The national news has been rather depressing lately. From the VA Scandal to the Bowe Bergdhal swap, I've noticed that we seem to be praising mediocrity. From praising the incapability of leaders to the desertion of those who have taken oaths to protect our nation, the majority of the those around us have taken hold of the idea that those who only do the minimum (if that) are the ones that deserve our praise.
This mentality has unfortunately taken hold in education as well. Administrators are often forced to reward those who only perform at a minimum level. They then in return, only expect to be surrounded by mediocre teachers and treat all teachers the same way; whether they are mediocre or exceptional. Half the time, they just treat you as mediocre teacher and oftentimes to keep themselves feeling powerful in their positions.
Is this how we treat our students? Do we praise mediocrity within our classroom? Do we keep our standards at a reachable height, or do we keep it lower than where they're at? Do we keep those who are on the higher end of our class progressing or do we only focus on those struggling? Do we only expect mediocrity from our students? Do we treat them as such?
Mediocrity is a plague that is infesting our classrooms. Most students want to be challenged, but it often is not happening at home or in other places. With the rising of unemployment and lack of economic growth in many parts of the nation, we are told that we need to just "toe the line" and just be like everyone else. Have you met many normal "toe the line" kind of band or choir director? I have not! As a matter of fact, all those directors who have inspired me over the years, are the ones who did not expect mediocrity but exceptionalism. They never once asked for me to "toe the line" or be like everyone else. They expected and encouraged hard work, self-motivation, and dedication. They knew that if we would be mediocre, we would not be capable of being successful.
So the same should be with us. We can not let ourselves expect mediocrity. We must do as those before us have! We need to inspire those around us to work hard, to be self-motivated, and to be dedicated! Mediocrity has no place in our classrooms. No one is entitled to a good experience! No one is entitled to being successful! Hard work is needed and required! We can not allow ourselves to treat students as if they are mediocre, but as to what they are capable of becoming.
Wednesday, June 18, 2014
Wednesday, June 11, 2014
Can't means I Won't
I have been inspired lately by a 14 year-old boy who was born without arms. He is determined to play football and not take anyone's pity. If he drops his backpack in the hall and someone picks it up for him, he puts it back down on the ground and picks it up him self. He plays kicker for his high school football team and has a dream to play for the NFL.
When asked if he ever gets discouraged he said that the only time he thinks about not going to be able to do anything, is when it comes to chores. But on a more serious note, he has one quote that his mother taught him that has kept him going. "I Can't Means, I Won't."
As teachers, we need to have this attitude with our students. In a seemingly never ending world of negativity towards the education system, we need to do our part in building the confidence of those around us including parents, administrators, and other teachers.
As we have the attitude of saying "I Can't, Means I Won't," we will have a greater chance of impressing those around us. We would be the ones taking education that one step farther. Outsiders will not be looking at us as entitled, stagnant suckers of tax money. They will see that we are able to continue learning new techniques, to reach every child, and to sacrifice our time and energy for the students.
This motto will also help us increase our standards for our students. They will be able to see our attitude towards learning. They will see that we are willing to take risks in order to improve our abilities. Once this moral authority is noted, they will then work harder to improve themselves.
As we remind students that "I Can't, Means I Won't," they will not give up so easily. Just because something is new, does not mean they will give up, but they will persevere through it.
When asked if he ever gets discouraged he said that the only time he thinks about not going to be able to do anything, is when it comes to chores. But on a more serious note, he has one quote that his mother taught him that has kept him going. "I Can't Means, I Won't."
As teachers, we need to have this attitude with our students. In a seemingly never ending world of negativity towards the education system, we need to do our part in building the confidence of those around us including parents, administrators, and other teachers.
As we have the attitude of saying "I Can't, Means I Won't," we will have a greater chance of impressing those around us. We would be the ones taking education that one step farther. Outsiders will not be looking at us as entitled, stagnant suckers of tax money. They will see that we are able to continue learning new techniques, to reach every child, and to sacrifice our time and energy for the students.
This motto will also help us increase our standards for our students. They will be able to see our attitude towards learning. They will see that we are willing to take risks in order to improve our abilities. Once this moral authority is noted, they will then work harder to improve themselves.
As we remind students that "I Can't, Means I Won't," they will not give up so easily. Just because something is new, does not mean they will give up, but they will persevere through it.
