I've written before about being a grad school student while teaching, and some of the challenges and benefits. My fall class was a lot better than my summer classes, and one idea from the class has stuck with me even though I'm done with the class now: music education is not inherently good. It seemed ironic to hear a question about whether music education was good in a music education degree program in which most of us had spent a years in the field and were currently spending $3,500 to take a music education class. But something about the articles we read and the premise of the question makes so much sense: not every educational experience is a good one.
Education as a harmful experience has helped me make sense of so many of my own school experiences, both as a K-12 student and in college and grad school. Not every class helped me learn something (though I wrote a snarky "this class has taught me how not to teach" on more than one course evaluation) useful. Not every class was worth the time and effort I put in. There's a reason some school experiences didn't work for me beyond my flaws as a student, of which there are many.
But so much of education is good. An a-ha moment about a topic students really care about. Bonding over a certain song, whether it's as part of a Red Sox victory celebration or a more serious occasion. Laughing with a class until everyone needs a drink of water. Hugs from students. Working hard on something and improving on it. Having those goosebump musical moments. It's up to teachers to make those good experiences happen more often, to help students learn and have positive school experiences. This isn't to say teachers should aim to be perfect. Or to "save" students. But if we can find something at school for every kid to look forward to every day, maybe things will be a little better. Or maybe, we can look at experiences that are hurtful for a lot of students (cough, standardized testing, cough) and reimagine a better way.
Me, I'll take the bad with the good, and be grateful that it seems the worst of my experiences as a student should be behind me.
Monday, October 29, 2018
Tuesday, October 16, 2018
Beginning Band and the Joy of Starting Again
If you've never heard a first day beginning band class, you should. Also, go hug your friendly neighborhood beginning band teacher. The first week of band is incredible, joyful, and totally exhausting. There's an entire world of things to teach, from how to assemble instruments to how to make a sound to how to get the spit condensation out after playing (gross, but necessary). But there's this spark in the students that makes it all worth it, even when I find myself saying "left hand on top" for the millionth time. They chose to play an instrument, and are so excited to finally get to do it. The first sounds are always full of squeaks, squawks, and whistles. They're often followed by laughter or disgusted-looking faces. But that moment right before they play, that first inhalation as a group... that's where the magic is.
One breath, one momentary collective pause, holds so much potential. They made the choice, honored the commitment and showed up, and now they're headed somewhere. It might be towards our first concert, middle school band, or maybe even a professional musician gig, but nonetheless we're working towards something. They're cooperating, collaborating, and all those other buzzwords. And they're taking a big risk, because after that breath in...
There's a sound. A joyful noise, as a I call it. Something, even if just a whisper of air, comes out of their instrument. But it's a start. Something to work from. The first note of thousands more to come. There's so much beauty in potential, in hope, in moving forward. In learning and improving. Beginning band has so much to teach... especially to this band teacher.
One breath, one momentary collective pause, holds so much potential. They made the choice, honored the commitment and showed up, and now they're headed somewhere. It might be towards our first concert, middle school band, or maybe even a professional musician gig, but nonetheless we're working towards something. They're cooperating, collaborating, and all those other buzzwords. And they're taking a big risk, because after that breath in...
There's a sound. A joyful noise, as a I call it. Something, even if just a whisper of air, comes out of their instrument. But it's a start. Something to work from. The first note of thousands more to come. There's so much beauty in potential, in hope, in moving forward. In learning and improving. Beginning band has so much to teach... especially to this band teacher.
Friday, September 28, 2018
Singing, Self-Care, and Sick Days
With late September comes changing weather, and with changing weather comes lots of germs! I'm unfortunately sick already, and took today off so I could rest and get better. I taught a solid 8 hour day yesterday, and my voice was pretty much gone by the time I left. I debated trying to tough it out, but quickly realized that wasn't a smart choice.
I always feel guilty taking sick days, but they're necessary. I am genuinely sick, sneezing and aching and exhausted. But self-care is necessary. I need my singing (and speaking) voice not just for today, but for another 170-ish days of the school year. Toughing it out usually just makes me sicker once I get to this point, and the school year is a long game. I wrote a sub plan and put in my absence. My students will see me next week, and we'll manage to learn what we need to and catch up from a week away from regular music class.
Self-care is important, necessary, and sometimes requires teachers to be out of the classroom for the sake of their physical or mental health. Sickness happens to everyone, and there's no reason for teachers to feel guilty about taking sick days they've earned.
