You're listening to that music podcast with Bryson Tarbet, the curriculum designer and educational consultant behind that music teacher and the elementary music Summit. Each week, Bryson and his guests will dive into the reality of being an elementary music teacher and how music can truly be transformative in the lives of the students you serve. Show Notes and resources mentioned in this episode can be [email protected]
Hello everyone, and welcome back to that music Podcast. Today, I am super excited to welcome Becca Davis, back to the podcast. Becca was here way back in episode 97 where she talked about engaging upper elementary students. But today, Becca and I are going to be talking about centers and how to do that in a way that is a little bit simpler than you might think. Becca, thank you so much for joining us back here on the podcast. Thank you so much for having me. Gosh, that made me seem like that was a really long time ago. It has been, I know it like that. I was every time like, I just did another thing where it was like, I think it was episode 52 was the last time we talked. I'm like, Whoa. That feels like a long time ago. For those of the listeners that didn't check out that original podcast, which, by the way, we are going to link it in the show notes. Can you introduce yourself a little bit and share a little bit about your background in music education, of course. So I am from Savannah, Georgia. I live down here, and I went to college here at what used to be called Armstrong, Atlantic State University. It's now part of Georgia, Southern I did my student teaching here, got a job here, and I've been teaching elementary music ever since. This year number eight for me, I'm currently at my second school. So I was at one school for six years, and then now I'm at a different one for the last two, and it's been really great. I have learned so so so much in the last few years. And as soon as I started, I kind of realized there was just such a lack of information for other music teachers, especially considering, I know you've talked a lot about
the lack of preparation through teacher programs and colleges, which is totally not their fault, but it is a reality of coming to teach elementary music and not knowing anything about what to actually do. So that has kind of been my mission for the last few years, to just try to share anything I can that works for me in my classroom, so that hopefully other music teachers can find some inspiration and some help and just, you know, be able to actually run their classrooms and enjoy teaching without completely losing their minds. Yeah. I mean, let's be honest that the conversation of preparing elementary music educators when we have to shove everything into four years, that's a whole other conversation that needs to happen. But I'm really excited to have you today, because you've talked about centers before. You previously presented at the elementary music summit about centers before, and a lot of people, people loved it. People were really into your session and into the information you're able to share. So before we kind of dive into, like, how to do centers and why they're important, why you think that they can be really useful, can you start talk, or can you share a little bit about what's what started your interest in centers, and how did you start using them in your teaching? So I have always been really interested in kind of like, the activities that are in centers. So the different things that you could do that now I use in centers, but at the time, I didn't know that's really what it was. And so as I began to look through different games and activities we could do in class to really make sure that the kids got to show what they know, I found that they just kind of worked out well in centers. And I would say I didn't really like fall in love with them until I had done them a couple of times, because at the beginning it was kind of, like very chaotic and kind of difficult, but just really wanting to do all those different things is what led me to go the center's route. And then after doing them a couple of times, I really was able to fall in love with them and use them on a regular basis. And it's been pretty, pretty life changing, I would say, which sounds dramatic, but I'm not kidding. All right. Well, let's kind of take it a few steps back and do the you know, what is that like? The saying, like, explain, like I'm five, for those listeners who might be new to the idea or are think they know what's going on, but they're not quite just so we can all have kind of this definition. Can you define what you what you think of as centers in the context of an elementary music classroom? Yeah. So I kind of think of two separate but related things, so centers and small groups. So if you have any type of activity that you are doing, and the kids are in small groups, as it sounds, that is considered a small group activity. So if they are in groups of four, doing a composition activity, doing a, you know, writing rhythm activity, doing a goat Fish Game, any of that kind of stuff, counts as small group. So that is one thing that I use, and I use the same.
