I forgot...
to mention the most important thing. We have a tradition throughout our state that you go toilet papering during homecoming week. SCT didn't get hit by it yet (the first time). I haven't gotten hit since high school, and even then the kids knew my parents would call the cop shop. However, someone came by our house twice last night with a loud muffler and a car description similar to one of my students'. I won't be able to relax tonight until late because I really don't want to clean up a yard full of toilet paper. However, I hear that many of the students are leaving extra rolls for their favorite teachers... .
toilet paper
Just got back from the game and we were winning 20 to 7. The halftime show went well, and so did the pep session and the parade. I even discovered that my key card to get into the school actually does work. They trust me with a key to the school, and apparantly not a key to the room that I teach in. Go figure.
The parade really made me feel like a teacher. We snaked througout the city, hitting each school and government office. Thankfully, we were at the beginning of the parade behind the emergency officials. What was really interesting was how the entire parade had to stop at major intersections. The main route was also a state highway with a couple of county highways crossing it, so we couldn't block traffic the entire time. I am amazed at the amount of organization and planning it took to pull the festivities all together. The WIAA had to plan the game and date, the school administration had to announce the date and set guidelines for... . You know, thinking about it really makes my head hurt. Just planning to have a band march in a parade is enough work. There's picking out music, ordering busses, double-checking the route, shortening the route (or trying to), avoidance of pranksters, rehearsing marching, rehearsing music, pep band, half-time show, fitting uniforms, checking uniforms, fixing uniforms, packing up for the parade, paperwork to be in the parade, and the list goes on. Remind me to ask SCT about what he had to do for this parade, and also for pep band (though I got most of it tonight).
I'm really proud of what those kids accomplished today. I looked up at the band in the stands at one point while sitting with my parents (who like me are not sports fans - yes, I know, long career ahead of me) and saw how exhausted they were. They have put their full energy - mind, body, and spirit - into every event this week and pulled off some amazing work. They literature they played on the field tonight was learned in about seven rehearsals and they sounded as if they were professionals.
One key trick I discovered today was to learn how to gauge (sp?) your energy for a performance. I am someone who usually likes to put 150% into everything, and then 200% for performances. I quickly discovered about one block into the parade today not to do that. I discovered that if I allowed myself to relax throught the performances and rehearsals that I performed better at whatever I was doing and I enjoyed it more as well. The parade route was a snap once I didn't follow corp form as much, it even seemed shorter than it really was. Throughout my entire life I've pushed myself to exhaustion, only to discover now that it really isn't the most effective method. The most effective method is to pace yourself and to plan ahead for the energy that you will need. I wish I had known this early in my college career, however, I am glad that I know this now as I have a good forty years of teaching ahead of me.
homecoming
Well, it's the middle of the day, and since it's also homecoming, we have cancelled lessons for today so there isn't much to do right now. I thought that the reason why we did this was solely because students would be too busy, but then SCT asked a student if playing a make-up lesson would wear him out for later. Then I remembered two things: one, these are students and they are not used to playing for 12 hours a day, and two, they have a 1.3 mile parade, two pep band gigs, and a halftime show to play in still, and this was after a rehearsal this morning. Yeah, real smart Amanda.
My IAWM fall journal came yesterday, and I thought I wouldn't have time to read it. That's changed. I'm enjoying being able to sit down and just read something of interest. It's given me some ideas as well. There was an article in there about composing for womens choirs and how no one is doing it. There's also an announcement about it's 2006 composition contest that I qualify for two categories for right now, four if I become imaginitive. The category I wish I could enter I aged out of already, and I am too young for the other one I want to enter. So, I have three pieces, I just have to finish one, and then I'll decide what I want to enter. Easy.
This afternoon will be interesting. I'm looking forward to it, and I'm prepared for it as best as I can. That parade worries me; my ankle is still bad from the sprain three years ago, and I'm supposed to be in physical therapy for it, but I don't have time. So, I've been taking aleve and have my ankle wrapped and I'm wearing good shoes. However, I'm officially preparing for the worst after the parade. As long as I can make it to the end of the game I'll be alright.
busy day and middle schoolers
Wow. Today was busy, but not in a work-overload type of busy, but many small things to do type of busy. We did our last street rehearsal before the parade tomorrow, and it looks like the parade will be about 13 city blocks long. Not that big of a deal since I won't be wearing a uniform, flip-folder, lyre, or instrument, but it will be long. The rehearsal went really well though, the kids are ready for the parade and they both look and sound wonderful on the street.
Taught a few lessons today. I'm picking up SCT's time management better now than I had before. The lessons were all quick and painless. One student is better already than I am after studying it in college. She's not sure what she wants to continue in, but she's good enough to play in an orchestra later in life as a professional. That was a wonderful lesson. I just sat back and relaxed and enjoyed her playing. I'm looking forward to that lesson next week.
Middle schoolers. At lunch today, one of the english teachers asked me how I enjoyed going to the middle school. And, the rest of the lunch hour was spent with me listening to horror stories from the other high school teachers about their encounters with middle schoolers, and then me proceeding to go over to the middle school after that. Ugh. I told the students that if they needed copies of music to let me know at the end of their rehearsal and that I would make the copies for them. How many kids gave me music to copy? None. How many copies did I have to make today? About six, and that was for only half the band. It's as if the only effective way to get information to stay in a middle schooler's head is to constantly repeat it, and even then they won't listen. Well, on the bright side, every teacher in that lounge today said that they were never meant to teach middle school and apparantly I'm one of them. Middle school teachers are saints and geniuses and I applaud every single one of them.
