Music teacher secondary school jobs in Finland
Music teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, music. They prepare lesson plans and materials, monitor the studentsâ progress, assist individually when necessary, and evaluate the studentsâ knowledge and performance on the subject of music through assignments, tests and examinations.
Music teacher secondary school - Which skills are essential?
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
The different musical instruments, their ranges, timbre, and possible combinations.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Follow up on students’ learning progress and assess their achievements and needs.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Different musical styles and genres such as blues, jazz, reggae, rock, or indie.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
The systems used to visually represent music through the use of written symbols, including ancient or modern musical symbols.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Manipulate purpose-built or improvised instruments to produce musical sounds.
Instruct students in the theory and practice of music, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer corrections while instructing them in courses such as the history of music, reading music scores, and playing a musical instrument (including voice) of specialisation.
Demonstrate an appropriate foundation on the technical workings and terminology of musical instruments such as voice, piano, guitar, and percussion.
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Maintain discipline and engage students during instruction.
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
The body of interrelated concepts that constitutes the theoretical background of music.
Support and coach students in their work, give learners practical support and encouragement.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
The goals identified in curricula and defined learning outcomes.
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Music teacher secondary school - Which skills are useful but not essential?
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Improvise music during live performances.
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Direct music groups, individual musicians or complete orchestras at rehearsals and during live or studio performances, in order to improve the overall tonal and harmonic balance, dynamics, rhythm, and tempo.
Check and maintain musical instruments.
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Assign lines of music to different musical instruments and/or voices to be played together.
Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
The historical background and chronology of various musical instruments.
Incorporate the use of online learning environments and platforms into the process of instruction.
Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
Literature about music theory, specific music styles, periods, composers or musicians, or specific pieces. This includes a variety of materials such as magazines, journals, books and academic literature.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Read the musical score during rehearsal and live performance.
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.