Activities in small group as in centers. What centers is, is technically groups of students doing different things. So you could have, you know, three different groups, four or five, however many you want, and you have an activity at one, an activity another, an activity at another, they have a timer, and after a few minutes, they switch to the next group. So that's what centers is you can use the same activity in centers and also in small group, but that's kind of how I define those two different terms. I think that's a really good distinction to make, because I have done a lot of small groups in my classroom. Quite frankly, I haven't done anywhere near as much centers, probably for some of the reasons we're going to talk about today. Of you know how to simplify it,
but I, you know, I, I think, I think you'd agree that there's kind of been this resurgence of centers, especially in the elementary music world. I mean, when I think of centers, I really think about you and Aileen miracle, who have been really kind of doing a lot of sharing a lot of the ways that you can do this. So I'm interested in your kind of pick your brain a little bit. Why do you think that centers have become so popular for music teachers? The short answer is, because they work really, really well. When I first started centers, you know, I told you, it took a few times for me to really fall in love with them, but the more I did them, the more I found that the students really lit up. There's a lot of different good, amazing things that happen during centers. Number one, the students get lots of different ways to show the things that they know. So if we're working on a quarter rest, they can practice quarter rest in lots of different ways throughout one class period, which really helps, because we know that not all students think the same, and so one student might have a better time understanding with one activity another. Might have a better time understanding something different. It also allows you to kind of mesh with your kids a little bit more and really have a closer eye on them. So I typically station myself at one center, and I get to, like, actually talk to the kids. And when you have four or five or six in front of you, it's a lot easier to notice what they're excelling at or not excelling at, rather than having everyone in charge. It also just really helps break up the course of your lessons. You know, most of our lessons typically end up being very like teacher driven, whole group, stuff like that. And so having a day where things are different is just really nice, almost like a break for you, and also for the kids, it is just a really nice way to kind of change up things. And then if you, especially after you've done this a few times, kind of station yourself at one center. Honestly, it helps you to feel less tired, because then, at least for one class period, you're not standing up in front of everyone and talking. So the more you do centers, more you find that they work. And then you, you know, like me, want to share them with everybody else so that they include them as well. I want to kind of touch a couple of points that you brought up there, because you mentioned basically the benefit of being able to work with just a few students at a time. And while I didn't do a lot of centers, I did do a decent amount of centers when it came to the recorder.
For, you know, for it started with the fact of, I didn't want to have 28 kids playing the recorder at the same time, as much as I love their quarter, but it so it was nice to be able to do give a little bit more one on one or small group feedback. So that is definitely something that I have noticed that is incredible. And as you're talking about, you know, the short answer is, it works. I've been doing a lot of work presenting about Universal Design for Learning, and it really kind of comes down to, you know, three areas of focus, which is multiple means of representation, expression and engagement. And I think all of those just fit with centers, multiple ways that kids are able to manipulate the concepts, be the multiple way for them to show the concept, and multiple ways for you as the teacher, to show them how this concept can work. So, you know, if you're looking, you know, if any of your listeners listening and thinking, wow, this could be a really good differentiation opportunity, you're right. And I think that is another great benefit of of using centers. Yes, I totally agree. Quick little story that kind of goes off of that I at the end of class a lot of times, especially if I have, you know, those awkward like, two or three extra minutes at the end, I'll ask the kids, okay, what did you learn today? And I'll just call on however many kids I have. And one day, we did centers in third grade, and one of the students that doesn't always engaged in music class. Like, shot his hand up. He was so excited. And I said, What did you learn today? He said, I learned that music could be fun,
which was a little bit of I was like, oh, okay, but does that mean that, you know, all the other classes are not fun, but regardless whether he thought that or not, he had a really good time. And so it was a student that maybe normally isn't as checked in, and he got that opportunity to check in because there were fun things to do and there were different things to do, and it was a really quick pace. So I was trying not to be offended by that, but it is kind of funny. Yeah, it's definitely one of those things where, like, Thank you.
I think,
but I totally see how that could be the case. Now, you've talked a little bit about some of the benefits, you know, we talked about, you know, the differentiation side of it, the with getting students to try something new or see music in a different way. But I kind of want to turn it a little bit and talk about some of the benefits that you've briefly touched on that teachers might have for doing centers. Can you talk a little bit about how, you know, you know, obviously we're going to go into some of the common challenges and how to how to address them next. But what are some of the things that you've seen as a teacher that centers have really opened up or changed for you?
