Humor, Dopamine & Rubber Chickens: The Brain-Based Magic of Music Class Management - Guest Blogpost by Mel Emerick
If you’ve ever taught a room full of energetic, “spicy” learners (looking at you, ADHD superheroes), you already know that attention, engagement, and behavior are all about one thing:
DOPAMINE.
That magical little neurotransmitter is the MVP of classroom management—especially in a music room, where things can go from calm to chaos faster than a Boomwhacker solo in a silent hallway.
So let’s talk about brain-based, dopamine-boosting strategies that work with your students’ neurology—not against it.
Link Sounds or Songs to Tasks
Want your students to line up quickly? Sit down without you repeating yourself 12 times?
Link a specific sound or song to each routine.
Ascending scale = “LINE UP!”
Descending scale = “SIT DOWN.”
A funky groove = “Let’s clean up!”
A game show buzzer = “Don’t touch the instruments!”
By using auditory cues, you're tapping into the brain’s pattern recognition systems—and giving students a fun, consistent signal they actually want to respond to.
Try a soundboard app, or explore GarageBand and SoundBible to create your own classroom cues. (links below)
Humor, Rubber Chickens, and the Power of Play
Here’s the truth: Kids learn best when they feel safe. That’s not just a gut feeling—it’s Maslow before Bloom. (links below)
Humor builds rapport, lowers stress, and creates a classroom environment where academic risk-taking feels safe. When students laugh, they let their guard down. And that’s when learning can really happen.
Use what works:
Rubber chickens
Silly voices
Music-themed dad jokes
“Don’t ask about the ostinato…”
You’re not just getting giggles—you’re hacking the brain’s reward system. Humor = dopamine spike = increased attention and motivation.
Motivation: The Dopamine Key
Motivation drives behavior—and dopamine drives motivation.
That’s why students with ADHD (and even neurotypical learners) often struggle in low-stimulation environments. Their brains are constantly seeking that next dopamine hit. Without it, boredom = shutdown.
So… what creates dopamine?
Rewards
Humor
Music
Caffeine (let's be honest, we’re all running on it)
And here’s the kicker: when students receive humor as a “reward,” they’re more likely to repeat the behavior that got them there.
That’s pure PBIS gold. (link below)
Personify Everything
Let’s talk clean-up time.
Ever noticed how much faster students pass out or put away instruments when the items have names?
“Please hand Tiny Tina to your neighbor.”
“Treat Little Timmy (the ukulele) with care!”
“Who has Big Bob the Boomwhacker?”
Suddenly, instruments aren’t just objects—they’re characters in your musical story. This playful strategy boosts emotional investment and care, reducing rough handling and chaos.
Bonus: It's a fast, low-effort classroom management trick that feels like fun, not control.
Humor Helps You Pay Attention, Too
Let's not pretend it’s only the students who benefit. Teaching with humor, novelty, and a little silliness keeps you, the teacher, mentally engaged.
When you enjoy your teaching, your students feel it. And that positive emotional tone? It’s contagious.
Plus, let’s face it: a well-timed rubber chicken squawk has saved many a Monday.
Final Notes
Whether it’s sound cues for lining up, naming your instruments, or dropping a music nerd joke about ostinatos—these strategies aren’t just fun. They’re scientifically sound, brain-based, and neurodivergent-friendly.
By leaning into dopamine, humor, and connection, you’re not only creating a more manageable classroom—you’re creating a place where students (especially those who struggle in traditional settings) can thrive.
So next time you’re losing their focus?
- Don’t raise your voice.
- Play the sound.
- Crack the joke.
- Name the ukulele.
- And watch the magic happen.
Resources Mentioned: