In our first classroom management post, we tackled strategies for managing the overwhelm of being a new music teacher. Today, let’s peel back another layer of the classroom onion and focus on four teacher qualities that make a big difference.
Classroom management is layered, and the more you practice, the more natural these skills will become. Let’s look at four qualities to develop: teacher presence, proximity, eye contact, and pacing.
Teacher Presence
Maintain a professional presence with your students. You need to be calm, clear, and consistent—even if students try to push you off balance.
A helpful strategy is to choose small, winnable moments: address one manageable behavior and consistently reinforce it. For example, decide this week that you will not allow side conversations when giving instructions. When you stay steady, students learn you mean what you say.
✨ Try this: Pick one small behavior to consistently address this week. Win the small battles first.
Proximity
It may feel secure to stay behind your podium, but that creates a barrier between you and your students. It can also invite distraction. Instead, move around the room with purpose—checking on progress, asking questions, and giving feedback.
This isn’t “policing”—it’s showing students you’re present, engaged, and invested in their success. Often, poor behavior fades simply because you’re moving toward it.
💡 Teaching in motion, not policing.
Eye Contact
Eye contact helps break down the psychological distance of large ensemble settings. Looking at students, smiling, and using facial expressions not only encourages positive feelings but also improves behavior.
Don’t bury your head in the score—lift your eyes and connect.
🎯 Goal: Make eye contact with every section at least once each rehearsal.
Pacing
Play more, talk less.
Students come to band to make music. The more they play, the more engaged they’ll be, and the less time there is for off-task behavior.
When you do stop, keep it short and structured:
- Who (trumpets)
- Where (measure 43)
- What (staccato please or more separation between notes)
Demonstrate corrections by singing or playing instead of over-explaining. And keep every stop under 30 seconds.
⏱ Challenge yourself: use a stopwatch to keep rehearsal stops brief and focused.
Closing Reflection
At the end of rehearsal, ask yourself:
- Did I show calm, consistent presence?
- Did I move with purpose and proximity?
- Did I connect with students through eye contact?
- Did I keep rehearsal pacing brisk and musical?
Celebrate one strength and choose one area to stretch next time. Over time, these four habits will become second nature.
Call to Action
👉 Which of these four qualities will you focus on this week?
Drop a comment below—or share this post with a colleague who could use a friendly reminder about classroom management successes!
Just in Time Music Education Mentoring Network 
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