Verbal and nonverbal cues from a choir teacher can potentially have a dramatic effect on the classroom environment. First, the author refers to current literature which argues a teacher’s self-awareness of classroom presence can be broken down into stages and suggests students may determine their ability level by teachers’ verbal cues. Then, the author analyzes data collected during four months of observing and leading a choral classroom. With this data, the process of self-awareness, effectiveness of verbal cues in the choral classroom, and student motivation as a result of teacher behavior are discussed. If teachers involve themselves in multiple stages of self-awareness, students and the overall classroom environment will be affected. The study concludes with suggestions to assist teachers in becoming fully self-aware, and implications for future research.
Rebecca McGovern, ’10 Elmhurst, IL
Major: Music/Music Education
Sponsor: Kerry Bostwick