I have to laugh though, even the high school students currently want nothing to do with the eighth graders; they all played pep band together on Friday, and that was interesting. One kid (clarification - kid=eighth grader, student=high schooler) was dangling his saxophone from his neckstrap over the edge of the bleachers. I saw this but was caught in the crowd of students so I asked one of them to help me out as she was at the edge of our group and tell him that he could damage the saxophone that way. She was happy that she could help out, but I feel bad because I really should have gone to do that. My mistake. Now, I hope the kid doesn't hate me for sending the student. I think he's being shunned by his section or something because this kid refuses to join in with them and the boys in his section mock him a bit. The girls meanwhile all have little crushes on him, and he wants to be bigger and more "macho" than he is so he's isolating himself to prove he's not what he appears to be. Middle school really is rough.
The other big project of the day was to get the uniforms in order for tomorrow, which was not easy. Even though each student had a nametag on their uniform, they are stored out of order and it is hard to find a specific size for the students. Also, if you are looking for a specific number, you can't just go to that area of the rack and look for it, you have to go uniform by uniform and look at the ID number on the tag. I remember in mued class last year we discussed the art of delegation and how it helps a band director to stay sane with all of the jobs that need to be done. Sorting uniforms was definately one of the jobs listed that we could delegate out to someone, and in the future, I am so doing that.
Looking to the future, I wonder what my school will be like when I get there. I am hoping everything is organized in some way that I can decifer it, if not it will be hard. I hope that all uniforms and instruments are turned in so that they will also be easier to sort through. I hope that I will be able to find the sheet that has all of the locker combinations on it, or that the locks at least have the correct numbers affixed to them somehow. I hope that I will have at least some budget to work with (greater than $500 would be nice). I hope I get a job and that there will be jobs out there too. Subbing (and that includes for middle school) is not my idea of a dream job for the rest of my life. I'm glad that I have some good professional contacts already established that will vouch for me.
Well, time to find the things I need for tomorrow...
clarinet repair
Wow, I am so glad I was not SCT today. He led the eighth graders through sight-reading. Classroom management NIGHTMARE!!!!! The kids were good while they were warming up, however, when they went to tune, one girl needed an instrument repair. SCT started that while I was sorting and handing out music, and at the same time as the ensemble was tuning. All of a sudden, the brass decided to see who could play loudest. I snapped with a conducting gesture right away to get them to quiet down, and all of a sudden SCT did the same as well as yelling at them. They did okay while listening to the recordings of the pieces, however, as soon as they sight-read it, SCT had the same problem with them that I did the day that I took them through the same lesson plan with different music. As soon as part of the group starts to get a little frustrated, the rest of the group snaps and it's world war three all of a sudden. SCT couldn't even get them in-line at one point. I'm almost a little glad that I got to see someone with 36 years of teaching experience go through what I went through, however, I felt sorry for him at the same time because it was a true nightmare.
In other news, I learned how to re-pad a clarinet today. I went to teach a clarinet lesson, and the student was assigned (by SCT) a duet to play with another student who was in a voice lesson at the time. So, I got my clarinet and went to play the lesson with her, and it was as if I was blowing through one of those little coffee straws with someone clamping down the other end. Some sound came out, but it was incredibly hard to get. So, I apologized and when I got a chance took the clarinet apart and saw that four pads had practically disintegrated in the keys. I knew that it needed some work, especially since I paid only $100 for it (used wood Selmer Signet 100) to begin with and it has pretty much sat untouched ever since (and before that as well). So, I showed the keys to SCT who confirmed that a re-pad was in order on most of it.
I called up TS at DMS and she said it was okay for me to come. Since I was coming I brought the said cornet from a previous entry with me. I re-padded the clarinet, and re-seated most of the pads. It plays better now than it ever did, and I saved myself probably $200 doing this (I let go some minor adjustments I can do on my own that would be done in a shop). Then, it took four of us to get the mouthpiece out of the cornet. Four. None of us at DMS or CHS have seen a mouthpiece so stuck before, but there's always times for a first.
shoots and ladders
Well, I just discovered that I can update my blog from school - this may help me save time at night when I'm home and incapable of typing well at that time.
I had a chance to direct the jazz band again today. It seems like it's always a good group to "experiment" with as it is the same size as my mued class was last year and the kids are good sports about what I try. I'm still trying to adapt to the pacing of this school. Why is it so hard for me to do this? It is slower pace than college, but my college ensembles were slower pace than the ensembles here. This transition from college back to high school is so hard, and I know that right now, this is all just one big transition into my professional life.
I've been doing score study this morning for Vaclav Nelhybel's Festivo, and the whole pacing thing of rehearsals is really coming back into my mind. There are so many things that I want to do in rehearsals, and I just want to dig deeply into the music, however, there just isn't time. Give the students music at their level, and there's no time to teach them/perfect the music. However, give them music below their level, then they decide it's so easy that they don't need to practice it or pay attention to the details within the piece.
The jazz ensemble here has been doing easier pieces than they are capable of. It's good and it's bad for the reasons discussed above. However, I heard them play today like a college level group,
if they just focus on the articulations. If they can do that, then it will be easier for them and I cand delve into the music even deeper. It's like going up rungs on a ladder: we're on one rung and I know that they can get to the next one, it's just that I have to continually remind them of that and then pull them up. The next rehearsal, they've fallen back to the beginning rung. If I could just motivate them enough, and keep them motivated for the days that they don't meet, then they will stay on the new rung and we can keep moving upwards. Unfortunately, that's just not happening yet.