I always feel guilty taking sick days, but they're necessary. I am genuinely sick, sneezing and aching and exhausted. But self-care is necessary. I need my singing (and speaking) voice not just for today, but for another 170-ish days of the school year. Toughing it out usually just makes me sicker once I get to this point, and the school year is a long game. I wrote a sub plan and put in my absence. My students will see me next week, and we'll manage to learn what we need to and catch up from a week away from regular music class.
Self-care is important, necessary, and sometimes requires teachers to be out of the classroom for the sake of their physical or mental health. Sickness happens to everyone, and there's no reason for teachers to feel guilty about taking sick days they've earned.
Saturday, September 22, 2018
Resource Share: ClassTag
I really, truly like ClassTag and they didn't pay me to write this. I may receive an incentive if you sign up using my links in this post, however I'd recommend ClassTag with or without their affiliate program!
As a music teacher who runs ensembles before and after school, I have to communicate with a lot of families. Emails can be really cumbersome with large groups (especially with privacy concerns) and phone calls take too long. When I have information to share with families of my students, I use ClassTag. ClassTag lets teachers communicate with families, with group and private messaging features. It also lets you schedule events and coordinate volunteers, appointments, and to-dos. Basically, it's everything you could need to get families the information they need to engage with school. It saves me countless hours and keeps parents fully informed about what's going on at school.
Setting up ClassTag is super easy. It starts with a 2 minute sign-up process, and then you're ready to make a class. I have 6 classes set up, one for each ensemble section I teach. ClassTag allows you to add co-teachers to a class, which is great for many circumstances in which 2 teachers work with the same students. It's possible to import family email addresses into ClassTag simply by copy-pasting from a spreadsheet, which is super convenient. You can also print sign-up codes for each student, or input the information manually. Once they're signed up, parents can add their phone number if they prefer SMS alerts, or can get the app for their smartphone and receive messages there.
Using ClassTag is even easier than setting it up! There are plenty of options to make ClassTag as customized as you want it, but sending an announcement requires just a few clicks and typing out your message. There's a handy preview screen before sending, which I think is a great feature. I use announcements to communicate class cancellations, reminders, home practice assignments, and any other information that I want families to know. Links and attachments can be used in announcements to help direct parents to other information.
The private message system within ClassTag is also a nice tool. Parents can ask you a question without having to search for your email or phone extension, and you can answer when it's convenient. There's a demo class that lets you test all of these cool features out without sending it out to an actual class, which I really like.
I highly recommend ClassTag for parent communication, and I believe the system is especially well-suited to music teachers. Please consider using my link to sign up if I've convinced you, or ask any questions that might help you decide if ClassTag is the right family engagement tool for you.
Another September
I'm three weeks into the school year, and time has flown by. With assemblies, instrument rental night, meetings, and coordination between schools, it seems like I've spent more time at work than not. But things are good, I finally feel like the coming week will be more about teaching than managing logistics.
For me, September is always a complicated month. I love the start of the new school year, a chance to start fresh and improve. It's always refreshing to see students' friendly faces again after a couple months away. But it's also a time of change, and I've never been super excited for change. I'm working with a bunch of new colleagues this year - they're great, but it's different than last year - and some district systems are new. I started taking a new grad class (which seems good so far and can't possibly be worse than the last one) so that's another transition.
But every September ends (cue the Green Day song...) and a new normal starts. I'm more relaxed with my students this year, and they seem more relaxed with me. This is my third year at my current school, so I think part of it is comfortable familiarity. Planning lessons has gotten way faster for me, and I've accepted that I'll always spend a little bit of time grappling with spreadsheets. I'm really grateful to be in a place where for the most part I can focus on teaching my students. I have a budget that gets me what I really need, and supportive supervisors. I don't have to give standardized tests or teach in a substandard space not suitable for human occupancy. Things are good, even when they aren't great.
And so as another September comes to an end, I'm settling in. It's going to be a great year!
For me, September is always a complicated month. I love the start of the new school year, a chance to start fresh and improve. It's always refreshing to see students' friendly faces again after a couple months away. But it's also a time of change, and I've never been super excited for change. I'm working with a bunch of new colleagues this year - they're great, but it's different than last year - and some district systems are new. I started taking a new grad class (which seems good so far and can't possibly be worse than the last one) so that's another transition.