Yes, as a teacher, I almost love it more than the kids. So I already mentioned, it's really great to be able to work with smaller groups. I typically have, like, you know, I am at this the blue station, or the green station or whatever, and I station myself there, and I get to, like, really interact with the students. It's so much easier to talk to them and notice things about them when you have that smaller group, rather than when your focus is on everybody all the time. So that's really nice. Lesson planning wise. It actually makes your life a lot more simple. I typically do, like, kind of a rotation of, Okay, I'll do, you know, so many lessons, and then I'll do centers. And so when that means that one day of the month, or however often you want to do it is pretty much taken care of. I don't have to, like, sit there and spend hours and hours and hours and hours trying to figure out what we're going to do. Like, okay, we're going to do centers. And especially after you've done them a couple of times, and you have a plan, then you know, like, Okay, I'm going to do this many centers, and then you just kind of plug and play. And especially again, once you've done it a few times, you have some things under your belt. And so it actually makes lesson planning a lot easier. It's also a little bit less exhausting. Sometimes I, you know, get to the end of the day and I realize, like, oh my gosh, I have been folk dancing all day with like, six classes straight. I am exhausted. And so, like, the physical toll of teaching is something we don't talk about a lot, but it's real. And so being able to have, you know, even if only fourth grade is doing centers this week, that's one class period where I maybe get to sit down and, you know, I don't have to be quite as, like on, you know, when I'm teaching, like, whole group, all that kind of stuff, I almost feel the same as when I'm, like, performing on stage. It's very much like a performance. Kind of sounds bad, but, I mean, y'all understand. So it's, you know, it takes a lot of energy and effort, and it's a very different kind of energy and effort. When it's centers, it's a little bit more laid back. And so it's really nice to have something that's a little bit different for you, allows you maybe sit down a little bit and makes lesson planning a little bit easier. And the kids love it too.
Yeah, I think you you bring up another really good point, which is, you know, as music teachers, especially at the elementary level, we were actively teaching a lot of the day, and not saying that any other teaching profession is easier, or, you know, harder, or anything else than that, but just thinking about, especially, like, you know, if we're doing folk dancing unit, we're going to be doing a lot of folk dancing. We're likely going to be, you know, up engaged in the teaching, rather than, you know, any there. We don't have a lot of independent work,
so that is a really good opportunity for us to have a little bit of like, All right, we're gonna, we're gonna chill out a little bit, but while also giving our students a different opportunity to to interact with those musical skills. So I think we've, we've done a decent, decent, good job talking about like, why centers are important, why they can be helpful. So let's get to what teachers are probably really worried about, which is, how do we actually make it happen?
Because let's be honest, we can know there are so many things we want to do, and I'm guessing a lot of people have do centers on that list. So the biggest question that I hear a lot of, and I'm guessing you hear this a lot as well, is, when we're doing centers, how do we keep students on task? What do you have any strategies or systems or anything like that that you can you can share with us to help students stay focused and engaged during center activities?
Yes. So this is kind of a loaded question, but kind of the boiled down version number one is I never actually give them enough time to do whatever the activity is. So we're not, you know, they're not sitting at one station for 15 minutes or even 10 minutes. Usually, like six to eight is kind of the sweet spot for my kids, which might be different than the sweet spot for your kids, and even if that means that they don't get to finish something, I am okay with that, because it's not necessarily like you have to get it to completion. It's more just, I want you to be thinking different ways and embracing music in different ways. So never give them enough time. Always set a timer, because you will not remember when to tell them to get up. I just have like a slide on my board, just on Google Slides, and I type out, like the name of each center. If you have like numbers at your centers, you could do like, one is this station? Two, is this station? Just something really simple to help.
Find them what they're doing at their stations, and then the timer on the board, so that way, when that timer goes off, we know it's time to clean up. That is also going to help them stay on task. Because they're looking at the timer, they can see it, usually there's music, so they can hear the timer, and so they know, oh no, I only have two more minutes. I need to hurry up and get on this. Number three would be, if I have a class that is struggling with that, or especially on the first day that we do centers on the first day, I am not sitting at one station. On the first day, I am up. I am walking around. I am keeping people on task. I am watching. I am listening. I am writing things down so they think. I'm taking grades. I am, like, really actively monitoring so that they now expect that I'm going to be monitoring all throughout. You can also have different activities that do need to be turned in. I like to have something that does need to be turned in because that proves that they had to do some kind of work. And I feel like I had one more that I was going to say, oh, and the last one it's just being super, super super clear with your expectations before you start. This is where a lot of problems come in with elementary music and teaching in general, is you are not super, super super overly clear with what you expect. You are not going to get what you want. So before we do centers with every grade level, even the fifth graders, we stop, and we talk about how we're gonna be on task the whole time. I'm like, I'm looking for this. I'm looking for this. I'm looking for this. And just really making it clear that I expect to see them actually working. Yeah, so, like you said, that was a kind of a loaded question, and you bring up so many good points. I mean, I've talked before on the podcast about how I believe like for elementary kids, seven minutes is like the sweet spot, like anything after seven minutes is when the squirrels start coming out. So I love that you've seen that as well in your own teaching. You mentioned about expectations, and I like to kind of dig a little deeper on that. How do you like specifically set expectations or create a structure that students know exactly what they're supposed to be doing at each center, especially when it might be like a new center in the mix. Yeah. So before we have any of our Centers, I always will start out. I'll say, Okay, today we're having a center today. They usually know what that means after we've done it a few times. And then I'll say, Okay, we're gonna do these different activities. I give a brief explanation of each one, and then I usually have some sort of directions at that center too, because they're gonna forget by the time they get there, but just a little bit of an explanation so they know. And if there's something that's new, that's the one I kind of focus on. And then I go into four things. I tell them, remember, well, first of all, we go over our rules. We go over rules pretty much every day, and I have the kids clap and say them back to me. So my rules are, follow directions, be respectful, be responsible, be a participant. So we'll go and they kind of echo those after me and clap them. And then I say, in centers, we have our super special centers rules. And so they again repeat after me, because I want them to be saying it. And so they are. Number one is work the whole time. Number two is, be respectful to your group. Number three, do not leave your group. And yes, we do these hand signs. And number four is,
oh, now I can't remember, oh, voices on level two. So that way we're all clear about the expectations. And again, the first time we do this, I am walking around, I am emphasizing those. And then we have a point system in my classroom. So like, whole group, they earn points. So after the first center, when we stand up to rotate, I'll stop and be like, Okay, did we do number one? Did we do number two? Did we do number three? Did we do number four? Yes, great. We get a point. And if not, then I get a point. And so it's just that, like real time explanation of what's going on.