Meanwhile, the SP comes from the University on Tuesday morning when we'll be sight-reading Festivo. This will be interesting. SCT keeps telling me to play it safe with timing and use teaching by rote, even though neither of us agrees that it is an effective method to be used all the time. I keep thinking of the trouble of suzuki string students transitioning into reading music, and I don't want my students to have that same metaphorical trouble.
Well, next hour is the eighth graders; wish us luck.
classical music
I love teaching, and I generally enjoy my students, however, I miss the little world of classical music that I was surrounded by while in residency as a college student (and I question right now, as I am quite tired and have had a bad day, am I saying that to convince myself or to tell the reader that I'm about to rant about something?). At college, I went from 7:30 am to 3:30 am being surrounded by classical music (yes, you read that correctly), and now, I go from 6:45 am to 7:20 and then sometime after school surrounded by the classical music that I love. The other times? Pep band.
Why am I suddenly feeling this way? I went to the New World Symphony site just now, and I shouldn't have. All it did is remind me of this emptiness that is left in me without good classical music, or at least discussion of it with people just as wacky as me who are just as stuck in this world of music. I miss being able to run to the FAC at any time in the day and hear music - GOOD music being practiced.
The other reason I feel this way? I practiced flute today. I played Karg-Elert etudes for about an hour, and I was exhausted afterwards. I used to have the stamina to play the entire book. Now, I have the stamina to play any instrument better than a beginner (yeah, that hour of flute killed my saxophone/clarinet/euphonium chops) but not to where I was three months ago. This makes me mad. I at one point had said that everyone of my students will hear me practice music at some point. And what am I doing? Running errands, doing score study, running to the middle school to OBSERVE, etc... . I am sick of being a spectator - let me teach or something so that I can get on with my life and continue to live within my world of classical music. I miss practicing, I miss composing, I miss running to a concert last minute dressed in jeans and an old t-shirt with my hair pulled behind a scarf. I miss not wearing make up. I miss sleeping late and then practicing for hours at a time in pajamas in the FAC.
So, what to do, what to do. I miss academia. One thing that I've noticed a lot this semester is that I'm really "not in Kansas anymore." Suddenly, the world of sports and jocks is more important than anything else, whereas last semester I had several jocks come up to me and say that they wished that they had a chance to do music in high school. Two different worlds. Let me back in the old one please?
???
I don't really know what to make of today? It was homecoming week, and so the students were all wild, which I don't mind and I actually want to partake in, but to still try to have them focus on something is really hard. All day it was just more the novelty of students wearing costumes, and, it just killed any chance at teaching today. How do you get the students involved in band when they're dressed up as cowboys and construction workers? I know of some ways, but none that would really work when you're trying to keep them at attention for marching.
I'm going to have to keep track of all of the excuses students come up with, alphabetically, as to why they don't practice. Then, on my thirtieth birthday, I can retire a millionaire after it's published and just watch other teachers as their students use the excuses on them (A Million and One Reasons Not To Practice). And, I'm not that far away from thirty.
Then, I taught lessons today at DMS. By taught I mean sat at the counter for two hours waiting for students to show up and none of them did. At least all of them showed up yesterday, but, it was really a waste of my time to be there doing NOTHING. And to make matters worse, the student that was supposed to show up last said that she would come and bring the money she owed from LAST week's lesson today. So, I'm still out $15. Two new policies: you need to have the money at the beginning of your lesson and if you don't show up for two weeks in a row without bothering to notify me in some way, then I'm done teaching that student. It's not that I don't care about my students, it's just that these 70 hour weeks need to stop, and if you're making me wait for you while I could be doing something else (like this), then I'm going to have a problem with it. It's one thing for students to not show up for their lessons at school - there, the district is paying for a teacher to staff that room - however, when it's a private teacher relying on funds directly from their students, then that's money that I can both get elsewhere doing something else instead of waiting for a student to show up, and that I can't use to buy groceries or pay the bills.
Schools have just changed drastically since I was a student, and I just can't figure out how. The kids are not as respectful as they were when I was one, and I know the culture in general is heading in that direction, however, it's just tougher than it used to be. Even though I am just separated from my students by five years, I remember it being more care-free than it is now. Yes, we had the same pressures, but it seems like students are being pulled away from their interests more for classes that just look good to a college. Even then, there are several of our students that are currently averaging under 50% for their grade right now. Even though these students care for what they do, band is more of a recess to them. I didn't get into this to babysit kids while they socialize and just have music going in the background. It really bugs me. I love music and I went into mued to share that love with future generations, and now, it's more like I can't even get through to them. Yes, they like to learn and want to learn, but there just isn't the dedication there that was there five, six years ago. Maybe my music ed prof was right in telling me that I should go into music business - at least there I'd be surrounded by people who are as passionate about music as I am.
evolution
So I was reading through my older entries tonight and something struck me - I have started refering to my cooperating teacher as if his initials are SCT. His initials are not SCT - that is an acronym for Secondary level Cooperating Teacher. It struck me how things have evolved throughout this blog.
bullies (adendum)
One more thing. Ever since doing grades on Friday, I'm beginning to feel and act more like a teacher. It is easier for me to discipline students on the spot and approach them now and feel like that is what I'm supposed to be doing. Overall, my comfort zone is expanding and by the end of the semester, I hope to have little anxiety over classroom management. I'm even going to have more tries at the eighth graders too!
bullies
Well, today was the official kick-off of homecoming festivities at CHS/CMS and everyone, minus the teachers, wore pajamas. Every student was also in a state of semi-consciousness all day because of it (
why did they make pajama day to be Monday?). And since all of the students were half-asleep, the teachers could only get through to them half the amount of time (is this even making sense right now?).