Saturday, August 24, 2013
Politics+Education=Failed Premaces
I promised myself that I would not get into politics with this blog. However, I'm fed up with non-educators telling me how to become a better educator! Politicians have put their "Minds" together and have decided that how students perform determines a teacher's success. While I do find this partly true, I do not believe that this is an absolute. While a teacher's ability to teach does have an affect on how students learn, if a student is not willing to learn, the teacher's ability means nothing.
So Nevada, like many other states (Idaho included) are basing the evaluations of teachers on the performance of the students' scores on their standardized testing. Of course, the only subject covered in standardized testing here are Math and Language Arts. It's interesting how we are judging every teacher, no matter what subject, on these two criteria.
It is true that many subjects are intertwined and one can help the other. However, if I remember correctly, I was never taught algebra in Art, nor do I teach it in music. I do cover the basics, however, like counting to four and simple fraction arithmetic.
I do not find it very effective to base teacher pay on the result of student learning, based on the fact that every student learns differently. Besides that, there are some students who just do not care! I struggled with math throughout Middle School and High School, even though I was coming in early and spending hours on it at home. If my teachers' evaluation was judged in part of how my scores were, they would not have had me in class. Perhaps they might have even given me the answers to the test so their evaluation would not have been lowered.
Complaining is not what we need to do, but to bring the facts to the table. We need to let our politicians know how wrong they are in implementing these laws. Most have not been educators or have had any classroom experience. If we want to let the education system bloom and improve, we need to let qualified teachers make the decisions and direct the work.
Evaluations should be done by a qualified teacher who understands and has studied the subject being taught. That may mean we need to bring evaluators from other districts or schools to do the evaluation. This will also hopefully get rid of any biases and give a true evaluation of how a teacher is.
So Nevada, like many other states (Idaho included) are basing the evaluations of teachers on the performance of the students' scores on their standardized testing. Of course, the only subject covered in standardized testing here are Math and Language Arts. It's interesting how we are judging every teacher, no matter what subject, on these two criteria.
It is true that many subjects are intertwined and one can help the other. However, if I remember correctly, I was never taught algebra in Art, nor do I teach it in music. I do cover the basics, however, like counting to four and simple fraction arithmetic.
I do not find it very effective to base teacher pay on the result of student learning, based on the fact that every student learns differently. Besides that, there are some students who just do not care! I struggled with math throughout Middle School and High School, even though I was coming in early and spending hours on it at home. If my teachers' evaluation was judged in part of how my scores were, they would not have had me in class. Perhaps they might have even given me the answers to the test so their evaluation would not have been lowered.
Complaining is not what we need to do, but to bring the facts to the table. We need to let our politicians know how wrong they are in implementing these laws. Most have not been educators or have had any classroom experience. If we want to let the education system bloom and improve, we need to let qualified teachers make the decisions and direct the work.
Evaluations should be done by a qualified teacher who understands and has studied the subject being taught. That may mean we need to bring evaluators from other districts or schools to do the evaluation. This will also hopefully get rid of any biases and give a true evaluation of how a teacher is.
Monday, June 3, 2013
The Exit Interview
In the last post I mentioned how I had an "Exit Interview" with each of my High School and Middle School students. I know there are many teachers who have large classes and this may seem impossible to do with each student. But what if this interview was only with the Section Leaders? Would that keep a sense of responsibility and ownership within the student?
The interview process, for me, was really humbling and gratifying. The first question I asked was, "What was your favorite part of music this year?" Some of the most common answers were about how much fun they had at festivals, concerts, music selection, being with friends, etc. Some shockers were how they enjoyed being required to practice. The Symphonic Band here wanted more practice minutes (they were being required to do 1 hour a week) and so they decided that 100 minutes would be best (there were even some that wanted 2 hours per week). So to have them say thank you was rather shocking yet gratifying!
The second question was, "What things can we improve next year?" Many of the students want class time to be quieter (meaning less talking), more practicing, more dedication and motivation, etc. I enjoyed at how open these students were with me. That lets me see that these students not only feel comfortable with me as their teacher, but as someone they can talk to and not feel intimidated. That feeling of openness is one reason why I have become a teacher.
The third and final question was, "What can I do better?" This question was rather fun to ask. The student had never been asked this before and were not sure how to answer. My favorite response was, "Get more sleep." I love the honesty of these students. Those who felt comfortable with me were open and helpful with their statements. Another student asked me to be more open for suggestions and music selections. Without getting too personal, I will forever cherish these comments.
Just because I listened to these students share their likes and dislikes, does not mean that I'm done. Rather, I now need to improve on the items these students have suggested. This whole exercise would be for nothing if I did not act and improve. There has to be action for there to be trust. If I had just listened and did not strive to improve, they would not trust me, nor could I trust myself.