But every September ends (cue the Green Day song...) and a new normal starts. I'm more relaxed with my students this year, and they seem more relaxed with me. This is my third year at my current school, so I think part of it is comfortable familiarity. Planning lessons has gotten way faster for me, and I've accepted that I'll always spend a little bit of time grappling with spreadsheets. I'm really grateful to be in a place where for the most part I can focus on teaching my students. I have a budget that gets me what I really need, and supportive supervisors. I don't have to give standardized tests or teach in a substandard space not suitable for human occupancy. Things are good, even when they aren't great.
And so as another September comes to an end, I'm settling in. It's going to be a great year!
Monday, August 27, 2018
What I Wish I Knew Before I Started Teaching
I'm still a newish teacher (going into my fourth year overall, third in the same district). But I've learned a lot since I started, some of which will never be in a traditional teacher training program. Here's my big takeaways:
No curriculum is perfect. Do what the kids need, not what the book or computer screen says.
My first district used a very overpriced, very scripted curriculum. Frankly, it wasn't very good. And teaching from a script wasn't fun. But I did it, because I didn't know any better and because I was criticized early on for deviating. Students, and groups of students, are all different. It's more important to teach what they need than what any piece of paper or screen states they "should" learn. Don't do rhythms with kids who don't keep a steady beat yet. It won't work. Read the room, have an actual human to human conversation with students, and teach what they need. Sometimes, a dance party is more important than the planned lesson. Or a folk dance lesson becomes a lesson on respect. That's okay. Adapting is important. Obviously, teach content, not fluff, but teach the students in front of you. They'll get where they need to be, even if it takes a little more time.
Learn from everyone.
Yes, it's easy to get caught in a teacher echo chamber. It feels better to only talk to brand-new teachers who are just as scared and worn down and clueless as you might feel. But those who have been there before can help you grow. Most teachers aren't scary people if you talk to them. That being said, avoid toxicity like the plague because it spreads. Ain't nobody got time for Negative Nancys. I've learned classroom management tricks from lunch monitors, movement strategies from PE teachers, organizing strategies from classroom teachers, and many more. Don't just stay in your lane, learn and borrow from those around you.
Understand you'll be misunderstood
Especially as a music teacher, there will be misunderstandings. Schedules will get mixed up. Observers will focus on something that has nothing to do with music or teaching. You'll be asked to teach kids you only see on Tuesday a song by Monday... when it's Friday. Things will work out. Communicate clearly, firmly, but respectfully. There's no sense in yelling about things when simply educating adults will work better. Explain that you cannot possibly teach kindergarten and fifth grade back-to-back without passing time because the room setup for fifth grade isn't safe for younger students, or why chorus with 100 kids on Friday afternoon might be a struggle. Explain what the curriculum indicates students should be learning, and why you taught it as you did. Let the teacher who asks for a song performance ready that it's too last minute and you'd be glad to offer support next time with more advance notice. Most people in schools really do have students' best interests at heart, even if it sometimes creates inconvenience. Explaining your reasoning while setting boundaries helps to maintain and build respectful relationships. It's okay to vent (to people outside the situation) about frustrations with this too! It is hard being misunderstood, or being seen as an entertainer.
Have fun
There's so much joy to be found in making music with students. Not all days will be fun, not all classes will be fun, but there are bright moments even in the exhausting, frustrating times. It's okay to laugh at a kid's joke that makes no sense, or freeze dance when you finish a lesson two minutes early. Don't be the teacher who doesn't smile until Christmas, it's not healthy for students or adults.
The middle is a good place to be
There are few things in education that require an extreme view. Though many topics are polarizing in education (and especially music education) circles, there's no reason to create a false binary where there isn't one. It's not pop music vs. classical music. Or Kodaly vs. Orff vs. Gordon. Use what works for you, no matter where it came from. Different teachers, schools, and students need different things. It's better to be yourself than to unthinkingly follow any method, philosophy, or idea.
It does get easier, except when it doesn't
Being a first year teacher is hard, exhausting, frustrating, and taxing in a way that no program can truly prepare you for. But that's not to say everything after is easy. There will always be things about teaching, or anything else, that are hard. But the hard things get easier, you develop new skills, and you'll develop a compass of what's normal or acceptable for you and what isn't. It's absolutely okay to change things or move to a new position if it's what will work for you. Some positions aren't right for some people. It's okay to leave. Ask for help on the things that are still hard.
No (lesson, teacher, district, school, fill-in-the-blank) is perfect
Even the teachers with the Pinterest perfect classrooms are human beings with flaws. Even that "dream position" has its downsides. Don't focus on finding the perfect lesson, poster, school, or boss. Absolutely find yourself a workable situation and a healthy work environment, but don't chase after perfection that doesn't exist. I love my school and district, but I know that it has flaws, as does every other district I'm familiar with. Find things to be grateful about in your current situation rather than always lusting after something better.