It is interesting to be back in a school for homecoming. One of the students Friday at pep band begged me to wear something this week to follow spirit week and I wanted to wear pajamas, however, I know that me wearing pajamas all day on a Monday means that I would end up sleeping on the floor of SCT's office and then at DMS while teaching lessons. Not a good idea (see TS, if you're reading this tonight, I mentioned you and the store!).
So, I'll probably partake in the festivities at somepoint this week other than just Friday when I wear the school colors for the parade and halftime show that night. Tomorrow, I'll probably wear scrubs with the Halloween jacket that kind of matches them. I don't know what Wednesday is, but Thursday I'll be able to wear my college clothing and get away with it! That means that I get to go through about two dozen university t-shirts and pick something (more specifically, five t-shirts that promote that other music store). It will be fun. The best part of being a teacher right now is that I can get away with being a total geek about school spirit and the subject that I teach.
On a more serious note however, I was teaching a lesson today and the student told me that he/she was being bullied. I got the information about who/when/where and told him/her that I'd pass it along to SCT and the administration and then thanked him/her for telling me and reassured him/her that we'd try to catch this creep without this affecting the student too much. I then told the student that it was in our interest as teachers to create the safest learning environment possible so everyone can feel secure and do their best.
It just really bugs me. Here, the students and teachers and school district in general are doing their best to make sure that this school is the best; they've even built a new school a few years ago and it is one of the most beautiful campuses I've been on. And what happens? A couple of kids decide that they want to ruin it for everyone by making themselves feel physically superior to the kids that are skinny and smart and are just good kids all around. I wanted to student teach at CHS because the kids are really great kids, then I find out that there are bullies there. I guess you just can't escape them. Hopefully notice will be spread throughout the teachers to patrol the outside of the school more carefully.
Then, one of the coolest eighth graders today was having a bad day, and I've noticed that he kind of spends more time by himself than not while sitting in his section (there's always a seat between him and the other players). And, the kid has an awesome sound on his instrument! SCT thanked him in band for sounding so good today, and that's a rarity! I'm going to try to get into his brain a little and see what's bugging him. SCT and I don't have access to his demographic information via Grade Book, but I'm sure I can figure out what's going on in his brain (other than just the horror that is eighth grade and puberty).
I just want to keep my students safe.
gradebook
Today was so easy - one rehearsal and a handful of lessons, all at the same school. Unfortunately, I have never done so many instrument repairs in my life and now consider myself an expert in the repair of rotary valves.
SCT and I had forwarned a student not to roll the xylophone on the grass and that it had to be carried because its frame was delicate. Yeah. Try explaining this to a 16 year old male. End of rehearsal and suddenly I heard the kid say "Ooops, Ms ______? I need help." I was ready to scream because I've ended up doing most of the repairs at the school this semester (and I need to thank DMS for teaching me how since I never had a class on it in college) and was ready to accept the fact that I would be doing this one. So, I got SCT, and we got it figured out.
On the way into the school with the broken xylophone, the girlfriend of the boy that broke it decided to place her trumpet on top of it to help wheel the xylophone back into school from the practice field. All of a sudden, guess what fell off the xylophone? Said trumpet of said girlfriend of said male student. So, there was a second repair I figured I'd get to work on.
So, we got everything into school, and only needed two repairs. We set the xylophone up, SCT left the room and I went to my car to change shoes since mine were still soaked from the field. I came back and which said instrument fell onto the floor on its own? Xylophone. The student that was in there said that it happened on it's own, and when I looked at it, I saw that it did because the support bars both broke off. So, I told SCT when he came back and asked when I should to go to the hardware store. Minor miracle: I didn't have to. SCT was planning on talking to the shop teacher to have him and a couple of students repair it. I did have to fix the trumpet though, and three people combined could not get the mouthpiece out. That's going in and will take past homecoming.
Then, we had time to do grades today! Most of the students are getting A's or B's. Most. It was wonderful to be able to award grades to the kids that deserved them. There are a lot of good kids in those schools, and there are a few choice ones as well. You would be surprised at the number of students who are failing simply because they decide not to show up for their lessons. So, SCT and I entered the grades into the computer system. One students, who I can't stand, thinks that he's better than everyone else. Guess what? He missed both of his lessons and pep band. He's officially recieved 0/300 points. Guess what letter grade he recieved?
I'm officially going to create my own grading scale and syllabus for wherever I end up teaching later. It will be based on a point system with weekly lessons weighted as a 1, pep band a 1 (or extra credit, depending on numbers), and concerts weighted a 3. There will also be extra credit assignments available. Also, students who fail band will not be allowed into special ensembles such as jazz band or show choir. I'll work on it tonight at pep band; it will be fun!
survival quote
After posting just now, I read the following on another blog that I've been following on Blogspot that seems relevant at this time.
From the House MD fan-blog (
http://housemd.blogspot.com):
Survival -- that's what biology's all about. It's the deepest instinct, hard-wired into our brains. An animal will chew its own leg off if it's caught in a trap. Didn't some hiker amputate his own arm with a spoon or something when he was trapped under a rock?
poverty simulation
I am emotionally drained right now and am at a point where I just don't want to think at the moment unless it is good thoghts, but then I feel guilty for thinking that way. Why am I like this? Today was our third inservice at CHS where we all partook in a poverty simulation. We (the teachers) were divided into groups of "merchants" and "families." I portrayed the role of a 12 year old boy with behavioral problems and a short attention span; this boy lived with his 70 year old grandmother who worked at the local hotel and recieved SSI benefits. We simulated one month in these lives over the course of the afternoon today.
