Music with Bill Janiak

Movement recordings for Pre-Kindergarten, Early Childhood, and the physically challenged.

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NEWS & ARTICLES

NEWS & ARTICLES

Learn about new trends and activities in Music Therapy.
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BUY MUSIC

BUY MUSIC

Bill Janiak is a Registered Music Therapist and Early Childhood Educator specializing in games leisure time activities and childrens music.
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BILL'S WORKSHOPS

BILL'S WORKSHOPS

see upcoming workshops and info on past workshops.
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FUN STUFF

FUN STUFF

resources on how to liven up your music therapy sessions
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Why is Play So Important For Child Development?

THE BENEFITS OF PLAY
Play allows children to use their creativity while it develops:
• Their imagination,
• Their dexterity,
• Their physical,
• Their cognitive and
• Their emotional strength

Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. Play is a simple joy that is a cherished part of childhood.

Understanding Classroom Interaction

WHAT IS THE DIFFERENCE BETWEEN CLASSROOM INTERACTION AND CLASSROOM BEHAVIOR
To get started we should separate classroom interaction from classroom behavior.
1. The term classroom interaction refers to the interaction between the teacher and learners in the classroom.
2. Classroom Interaction is also a practice that enhances the development of the two very important language skills, which are speaking and listening among the learners. This device of speaking and listening helps children to be competent enough to think critically and to share their views among their peers.
3. A classroom interaction describes the form and content of behavior or the social interaction taking place in the classroom especially the relationship between teacher and children in the classroom.
4. It capitalizes on the diversity of learner’s experiences to generate solutions to (open-ended) problems and to explore learner’s ideas within the context of the lesson. *Includes sufficient time to have meaningful discussions around learner’s activities and arrive at fully realized responses that structure classroom interactions.
5. In contrast, more learner-centered classes provide adequate time during activities for learners to think about concepts, receive feedback, and/or participate in discussions that may guide the direction of the lesson.
*Some activities may allow learners freedom to engage in their own learning (e.g., online search, library, other books for relevant information) and/or may involve the learners using the instructor as a resource to provide information as needed.
6. Studies conducted on classroom interaction have shown that learner talk accounts for an average of less than 30 per cent of talk in ‘teacher-fronted’ classrooms. *Yet studies on language and learning have shown that children not only learn to talk but they also talk to learn. This can be seen from the fact that children are persistent questioners; it is by asking questions that they explore and learn about the world around them. BUT however, studies have shown that the number of questions asked by children have dropped significantly as soon as they enter school.

“Telling is not teaching; listening is not learning. Teaching is listening, learning is talking.”

Communication!

Mostly, communication is oral, face-to-face, and one-on-one. In our communication, we are the sender of a message, which goes to another co-worker, parent, child, supervisor who receives the message. From this point, we are looking for feedback whether it is a child or an adult from that message that was received effectively. The receiver who receives the message needs for it to be clear, believe it, and act on it. Remember that communication is part of every task or function we do.

There are six possible ways that a message is received:

1. What we meant to say.
2. What we actually say.
3. What the other person hears.
4. What the other person thinks they hear.
5. What the other person says about what you said.
6. What you think the other person said about what you said.

So, remember to think before you speak.