The start of a new school year is an exciting time full of possibilities, however these possibilities could quickly turn into challenges depending on how you tackle your first few sessions with unfamiliar pupils and classes!
The key is to establish structure and consistency with clear routines from the outset. Not only does this help lessons to run smoothly, it also promotes positive behaviour, maximises learning time, and sets high expectations for how music will be valued in your classroom. Here are some practical tips to help you set up effective routines that will support both you and your pupils throughout the year.
Entering, Moving Around, and Leaving the Room:
The way pupils enter and leave your classroom sets the tone for the entire lesson. Establish a calm, orderly routine right from the start: decide whether pupils should line up outside quietly, come straight in and sit down, or collect specific resources on the way to their seats. Have a clear seating plan in place from day one. This can reduce low-level disruption and help you learn names quickly.
During lessons, when pupils need to move around the room – whether to collect equipment, join a group, or switch activities – set clear boundaries about walking rather than running, carrying instruments safely, and respecting the space of others. These simple routines reduce disruption, keep everyone safe, and allow you to maintain a purposeful learning atmosphere.
Similarly, have a clear signal for the end of lessons, allowing time for instruments to be returned carefully and the room tidied before pupils leave. Make these expectations explicit and practise them until they become automatic.
Calls to Attention:
Music lessons are lively, noisy, and often make children – especially younger ones – extremely excited, so having a clear and consistent way of gaining pupils’ attention is crucial. Choose a simple method that works for your age group and setting, and don’t be afraid to rehearse it several times until it becomes second nature for your class. The key is consistency: use the same call to attention from the first lesson and always insist that pupils respond immediately. That way no-one feels ‘caught out’ if they don’t respond correctly – they know what to do and when to do it, so if they don’t respond and receive a consequence for it you shouldn’t get any complaints of unfairness!
The favoured method of many music teachers in primary schools is the ‘don’t clap this one back’ rhythm – however I find that in a particularly noisy environment it is useful to have a cue that doesn’t rely solely on sound. One school I worked at would flash the lights on and off as a signal for the pupils to stop talking, put down equipment, and raise their hands in the air and wiggle their fingers! I found this to be so effective that it’s my go-to strategy in almost every primary school situation now – apart from in classrooms where the light switch is inconveniently located!
Many secondary schools have globally agreed attention signals, so some of the work may have been done for you in these settings, but again if these require pupils to notice your noise over the considerable noise they may already be making, you might need to add in a visual aspect too. If you are a visiting instrumental teacher in a secondary or a primary school, you may be dealing with smaller groups or even 1-2-1 lessons, when a call to attention might simply involve you speaking directly to them rather than having a particular signal; either way you should expect their immediate attention as a matter of respect.
Handling and Care of Instruments:
One of the biggest challenges in music teaching is ensuring instruments are respected and cared for properly. Start the year by explicitly teaching routines for collecting, using, and returning instruments. Demonstrate the correct way to handle each type of instrument, and highlight the importance of care and respect. Consider assigning pupils specific roles, such as “instrument monitors,” to help with distribution and collection. This not only saves time but also builds responsibility and ownership. Label storage clearly, and make sure pupils know exactly where each instrument belongs. It can be helpful to establish a mantra such as “instruments down when the teacher is talking” to reinforce safe handling during lessons.
I often find that children, particularly at primary level, often use instruments at the wrong time or incorrectly because they are over-excited; and to be honest I often have this problem with adults at INSET and CPD sessions too! In this scenario you should resist the temptation to ration or ban the instruments, as this just exacerbates the problem; the fewer opportunities you have to handle the instruments, the more overwhelmingly exciting they become! Instead give frequent reminders about how and why we play and care for instruments, and if you take an instrument away from a pupil be specific as to why, and what behaviour you expect to see in order to restore the instrument to them – then get it back into their hands as quickly as humanly possible before they become frustrated that you haven’t noticed their efforts to do the right thing!
Listening and Responding Respectfully:
Establishing routines for listening is just as important as those for playing. From the outset, make it clear that music deserves the same focused attention as any other subject. Teach pupils to show respect by sitting still, keeping silent, and directing their attention to the performer or recording. You might introduce simple visual cues, such as placing hands on laps or lowering instruments, to reinforce active listening.When responding to music or each other’s performances, model constructive language that highlights strengths as well as areas for development. Creating a culture of respectful listening not only raises the quality of musical outcomes, but also helps pupils to feel valued and safe when sharing their own work.
Building Positive Learning Habits:
Routines are not just about logistics; they are also about creating the right mindset for learning. Begin each lesson with a short, familiar activity such as a warm-up game, listening exercise, or quick recall task. This helps pupils to settle, signals that learning has begun, and reinforces musical skills over time.Similarly, establish a consistent way of ending lessons. A short reflection or “exit question” can provide closure and encourage pupils to think about what they have learned. Ending on a calm and purposeful note also makes transitions to the next lesson smoother, which will be appreciated by the teacher of the next lesson, especially if that teacher is you!
Establishing routines takes time and patience, but the investment pays off. A well-structured classroom gives pupils the security to take creative risks and focus on making music. By being consistent, clear, and positive, you will create an environment where pupils understand expectations, respect resources, and are ready to learn. Start the year as you mean to go on, and you’ll find that your lessons flow more easily, leaving you free to do what you do best – inspire your pupils through the joy of music.
Dr Liz Stafford, August 2025. Copyright © 2025 Music Education Solutions Limited. All Rights Reserved.
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