The first "week" was already horrible. As the "student," I was forced to sit in school and do nothing the entire time while my "grandmother" was out working and trying to pay off bills. I sat and watched while people stood in line trying to get food, cash checks, and just survive (at this point, SCT was in the group as a "student" as well). We sat in our group of students and ended up discussing why we were bored in "school," and suddenly, the "illegal activities director" came and started propositioning the students to buy drugs, or steal items to get money to buy drugs. The first "heist" went bad when we couldn't pawn off the items and instead went to the school to sell stolen items and the teacher confiscated the items. Then the week ended.
The second week I actually went to school and did homework until the illegal activities director came back and helped me sneak out of school again (this was after being late because I did not have a bus pass). This time we tried, and were successful at, identity theft. Doing this, I was able to cash several checks and then had new identification as well that I was able to use to move about more freely and get more money. I gave that to my "grandmother" who then used it to help pay off bills as she lost her job because she was waiting in line. That same week, I developed anemia due to not eating because we did not have food in the house.
Third week, I didn't even go to school. By this point, I was understanding the system a bit, and was trying to use it to my advantage. Unfortunately, I was also slipping a bit and wore my false name tag at one point in school ("I was volunteering to help out"). Everything was going well, and I managed to get a food voucher and sell it for more money. Then, when I was accidentaly wearing my 12 year old name tag, the police officer caught me being truant, so I went back to school, and had to spend another bus pass to do so.
Fourth week was the hardest. By this point, SCT's character had quit being a drug dealer and went solely to theft, so the illegal activities director conned me into buy "drugs." I tried to sell them at first, but had no luck. Knowing the police officer was on my case, I left the "drugs" (in reality, a bag of sugar) at a neighbor's apartment and went back to school. Right before the week ended, I was sitting in school, behaving, when the police officer came up and said "We need to talk" and proceeded to search my belongings. She asked if I had anything else, and I didn't, when another student yelled "she has drugs, just not with her." I knew I was busted until the signal was sounded that ended the "week." I gave the excuse that I needed to get home so my grandmother wouldn't miss me and she let me know. Looking at it now, I almost wonder if it was SCT that reported me to the "police officer" or if it was the illegal activities director.
Overall, I waws amazed at how creative I had to be to not get caught. There were several times that I had to outright lie to get something to help the family, and looking back, it bothers me that it was so easy. Anything that I did really bothered me. I'm not a trouble maker, but if I had to do something to survive, I would do it.
I feel bad for police officers now because in so many cases, they are arresting people who are committing crimes solely for the purpose of survival. Even then, if these people were on the streets, they would end up being arrested for loitering or some other petty crime. It's just sad that we've created so many systems in our country that keep those in poverty from moving up; even more so, force middle class people to assume poverty-level living. There are some charitable causes in the country that are there to help, but it is also just as easy to con them and gets goods and services that way. It's sad that it was so easy to slip into a state where crime was needed to survive, and it's even worse that it keeps sending people down a metaphorical spiral. The "month" that was spent in poverty got harder and harder as I kept trying to get money and stay out of trouble at the same time. Within that one "month," I went from being a kid with ADD who was talked into skipping school into being an almost convicted drug dealer at the age of 12.
I can now see how it's so easy to slip downward, and I now hope and pray that none of my students have to do this. I already know of some that have family situations that are less than ideal, and I honestly don't know of that many who have a good home life. I'm glad that I can be there for them. Matter of fact, right before in-service, I was talking with a student who is in a rough home life and who would probably fit the profile of at least one of the families represented in the simulation today. I told her today that if she ever needed to talk or vent that she could come find me. She also wanted to quit band because it was "too hard" despite playing a wonderful lesson. I hope to be able to mentor her.
Each student has such a fascinating story with them, and in so many cases, I wish I could "fix" the problems in their lives, but I am only one person. I can be there to be someone to talk to, or refer on to someone with more authority, however, I can't be there for everyone, everytime. I know that statistically, I have students who are already in the definitions discussed in our inservices this year. I find it rough to imagine, but they survive and manage. Yes, it is difficult. But if I can help, I will. That's why I became a teacher - to help students who need someone to be there for them. Eventually, I would like to start a program where at-risk students are enrolled in some music class where they can learn an instrument free of charge just so that there is something there to look forward to each day. I already see it with several students who would rather stay in the band room all day than go to classes or do anything else. Band is such a release for so many students, and it's needed for so many of them to just survive.
I still feel so overwhelmed right now because of just reflecting on the situations we simulated today. It was fun to do the simulation at first, until the reality hit that this is what our students are going through. I want to be able to protect all of them until they graduate, however, that is not my job. My job is to make them be successful in life, not keep them from it. I desperately want to take the time to cry and grieve over this, however, I also know that doing so will only make these feelings worse and will not do anything beneficial for anyone. I just want to make people's lives better.
back to the basics, part II
Remember how I said yesterday that I am now spending time just observing a rehearsal with the eighth graders and how I needed to go back to the basics of teaching? I'm not the only one who is struggling with the "basics." I had a chance to direct the jazz band today, and SCT said that it went well, however, I realized about half-way through the warm-up that the "simple" things I was doing with them were too advanced. I spent the rest of the time up in front of the band working the basics - articulations on one pitch. I managed to do a little call and response with the jazz ensemble using additional pitches, but not much. When I realized that they would not sing, I realized that I was in trouble. I also realized at that point in time that I had no idea what their abilities were. I knew that they could comprehend a Bb blues, and that they could play at a good level for their age, I just didn't know what they knew about jazz theory, and I was scared by that. I found out that I had to conduct the beat, which is something that isn't supposed to be done with a jazz band at all seeing that the conductor is there to shape the sound, not keep the rhythm section going. It was so interesting finding out that I'm not the only one going back to the basics this semester.
back to the basics
Eighth graders - what can I say? I sat back today and watched a rehearsal without doing anything else for the entire period. What did I realize?