Be kind
This one is last, but also most important. Being kind to yourself, students, and co-workers will pay dividends in so many ways. There is no use in teachers bashing themselves, or blaming their students. Complaining about a colleague behind their back won't change anything. It is okay and perfectly normal to have tough teaching days. It doesn't mean you're a bad teacher. Kids had bad days too. It doesn't mean they're bad kids or are out to get you. Kindness is one of the most important things we can teach and model for our students, especially those who may not be treated with kindness outside of school. And being kind to ourselves is necessary! You can't take care of students if you don't take care of yourself.
No curriculum is perfect. Do what the kids need, not what the book or computer screen says.
My first district used a very overpriced, very scripted curriculum. Frankly, it wasn't very good. And teaching from a script wasn't fun. But I did it, because I didn't know any better and because I was criticized early on for deviating. Students, and groups of students, are all different. It's more important to teach what they need than what any piece of paper or screen states they "should" learn. Don't do rhythms with kids who don't keep a steady beat yet. It won't work. Read the room, have an actual human to human conversation with students, and teach what they need. Sometimes, a dance party is more important than the planned lesson. Or a folk dance lesson becomes a lesson on respect. That's okay. Adapting is important. Obviously, teach content, not fluff, but teach the students in front of you. They'll get where they need to be, even if it takes a little more time.
Learn from everyone.
Yes, it's easy to get caught in a teacher echo chamber. It feels better to only talk to brand-new teachers who are just as scared and worn down and clueless as you might feel. But those who have been there before can help you grow. Most teachers aren't scary people if you talk to them. That being said, avoid toxicity like the plague because it spreads. Ain't nobody got time for Negative Nancys. I've learned classroom management tricks from lunch monitors, movement strategies from PE teachers, organizing strategies from classroom teachers, and many more. Don't just stay in your lane, learn and borrow from those around you.
Understand you'll be misunderstood
Especially as a music teacher, there will be misunderstandings. Schedules will get mixed up. Observers will focus on something that has nothing to do with music or teaching. You'll be asked to teach kids you only see on Tuesday a song by Monday... when it's Friday. Things will work out. Communicate clearly, firmly, but respectfully. There's no sense in yelling about things when simply educating adults will work better. Explain that you cannot possibly teach kindergarten and fifth grade back-to-back without passing time because the room setup for fifth grade isn't safe for younger students, or why chorus with 100 kids on Friday afternoon might be a struggle. Explain what the curriculum indicates students should be learning, and why you taught it as you did. Let the teacher who asks for a song performance ready that it's too last minute and you'd be glad to offer support next time with more advance notice. Most people in schools really do have students' best interests at heart, even if it sometimes creates inconvenience. Explaining your reasoning while setting boundaries helps to maintain and build respectful relationships. It's okay to vent (to people outside the situation) about frustrations with this too! It is hard being misunderstood, or being seen as an entertainer.
Have fun
There's so much joy to be found in making music with students. Not all days will be fun, not all classes will be fun, but there are bright moments even in the exhausting, frustrating times. It's okay to laugh at a kid's joke that makes no sense, or freeze dance when you finish a lesson two minutes early. Don't be the teacher who doesn't smile until Christmas, it's not healthy for students or adults.
The middle is a good place to be
There are few things in education that require an extreme view. Though many topics are polarizing in education (and especially music education) circles, there's no reason to create a false binary where there isn't one. It's not pop music vs. classical music. Or Kodaly vs. Orff vs. Gordon. Use what works for you, no matter where it came from. Different teachers, schools, and students need different things. It's better to be yourself than to unthinkingly follow any method, philosophy, or idea.
It does get easier, except when it doesn't
Being a first year teacher is hard, exhausting, frustrating, and taxing in a way that no program can truly prepare you for. But that's not to say everything after is easy. There will always be things about teaching, or anything else, that are hard. But the hard things get easier, you develop new skills, and you'll develop a compass of what's normal or acceptable for you and what isn't. It's absolutely okay to change things or move to a new position if it's what will work for you. Some positions aren't right for some people. It's okay to leave. Ask for help on the things that are still hard.
No (lesson, teacher, district, school, fill-in-the-blank) is perfect
Even the teachers with the Pinterest perfect classrooms are human beings with flaws. Even that "dream position" has its downsides. Don't focus on finding the perfect lesson, poster, school, or boss. Absolutely find yourself a workable situation and a healthy work environment, but don't chase after perfection that doesn't exist. I love my school and district, but I know that it has flaws, as does every other district I'm familiar with. Find things to be grateful about in your current situation rather than always lusting after something better.