One thing that you've mentioned a couple of times that I want to really bring to attention to our listeners is we've talked a lot about how when you do centers, it gives us the opportunity to be with a small group. But we should not be doing that the first time, or even the first couple times, because you're exactly right. That is going to be especially when students, like they a lot of kids, they do centers in their classroom so they understand the concept. But like moving into the the music classroom, and we might do it slightly different, or, you know, whatever, like, you're gonna be needed there to help kind of facilitate, putting out the fires and moving people in, like, hey, which direction are we going, and the first couple times around. So I think that's a really big takeaway from this. This conversation is, as much as it's great to be able to work with a small group, we really shouldn't do that the first time, because you're gonna need to be a little bit more of the facilitator, and just kind of the keeping the keeping everyone on the on the right track. Yes, that is totally right. I was at a training the other day, and they kept referring to be seen looking so like being really obvious about looking around the room and stuff like that. And so that's something I really have been taking into my classroom, like making sure.
The kids know that I'm looking at them and I'm paying attention, especially those first few times. And really, you know, first impressions matter, so whatever you do that first time, they will now see as the normal. So if the first time it's just like we're doing whatever we want, they're gonna think that's normal. But if the first time it's like we're on task, then they'll take that through the rest of the year. All right? So we now know how, hopefully, to keep kids engaged, to keep them on track. We set the expectations. Now let's move into what personally was my biggest pain point with centers, which is prep work, cutting things out, storing things. That's another thing that I hear a lot about. And again, this is kind of my biggest throwing the centers. How would you how do you manage personally, and how would you recommend teachers manage? You know, the any prep that's needed for centers in a way that doesn't just become incredibly overwhelming. This is so hard when it comes to centers. You know, you've got lots of different things going on. They usually have a lot of stuff. And I don't know about you, but I get so excited about, like, fun, new activities. Like, that's the whole reason I have a teachers the teacher store is because I'm always making new stuff for my kids. Because I'm like, Oh, we could do this. Oh, but we could make a pumpkin themed, you know? And, like, I am just at level 1000 with those kind of things. So it's been really hard to rein myself in and make it more simple, but I have found some strategies. The first is my role of having a certain amount of centers. So I usually do three centers. I might bump into four this year. We'll see. But I typically only do three, and out of those three, my role is I am only allowed to have one new thing at a time, so I cannot make more than one new center at a time, which then means that I have to rely on things that I've already done, or that can be done without me having to make things. There is a lot of stuff you can do with flashcards, whiteboards and like rhythm manipulatives, just like the one, you know, a little card that has a quarter note on it and a little card that has eighth notes on it. You can get so much done with just those things. You can have the students do compositions. They can play rhythms. They can figure out rhythms that go to songs you've learned. Like, there's so many things they could do with just those couple of things. And so I try to make sure that I'm not going overboard whenever I'm planning my centers. And my rule is only one. The first time I ever did centers I had like, seven or eight at the same time, and everyone was different, and
it was too much. It was too much for me to get prepped. And then it was also too much like the kids couldn't remember everything. And so making it simpler was better. I also typically have kind of like a plug and play situation. So when I do three centers, I usually have one that's a worksheet that has to be turned in. So I have that proof muted work. One is typically a game, and then one is whatever my like teacher group is. So whatever is more like the focus, which a lot of times. It's more like, putting notes on the staff and writing rhythms, or we're doing recorder like, that's where we're doing the bulk of that. And so having kind of a strategy, you know, if you want four or five, that's fine, but just have a plan for, like, Okay, I'm gonna have a game, I'm gonna have a worksheet, I'm gonna have, you know, whatever. And so that way you're really just minimizing