States that outside factors affect talented high school and university students when making decisions about selecting a major other than one that will lead them to become a future music educator. Explains how current music teachers can encourage students to choose music education as a major by clearly stating the career advantages and…

Because music teachers encounter so many behavior problems, it is extremely important that they develop successful skills in the prevention, reduction, and disposition of these problems before confronting them in a real classroom. Describes a method for helping prospective music teachers gain skills in behavior management. (Author/RK)

The author discusses the emotional cycle of a beginning student teacher: fear/elation/enthusiasm/depression. He suggests that if the student teaching triad--student teacher, supervising teacher, and college supervisor--recognize this cycle, it will aid the supervisors in providing emotional support. (KC)

Music education for preschool children holds much growth potential for music educators. Parents should be encouraged to sing lullabies to their babies and to provide a home atmosphere rich with music. Music educators should serve as guides to parents in an effort to influence positively the musical development of children. (RM)

Study showed that the student teaching experience doesn't affect the classroom management beliefs and skills of music education majors. These research results challenge conventional expectations regarding student teaching and can be viewed as supportive of teachers of methods' efforts to help future teachers acquire realistic beliefs and skills…

This article reviews common music education admission requirements and screening tests. The author maintains that if teacher educators are clear about the characteristics and competencies potential teachers should possess, equitable and valid means of assessing teacher candidates can be developed. (JDH)

Techniques that can be used in a music methods class to help future music teachers successfully relate theory to practice are discussed. These include the if-then technique, role playing, and the four-step model. (RM)

The idea of certifying teachers without methods courses and student teaching is being proposed in some states. Music educators must initiate reform in the training of music teachers before those outside the field do it. Ways that individual music teacher educators can improve the training of music education majors are discussed. (RM)

The author argues that, in many ways, the student teaching experience may not adequately prepare novice music teachers for their first professional assignments. He suggests changes in student teacher placement procedures, advocates formal assistance for first-year teachers, and lists seven tips for beginning teachers. (SJL)

What happens between the first year and the thirty-fifth year of a music teacher's career? Six music educators met in private and group sessions to discuss issues related to this question. (AM)

Intended for music educators who may be called upon to advise students on a music career, this article discusses trends in music teacher supply and demand, including variations by region and by teaching specialty. It also notes desirable personal qualities and professional preparation for music teaching which students must consider. (SJL)

Identifies qualities found in master music teachers by observing one teacher's performance when conducting a fifth grade class. Praises these teachers' devotion; musical skill; inspiring classroom practices; and diligence. Highlights theatrical skills used in music classes. Suggests that these teachers derive enormous satisfaction from their work.…