The interview process, for me, was really humbling and gratifying. The first question I asked was, "What was your favorite part of music this year?" Some of the most common answers were about how much fun they had at festivals, concerts, music selection, being with friends, etc. Some shockers were how they enjoyed being required to practice. The Symphonic Band here wanted more practice minutes (they were being required to do 1 hour a week) and so they decided that 100 minutes would be best (there were even some that wanted 2 hours per week). So to have them say thank you was rather shocking yet gratifying!
The second question was, "What things can we improve next year?" Many of the students want class time to be quieter (meaning less talking), more practicing, more dedication and motivation, etc. I enjoyed at how open these students were with me. That lets me see that these students not only feel comfortable with me as their teacher, but as someone they can talk to and not feel intimidated. That feeling of openness is one reason why I have become a teacher.
The third and final question was, "What can I do better?" This question was rather fun to ask. The student had never been asked this before and were not sure how to answer. My favorite response was, "Get more sleep." I love the honesty of these students. Those who felt comfortable with me were open and helpful with their statements. Another student asked me to be more open for suggestions and music selections. Without getting too personal, I will forever cherish these comments.
Just because I listened to these students share their likes and dislikes, does not mean that I'm done. Rather, I now need to improve on the items these students have suggested. This whole exercise would be for nothing if I did not act and improve. There has to be action for there to be trust. If I had just listened and did not strive to improve, they would not trust me, nor could I trust myself.
Wednesday, May 29, 2013
End of Year Tradition
Being a new teacher, I get to set my own end of year tradition. I'm rather excited this year as I have come up with a tradition that I think will be beneficial to my small growing program. I am having "Exit Interviews" with each of my students in Middle and High School.
This interview includes the following questions: What was your favorite thing we did this year? What things can we improve for next year? How can I improve as your teacher?
It's rather funny how taken back the students are when I ask them how I can improve. There have been a few good answers but mostly shock. Many students asked why I would ask that and I give them this simple answer. "I do not want to be the same tomorrow as I am today."
Let's talk about that statement..."I do not want to be the same tomorrow as I am today." As a teacher, we always push and push that our students practice, listen, and improve. However, our programs will only improve as much as we put into it. A Chinese proverb states, "Personal example carries more weight than preaching." If we can show students that we care enough to ask for help improving a personal aspect, there is a greater chance of them asking for help. Our example carries a great weight on how our students work.
What are we doing today to make sure we are not the same tomorrow ? Have we honestly asked ourselves what our strengths and weaknesses are? When I had finished my first year, I had lots to review. My biggest weakness at the time was teaching elementary music. There was not a set curriculum nor any sort of guide to help me figure out what to do. I went to the state standards and they were not enough. So I started asking around and came across curriculum books that were supposed to be the best thing ever. So I was, luckily, able to get the teacher editions and create a curriculum with those. Since that time, I have looked back again and again to review the work done and the progress made. I am pleased with the improvement in my overall confidence as a teacher and the structure that was created. I am not the same today as I was yesterday.
The steps we take towards improvement may be small and menial. However, with each step forward, there is progress no matter how large the step. My little 10 month old daughter is starting to stand up on her own and take a step here and there. With each step, she usually falls, gets back up and falls again. The same is with our progress as a teacher! Do we expect our beginning band students to pick up a saxophone and play a concerto on day one? How about on day two or ten or 80? Why do we hold ourselves to a more strict requirements?
As a beginning teacher, we often compare ourselves those veteran teachers we so admire. We often find ourselves lacking in so many ways that we get depressed. Don't do that! We can't afford this! Every minute we find ourselves in pity central, that much time is lost that we could have been touching a life for the better. Look for the positive steps forward and DO NOT dwell on the steps backwards. Now this does not mean that we aren't supposed to be realistic. Yes we go backwards, but those steps back are a chance for us to see how we can do better. Those teachers we admire did not become the great educators they are overnight, but rather by making the same mistakes we make and learning from them.
This interview includes the following questions: What was your favorite thing we did this year? What things can we improve for next year? How can I improve as your teacher?
It's rather funny how taken back the students are when I ask them how I can improve. There have been a few good answers but mostly shock. Many students asked why I would ask that and I give them this simple answer. "I do not want to be the same tomorrow as I am today."
