pa R t I c IPat ING aLmoSt aLL oF tHe tIme

Simply said, this has been translated to: “Look at them and have them playing or singing most of the time.” other qualities of high magnitude teaching include: c ompelling volume of vocal instruction (the teacher voice) that varies throughout the lesson

Voice Pitch (the teacher voice) that varies throughout the lesson

Voice Speed (neither too fast nor too slow) that varies throughout the lesson energy Level that varies throughout the lesson

Reinforcement, both positive and corrective

t he style of a high magnitude teacher can be very individual and all styles are worthy, provided that they are authentic and student-centered. We all know that successful teachers embody a myriad of different styles. So, while no style of teach-

debbie Glaze meNc NW division President

ing is considered optimal, the more variety in each lesson, the better. this is also borne out through years of brain research into how students learn best. the above bullets confirm that constant variety and change of pace increases attention and focus, and therefore, memory and learning.

High magnitude music teachers understand pacing, which may refer more to spirit than to speed of instruction. t his has been described as, “Rehearsal as the release of spirit or the uncovering of spirit.” In transforming the spirit of a rehearsal, consider that students, teacher, and the music will be transformed through the process. making rehearsals fun and compelling is a creative, albeit challenging assignment. It also presumes that all musical details and skills are well in hand. though much of this seems like obvious common sense, videotape yourself to discover if, indeed, you are a high magnitude teacher.

I wish you the best as you continue to inspire students through the remainder of this school year.