- Talk from the podium: this is the traditional way of speaking to a band and since most directors do this automatically (I say most), students are used to giving respect to the authority figure looming over them (key words - looming over). Maybe after being at a school for awhile I can start to move off the podium to speak, but it will take quite awhile.
- Plan on using key words and phrases: this trains the students to follow through. I watched part of a theater tech class today and the teacher needed to only say one number and the students followed through on an action. Granted, the students started out knowing only what a couple of numbers meant, but they continued to learn more. Same goes for SCT - he says a word (eg - posture) and the students after awhile know how to follow through on it.
- Start out rougher than you really are: this one isn't me as much. However, I'm quickly discovering that I'm too nice even though I'm asserting myself better to the students than I used to. SCT still had to raise his voice today, however, when he did, he boomed out far and everyone heard him instantly. I have to find a way to speak louder.
Another thing that I realized today, and I need to thank my mom for this realization, is that the students are equating me to being exactly like the middle school band teacher because I'm a woman teaching in the exact same classroom as she teaches. Therefore, they assume that A=C when in reality, B>C and A
What else? I get to direct jazz ensemble tomorrow for awhile. Plus, I finally bought a sax/clr/flt stand to keep the instruments on in SCT's office for my personal use so that I don't have to keep packing them up. That will officially make my life easier.
(edited 9/26/05 to correct formatting)
things they never taught me in college...
Wow, so many things have happened since I left CHS on Friday. There are so many things that I've done today, and while student teaching in general that I was never really taught in college.
The first thing I was never taught in college, but learned at DMS this summer was instrument repair. Every day this semester I have repaired instruments. I have replaced pads, adjusted mechanisms, restrung instruments, oiled things, cleaned things, and have done general maintenance on at least one of each kind of instrument except oboe and bassoon. For the record, I am still confused by rotary valves on horns and bass trombones (in the trigger mechanism). I am confused by the lowest drum on the quads and how half the lugs are too tight and the other half too loose, but yet, it is in tune with itself (key words there).
Another thing I was never taught in college is how to deal with the rival music store when they do not tell you why it has taken two weeks to get music to you when one of the eight pieces came in three days. We have nine rehearsals left until the half-time show, and we still are missing 2/3 of our music for it. I told SCT that I'd stop at the store (a rival to the one where I work) and try to track down the music. So I did. It was billed on 9/15, but no one at the store was able to access the UPS shipping info (and there were 20 employees on at the time - we're talking the biggest music store in the area). I was however told, that it was more than likely shipped on Friday and would arrive on Monday. Well, SCT and I got back from the middle school today and there was a large package from the music store on his desk. So a student and I opened it only to discover it was the reeds, books, and drumsticks we ordered a week ago. So, if the music does not come tomorrow I will personally drive to the home office of the store and try to find it with the clerks, because, we need it. SCT and I have literally run out of things to do with the students. Thankfully, we are not doing a choreographed show this year, so it simplifies things, however, it would still be nice to have the music be recognizable.
The entire organization of the music department is not something that has really been dealt with either. I know about purchase orders and budgeting and things like that, but it's the little things like lockers, and when to order music, that had been an enigma up until this semester. There are so many administrative thingst that you need to do because it is something that should not really be delegated to a student or a band parent or anything like that because of the nature of the information being handled. (ugh, I just remembered - I get to do uniform fittings this week! That'll be a blast!).
Now that school's been in session for awhile, I am getting more responsibility. I am taking over more of the lessons rather than just sitting and watching. And I should probably try to get in with leading the jazz ensemble at some point so I can say that I've done that, especially with my jazz studies background. Actually, the pace of those lessons at the school has now rubbed off on my lessons at DMS and those are now pretty intense; I can fit twice as much stuff into a lesson as I could this summer.
I do have a question at this point: When teaching musical elements to a large ensemble, how safe is it to assume that the students know basic musical knowledge? I ask this because I have seen several students/freshmen who seem to be completely overwhelmed by the simplest things in band, such as quarter notes.
Okay, I need to do something else completely. I got some advice from a professor last year, and that advice was to separate yourself from your job, and right now, typing this blog, ranting to my grandmother, and spending 11 hours between CHS and DMS has gotten me at a point where I need something else to do.
I shouldn't have watched the Emmy's
Well, the hope of seeing Hugh Laurie win best actor has dashed what would have been a phenomenal week. There's always the next show!
scut work
I'm glad I'm not a medical intern. Here's why:
http://www.nytimes.com/2005/09/14/education/14medical.htmlYou may need to create a free account to read the article.
Oh what a beautiful morning...
...and yes I am quoting a song. It's 6:20 am and I've been up since the normal time I get up. My body is now used to getting up at this time, which is probably why I needed less coffee this week. I'm actually more awake now than when I usually do this entry.
