Emotional Resilience as a Classroom Management Tool

How you show up each day has a tremendous impact on how students respond in your classroom. This session will provide you with tools to show up as your best self and also model those strategies for your students. Along with establishing routines and creating a safe and trusting environment, this session will allow you to practice skills that will help you productively respond to your own emotional triggers, helping to build a strong and resilient classroom community. While examples will come from elementary instrumental, vocal, and general music classes as well as visual art, music educators from all disciplines can benefit from this session.

Presenters:

Terri Felton is a fifth grade orchestra teacher and new teacher mentor in Madison, Wisconsin, and is the South-Central Vice President for the Wisconsin Music Educators Association. She actively works to provide access to meaningful musical experiences for all students, and she strongly believes in the power of supporting new teachers by pairing them with experienced mentors.  

Jenny Quisler is the Arts Teacher Leader for the Madison Metropolitan School District. She taught visual art at Emerson Elementary in Madison, Wisconsin, from 2013-2023 before accepting the teacher leader position. During her time teaching elementary art, she was a cooperating teacher for many student teachers at University of Wisconsin (UW) Madison and Edgewood University. She also teaches an annual workshop at UW Madison called Art Classroom Management. 

NAfME presents this live virtual event at no charge to all as a service to the music education profession. To register, you must enter your NAfME member information or create a nonmember account. After registering, check your email for instructions. A recording of this program will be available to all registrants for one week following the live event. Members can also view archived NAfME webinars in the NAfME Academy.

The views expressed are those of the presenter; they do not necessarily reflect the views of NAfME.