the amount of decisions you have to make, and then you're also minimizing the amount of stuff that you have to make. And that rule of only one makes the biggest difference for people like me who just want to do all the things all the time, for sure, whenever we can give ourselves some guide rails, not only is that helpful because it makes for we can't do all the things. It also makes it so, just like you said, we have one less decision to make. So all right, we've decided on what to do. How do we store everything so that we one know where it is? And this is where I always ran into issues. Remember that they exist so you don't have to recreate the same thing the next time, because I'm so bad at recreating something and then realizing I already had it. So I'd love to kind of pick your brain on that. Yeah, on that. I have also done that, so it's not just you. I now I like, wish I had all my stuff at school, but I'm not at school, so I can't show you everything, but I can kind of describe it. So I have a couple of these big like the scrapbooking boxes, they're like 12 by twelves. And I have them in some like, they're almost like drawers, and so the scrapbook box is the drawer they can pull out. I got them off Amazon years ago. They were not cheap, but I love them. So a cheaper version would just be like, you know, boxes, or even scrapbook boxes, but like on shelves. So I have those, and I categorize them by concept. So I have like in this box, it is, you know, rhythm activities with quarter notes, eighth notes, and maybe up to quarter rest, or maybe I also have half notes. And then I have another box that has treble clef activities, and another box that has, like, so on and so forth. And I try to keep up with.
Labeling them. I'm not the best at that, but the more you can label them, the more you'll remember what is there. And then in those I have multiple activities inside of those boxes, and so it's like big box and then smaller boxes. So I have some little like zippered pouches I also got off of Amazon that I like because they're nice and sturdy. So I have like middle ones, and then I have like full sheet sized ones. But what I used to do before I purchased those, was just use Ziploc bags, so any of like, card games or something kind of that size goes in just like a sandwich size Ziploc bag, and then you can usually fit a full piece of paper inside of a
gallon size Ziploc bag. And so you can pull out one of my boxes, open it up, and you'll just see lots of bags. And then I typically put just a piece of paper, not fancy, just like scrap paper, and I just write with a sharpie, whatever the activity is, so that that way, when I pull it out, I can see it and I remember what it is. I don't have a really good system for, like, logging. I probably should have, like, a list of all the different activities. That's a great project for me to work on,
but I don't currently have that. So typically, when I'm like, I'm gonna do centers, I try to go and look first at what I have. Be like, okay, we're working on quarter rest. Pull out the box with all the quarter rest up, look through it and see what I want to use, what I might want to add. Yeah, I organized my manipulatives in very similar ways. These are those scrapbook boxes. Fun fact, next week's episode number 157, is gonna be all about classroom storage for manipulatives. But I always found that the biggest thing was organizing it by concept. So again, I had these were my melodic ones. These are my rhythmic ones. These are my composer ones. That way, because again, if I'm looking for something, I know where to start, but I never got to the idea the understanding of, like, I never had, like a spreadsheet or anything like that, to understand what I had. I was always kind of like you said, kind of going and checking before that goes, like before I created something new. So now I kind of want to talk about a little bit about a little bit about the elephant in the room. We've kind of danced around it a little bit,
but a lot of music teachers struggle with letting go of control.
And let's be honest, when you do something like centers, we are letting go a little, letting go of some of that control. Can you now? Can you talk about how teachers can really navigate that shift in mindset when going from, you know, I'm a teacher, I'm instructing, this is what we're doing to this is what we're doing in centers, and we have a little bit more independent Can you talk a little bit about that? Yes, it is hard. It is really worth it, but it's really difficult to kind of shift, especially because as music teachers, we come from a background of band, choir, orchestra, where the conductor's at the front and he is in charge, or she is in charge of the music that is happening. And so it's really hard to kind of reframe our minds and realize we're not doing the same thing. This is different.