Yesterday was a Friday, what can I say (and the middle school teachers were dressed in superhero costumes? I don't know why) other than it would be slow. The thing that has gotten to me though is scheduling conflits that occur due to the administration. We were
supposed to have the eighth graders yesterday, however, we recieved an e-mail stating that it was their kick-off to the middle school fundraiser (for the whole school). So, we showed up, saw the students run to the gym, and left after witnessing teachers in superhero costumes jumping after the students (it was kind of fun though).
I know that there will be times in my career where there will be functions that I will have to supervise that my students attend. It's just, in some cases (magazine sales?) I'd rather take the time to do something worthwhile with my students, like teach them something, than tell them how to sell something. Besides, that's what band fundraisers are for. Although, it seems like schools are starting to do more and more fundraising. I had one of my high school students, who is supposed to be selling pizzas, approach me to buy candy bars for the ecology club. Isn't there some school rule somewhere that says the school can only do one fund-raiser at a time? It seems like there should be, otherwise all we are teaching our young is how to sell food.
I like student teaching. Now that I'm getting used to getting up early, I'm also getting used to the pace of it. I've learned to pack projects in my bag and keep to do lists as well so that I can work on them during down time. I'm enjoying the freedom that comes now as well with teaching - I can work in the teachers' lounge, relax in the library, do research on music, etc... . The best reward so far (and don't say I didn't learn anything in my college poli-sci class) was to help a student with a project yesterday on Pres. Bush's speech from Wednesday night. I showed off the beauty that is New York Times Online (which came in handy in said poli-sci class) and discovered that she is as addicted to CNN and news as I am. News-junkies of the world unite.
Dreampt last night that I got a job at a school whose colors are blue and white and had a basketball team that went to the playoffs or whatever Wisc WIAA calls them. It was actually nice to have a work-related dream for once. I'll have to look up in the Wisc WIAA directory which school that might have been, although the gymnasium was one that I was in in high school when we went on to the playoffs for basketball.
double post
Okay, I know I said I would post this on a daily basis but yesterday was one of those days where it went from bad to worse and I gave up and just went to bed at 7:00 pm. I know I'm going to have those days as a teacher and yesterday was only 10% from the students, 90% from non-school stuff. I like my students, they really are wonderful and teaching them truly brings me joy, however, the outside world just interfered too much yesterday, and now I have a double-post.
First off, I am not getting used to the "slow" pace of teaching. When I say slow, I mean it in comparison to working part-time, carrying 18-20 credits per semester, being in two studios, and three ensembles. Yes, I'm used to an overloaded schedule, and it's hard to calm down after that. So, I'm going from 16 hour days with double-booking everything to 8 hour days with free time for fifteen minutes every hour. It is really strange and difficult to adjust - granted, I burned myself out on the 16 hour schedule, but it's still difficult to adjust.
We've been teaching a lot of lessons this week, and thankfully it's all the same lesson. SCT lead most of them until today, when I was able to teach a flute lesson (easy - it's my instrument). The student was shy, but we started talking a little bit and she just opened up. I had her play, and she admitted right away that she was behind the others in her section, which she was, but it's rectifiable at this point in time. I taught the lesson, assigned her pages for next week (following SCT's system) and ended it at that. The only thing was it was after school, she wanted to talk, and I knew that I needed to get home to enter this journal entry.
SCT's system is pretty easy. He's using a book that I'm familiar with which makes easier. He's also gotten to the point where he is almost ritualistic with the lessons - give a book, sightread (while watching hand position/posture/etc...), ask what they did, rehearse a bit, assign a page. The only thing that bugs me a bit is that the lessons are so short. Yes, there are hours where there are four students, but every student is able to get a private lesson. It is rare for a music student to get a private lesson. In the future for me, I'm planning on having my better students try to get private lessons through a private instructor so that they can recieve the attention that I probably will not be able to give them due to a schedule-full of students. However, I would also welcome having a small program where I could focus on small-ensemble playing so that the students could become more confidant at playing soloistic literature.
I got to direct the eighth grade band yesterday for the first time, all on my own the entire period with the middle school principal watching and later SCT joining her. Oy!!! I took one professor's advice of "Talk to them from the floor rather than the podium." Well, with middle school bands that have had no discipline up until now, it's much easier to say that little rule than to actually apply it. I took attendance and gave announcements from in front of the podium and no one would stope talking. Just to get through the attendance of 41 people, I had to yell for the band to be quiet. Now, I know that I don't talk loud, but the entire rehearsal I ended up yelling. I can easily yell over a band of 41 beginners playing forte, but cannot yell over the volume of them TALKING!!! They listened during the warm-up, and a little for announcements, but once I got them sightreading, they were so frustrated that most of them gave up and just started talking with each other. I did not pick the literature for them for yesterday, however, just by looking at it, I knew that two of the pieces were too difficult.
I worked out a rehearsal plan, which was easy to do. I started with attendance, announcements, warm up (shoot, I skipped tuning!), and then sightread four pieces with the easiest and best-known saved for last. Unfortunately, the only piece that was remotely recognizable was the Hey Song, which was the last. I would wish that I could have picked the pieces, however, SCT doesn't have anything playable for the eighth graders in his library.
When I got done, I know that I could have talked less. I should have taken attendance and given announcements from the podium. I should have given them some more of my rules. It's just hard though because they were not prepared for me being there without SCT and I know that change caused most of the problems as well as other environmental factors which I will discuss further down.