Let's talk about that statement..."I do not want to be the same tomorrow as I am today." As a teacher, we always push and push that our students practice, listen, and improve. However, our programs will only improve as much as we put into it. A Chinese proverb states, "Personal example carries more weight than preaching." If we can show students that we care enough to ask for help improving a personal aspect, there is a greater chance of them asking for help. Our example carries a great weight on how our students work.
What are we doing today to make sure we are not the same tomorrow ? Have we honestly asked ourselves what our strengths and weaknesses are? When I had finished my first year, I had lots to review. My biggest weakness at the time was teaching elementary music. There was not a set curriculum nor any sort of guide to help me figure out what to do. I went to the state standards and they were not enough. So I started asking around and came across curriculum books that were supposed to be the best thing ever. So I was, luckily, able to get the teacher editions and create a curriculum with those. Since that time, I have looked back again and again to review the work done and the progress made. I am pleased with the improvement in my overall confidence as a teacher and the structure that was created. I am not the same today as I was yesterday.
The steps we take towards improvement may be small and menial. However, with each step forward, there is progress no matter how large the step. My little 10 month old daughter is starting to stand up on her own and take a step here and there. With each step, she usually falls, gets back up and falls again. The same is with our progress as a teacher! Do we expect our beginning band students to pick up a saxophone and play a concerto on day one? How about on day two or ten or 80? Why do we hold ourselves to a more strict requirements?
As a beginning teacher, we often compare ourselves those veteran teachers we so admire. We often find ourselves lacking in so many ways that we get depressed. Don't do that! We can't afford this! Every minute we find ourselves in pity central, that much time is lost that we could have been touching a life for the better. Look for the positive steps forward and DO NOT dwell on the steps backwards. Now this does not mean that we aren't supposed to be realistic. Yes we go backwards, but those steps back are a chance for us to see how we can do better. Those teachers we admire did not become the great educators they are overnight, but rather by making the same mistakes we make and learning from them.
Introduction
So I thought I'd give my two cents on how I've been able to succeed and fail as a young music teacher. I am currently a K-12 Music Teacher in rural Nevada and am loving all the experience I'm getting here.
The road here has not been an easy one, however. I studied Music Education at Brigham Young University-Idaho where I was trained in so many teaching techniques. I have been taught by the best professors and professional teachers I know and try everyday to emulate what was taught and shown by them. My greatest educational influences have been Doug McElhaney from Huntington County Community School Corporation, Thaine Campbell who is retired from Huntington County Community School Corporation, Diane Soelberg from BYU-Idaho, Bill Holman who is retired from BYU-Idaho, Kendall Nielsen who is retired from BYU-Idaho, Ted Ashton from BYU-Idaho, Laura Huggard from North Fremont School District, and Michele Kommers from Pershing County School District. These educators have demonstrated positive ways to influence the young lives of these students.
I graduated December 2011 and started teaching January 2012. Before I was hired here, I was subbing in Idaho Falls, ID as a long-term music substitute and musician in the Idaho Falls Symphony. I had to leave that behind to accept a position here in Nevada, which decision was hard none the less. While it was a hard move for my family and I, it has been none the less an amazing journey.
As I am ending year 1.5, I've had so many experiences that have shaped me into who I have become and will become as I continue to learn. I hope the experiences I share will be uplifting and beneficial to all who decide to read what I write. Enjoy!
The road here has not been an easy one, however. I studied Music Education at Brigham Young University-Idaho where I was trained in so many teaching techniques. I have been taught by the best professors and professional teachers I know and try everyday to emulate what was taught and shown by them. My greatest educational influences have been Doug McElhaney from Huntington County Community School Corporation, Thaine Campbell who is retired from Huntington County Community School Corporation, Diane Soelberg from BYU-Idaho, Bill Holman who is retired from BYU-Idaho, Kendall Nielsen who is retired from BYU-Idaho, Ted Ashton from BYU-Idaho, Laura Huggard from North Fremont School District, and Michele Kommers from Pershing County School District. These educators have demonstrated positive ways to influence the young lives of these students.
I graduated December 2011 and started teaching January 2012. Before I was hired here, I was subbing in Idaho Falls, ID as a long-term music substitute and musician in the Idaho Falls Symphony. I had to leave that behind to accept a position here in Nevada, which decision was hard none the less. While it was a hard move for my family and I, it has been none the less an amazing journey.
As I am ending year 1.5, I've had so many experiences that have shaped me into who I have become and will become as I continue to learn. I hope the experiences I share will be uplifting and beneficial to all who decide to read what I write. Enjoy!
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