The first part of letting go of control, I think if you kind of take baby steps, that might help the most. So at the end of a lesson, do a small group activity, you know, where everyone's doing the same thing, but they're in groups, and you're not, you know, actively in front and doing your whole little performance dance. And so once you do like little things like that, it'll help, kind of build up your confidence. And you'll also see how much the kids light up. I will say. My current school is a steam School, which is really, like, different and odd. We're the only steam certified school in Georgia, but for elementary school, but I have seen through that. You know, steam is all about, like, putting the effort on the kids and making the kids do the work we're all about, you know, last year we did a musical, and the kids had to make the whole set. They had to design everything. They had to make everything. And I mean, yes, it looks like it's made by a 10 year old, but it really was created by a 10 year old. And so I have seen through the years how much of a difference it makes, like this school versus my previous school, of just the kids really taking that ownership of their learning. And I promise you, if you just give me a little bit of trust, even if we don't know each other, it will work out really well. So just take those little baby steps to kind of help you out. The other thing I know a lot of you are thinking is like, oh my gosh, my kids barely, you know, behave well when we're in regular, whole group activities, like, how on earth would we do centers?
And I feel you.
My previous school especially was not highly regarded in the county, but I loved those kids, and it was a learning curve, for sure, but I swear
they are act better in small groups, because they're able to talk. They're able to, you know, have that like, it's not quite as stressful there, it's a little bit more relaxed. They're able to talk. They're able to, you know, play games and do fun things. And so I really found that typically, we had better.
Behavior in centers than we did whole group, because it wasn't quite as rigid and as structured. I did have some classes that I did not have a group to myself. I monitored the whole time walking around and, you know, your kids and you know those things, and so you can tell, you know, who needs a little bit of extra encouragement to do the right thing, but overall, I did find that it worked a lot better, and it just it really, I know it's so hard to get over that first hurdle of like doing it. I mean trusting the process that it's going to work, but it really will work if you can let go of a little bit of control. So you're going to be doing a little bit of a deep dive into centers inside that music teacher community soon, without giving too much away, can you share a few things that you're gonna be diving into during the training? Yes. So when we go through the training, we will talk through just like centers 101, so we're gonna talk through like how to choose your activities. We'll talk about how to get them prepped so that they're ready. How to make sure that your groups are prepped so that the first day goes pretty smoothly, as best as possible. Really, how to simplify things so that it's not difficult. We'll talk a lot, a lot a lot about activities you can do with very little resources so that that way, again, you're not making a whole bunch of stuff. But we'll talk about things about things that are already in your classroom, or just like simple things that you can use. I'll also be giving away some things that you can use in your class to make life really easy. And so we'll just go through I'm hoping that you come out of it feeling really prepared and really excited for your first centers activities, and if you're already a centers person, that you'll maybe learn some like tips and tricks and get some activities out of it. So again, the members of the community, you'll have access to the live training as well as a recording that's going to be living inside the library indefinitely. So we'll leave the link in the show notes for you to join that if you were not already, but Becca, I would love to know if there's one piece of advice that you would give to teachers who are thinking about trying centers for maybe the first time, but feels a little nervous. What would that one piece of advice be?
Who I know you go and get one. I know I'm like, Well, you know, you know, at the last summit, I give like, 52 tips, or something crazy, so I'm not good at, like, narrowing it down to the one thing, I think the one thing I would say is just to go for it. It's one of those things that you have to try, and once you try, you will fall in love with it. It's not as hard as it sounds. It sounds like this big, huge thing, and it's really not. So just go for it. Try it out. And you know what? If the first time it fails, it's fine, you can try it again. You probably have five other classes that you can try it with before that rotation ends. So just go for it. Don't be scared. You can do it. Believe me, perfect. So Becca, where can our listeners find you online and learn a little bit more about you and the work that you do online. So I am Becca's music room pretty much everywhere. I have a website with lots and lots and lots of blog posts. It's Becca's musicroom.com you can find me over on Instagram, Becca's music room, also on YouTube as Becca's music room. I have tons of videos, tons of blog posts, lots of things up there. So if you need something like go to one of those, check out the search bar and search for centers. Search for whatever it is you're looking for. And I probably know something about it.
And then I also have a Teachers Pay Teachers store where you can find tons and tons and tons of centers activities, as well as lesson packs and different things like that. So Becca's music room everywhere. All right. Becca, we'll be sure to link those in the show notes so people can get to hang out with you a little bit more. Thank you again for joining us on the podcast. We love getting to hang out with you, and we hope that we, some of our viewers, can join you at your upcoming workshop. Becca, thank you so much for what you do, both in the classroom and then for the teachers online and for the viewers. Thank you so much for joining us for today, and in case no one has told you lately, thank you so much for making a difference in the lives of the students that you teach. Applause.