Be kind
This one is last, but also most important. Being kind to yourself, students, and co-workers will pay dividends in so many ways. There is no use in teachers bashing themselves, or blaming their students. Complaining about a colleague behind their back won't change anything. It is okay and perfectly normal to have tough teaching days. It doesn't mean you're a bad teacher. Kids had bad days too. It doesn't mean they're bad kids or are out to get you. Kindness is one of the most important things we can teach and model for our students, especially those who may not be treated with kindness outside of school. And being kind to ourselves is necessary! You can't take care of students if you don't take care of yourself.
Lesson Share: The Playlist Project
This post was inspired by the #popmused chat on Twitter, with a question asking about popular music lesson plans. Check out the hashtag here - there's lots of great resources!
I was desperate for lessons without much teacher talk last spring, my voice was shot and allergies were making me struggle, but not be sick enough to call out. My "playlist project" was born when I found a bunch of old mix "tapes" (well, CDs) I had made when I was younger... it was so cool to find songs that went together and tweak the list until it was perfect, then burn it to a CD. Tapes became CDs, and now almost all playlists are virtual, so my students were able to put together a playlist however they wanted.
My students have different levels of background knowledge, so I spent quite a bit of time talking about playlists - what they are, how to put them together, differences between playlists and albums, etc. - and showing a few examples. Then I set my students free to create their own. I was intentionally vague about how the songs on the playlist should be related, but left it up to them how the songs were related. Some great examples students came up with included songs with loud drums (which included rock, hip-hop, and classical music), songs with Spanish lyrics, songs learned on piano, and songs about broken hearts. I used this worksheet to structure students' creating. They used iPads to look up songs as needed, since many of them weren't sure about exact titles or spelling of artist names. Because my school is fairly conservative about language and I wanted my students to have as much freedom as I could give them, the guideline I gave was that the titles and artist names had to be clean, but I wouldn't go searching for inappropriate lyrics.
This project served multiple purposes. For one, it got my students thinking deeply about the music they hear outside of school. It gave me insight into how they think about music, and what music they're exposed to. I was surprised at the number of songs from the 70s and 80s on their playlists, but glad to know that they appreciated and knew some of my favorites. I pulled from their playlists when I could - whether it was for beat-keeping practice or a little movement exploration (always vetting the songs first, of course). I did this late in the year last year, but I'm hoping to do it earlier in the year this year since it helped me build a relationship with my students and understand their musical world.
Feel free to make a copy of the worksheet and use if you'd like!
I was desperate for lessons without much teacher talk last spring, my voice was shot and allergies were making me struggle, but not be sick enough to call out. My "playlist project" was born when I found a bunch of old mix "tapes" (well, CDs) I had made when I was younger... it was so cool to find songs that went together and tweak the list until it was perfect, then burn it to a CD. Tapes became CDs, and now almost all playlists are virtual, so my students were able to put together a playlist however they wanted.
My students have different levels of background knowledge, so I spent quite a bit of time talking about playlists - what they are, how to put them together, differences between playlists and albums, etc. - and showing a few examples. Then I set my students free to create their own. I was intentionally vague about how the songs on the playlist should be related, but left it up to them how the songs were related. Some great examples students came up with included songs with loud drums (which included rock, hip-hop, and classical music), songs with Spanish lyrics, songs learned on piano, and songs about broken hearts. I used this worksheet to structure students' creating. They used iPads to look up songs as needed, since many of them weren't sure about exact titles or spelling of artist names. Because my school is fairly conservative about language and I wanted my students to have as much freedom as I could give them, the guideline I gave was that the titles and artist names had to be clean, but I wouldn't go searching for inappropriate lyrics.
This project served multiple purposes. For one, it got my students thinking deeply about the music they hear outside of school. It gave me insight into how they think about music, and what music they're exposed to. I was surprised at the number of songs from the 70s and 80s on their playlists, but glad to know that they appreciated and knew some of my favorites. I pulled from their playlists when I could - whether it was for beat-keeping practice or a little movement exploration (always vetting the songs first, of course). I did this late in the year last year, but I'm hoping to do it earlier in the year this year since it helped me build a relationship with my students and understand their musical world.
Feel free to make a copy of the worksheet and use if you'd like!
Subscribe to:
Posts (Atom)