It is somewhat uncomfortable being forced to take one side over another, and I keep reminding SCT that I cannot judge/agree with anyone about the politics behind what is happening in the district's instrumental music program. There had been a major program change and budget shift in the district since I had been approved to student teach there. Because of that change, SCT was forced to take on the eighth grade band with the middle school position being cut to 65% time. I have some idea why this happened, and all are compelling reasons. However, as an outside observer/student to this program I cannot form opinions on any party involved politically. However, there are times when a statement is said by people in positions above me who are expecting me to agree with them. It is hard to stay politically neutral when I have been taught to always be politically active (1988 presidential election of Bush Sr. vs. Dukakis); it is even harder to tell the people above me that I cannot form opinions at this point as it would hurt my future career. I want to get involved, advocate, agree, and even disagree, but right now I just am at a point where I can't.
That was for yesterday. I'm going to pay a visit to my grandma - a retired teacher - soon to get more ideas about classroom management, and to rant about the eighth graders.
Today went well. No discipline problems. High school band did street marching today and it's obvious that they are definately learning. It was a perfect day to be outside and I am glad that we had an excuse to go outside.
The best part of today was the little surprise we got from the eighth grade woodwind sectional. I know that I complain a lot about the eighth graders, however, one nice thing about them is that there is alwasy a pleasant surprise in store for SCT and I. Yesterday, the best part of the rehearsal which made me actually feel good about it was that they loved the Hey Song, and the percussionists were amazing! They practically cheered me on the entire rehearsal and even did the wave for me! Now, I know I should be disciplining them for not paying attention while doing the wave, however, it felt good to have them doing that for me. The percussionists also helped me out a lot as well; they kept the beat for me when I needed it, helped me distribute music, and even helped me take some control of the class at times when it was really noisy and they themselves could not hear me.
Today's eighth grade surprise came when the woodwinds both behaved and had an amazing sound. SCT and I met with all of the woodwinds in the band today, and discovered what they are able to do. We went individual by individual and looked at hand positions and heard them play a note to see how they sound. We also tuned them individually as well, and they sound wonderful. They are catching on fast. They are also behaving for us in lessons. They are quiet and attentive and look forward to learning. Looking back on yesterday's full rehearsal with this in mind, it seems like the problems stemmed from the brass. Figures. My mind is stuck on that rehearsal, and it was a good learning experience. I'm sure I'll end up doing another entry after this one on the specifics of that rehearsal and what I learned.
After the woodwind sectional today, SCT and I got on the subject of brain-based learning and discussed elements of it on our walk back to the high school. Brain-based learning (BBL) is an educational theory based on the idea that the environment surrounding the studetn and the stimuli on the senses are as important, if not more important, than the actall process of teaching and learning. An example of BBL is a math teacher giving chocolate to students learning new concepts. The chocolate stimulates the brain via the olfactory nerves (scent) and the taste buds (taste) and creates a scent and taste-related memory. The idea of being given chocolate is a kind gesture which makes the class more inviting and eases the nervous edge that some students have. The teacher then gives the students chocolate again when being tested on the concept they were first given the chocolate for. The teacher in this case (as in many) found that the test scores improved as the students relied on various types of memory to survive the test and the nerves were calmed by the endorphine release from the chocolate in the brain (chocoholics know all about this endorphine release - endorphines are a chemical in the brain that make you feel good, just in case you are a biology/psycology geek like I am).
Getting back to the pertinant subject. After the eighth grade woodwind sectional, SCT and I discussed this more because of the paint colors and environment in the middle school. Different colors effect us differently and directly effect our behavior and mood. If you are feeling depressed, go in a bright room with bright colors and that lifts you up. If you are feeling agitated, go into a small comfortable room with subdued coloring and little sound and you will feel more at ease. This is why it feels so good to be home after a long trying day - you are surrounded by an environment that is most comfortable to you. You know best what colors/sounds/textures/smells/tastes (notice the use of all five senses) work best for you, and they are generally universal (how many homes have sky blue and greens in them? a lot). The middle school band room has been described to me by SCT as being "too big," and I agree that it is. Because the room is too big (and I feel too bright and too acoustically live), the students feel overwhelmed by the environment and need to act out in a way to give them more power and take control of the room away from the teacher in charge. It's all psychology and it's incredibly interesting. I think tomorrow I'll challenge SCT to a BBL band lesson challenge for next week.
After school I finally got to lead teach a private lesson. The student was shy at first but I quickly discovered that she wanted to talk. I feel bad because it was after school, I was done for the day, and I had to drive home ot do this log (looking at the clock, I've now been working on this - with interruptions - for over two hours), and she wanted to talk. She has a good sound, and is leanring fast. She told me that it was hard for her to keep up last year for a very good reason that I do not wish to publish on the web. I'm looking forward to her next lesson to see how she improved. I know that she took her flute home as well, which is good, I hope she will practice.
One more thing (I know my organizational skills right now are really bad, but I have to do this):
Things I learned from the eighth graders (and their connections to things I've learned):
- big white rooms are behavioral nightmares (brain-based learning)
- give your students your expectations first (class rules and traditions)
- let the stuents create expectations for themselves that will assist them (goals based learning)
- continually quiz them on things (assessment)
- don't drag out a lesson (pacing)
- be more aggressive with discipline and use something you are able to follow-through with
- check with supervisors on disciplinary procedures
- forwarn a group of students (if possible) about a major change
- students will break focus before you, the teacher, does (psychology)
- frustration over challenges will be shown via discipline and attentiveness (classroom management, psychology)
- don't be afraid to voice concerns to supervisors, especially when they will impact yourself and your students
- when nervous, you will try to be the teacher you admire most, which yesterday I discovered is my college band teacher
- never hold off on typing a blog-entry (it's 6:43 pm and I started at 4:21 pm)
- you can go a long way on an interesting warm-up exercise (mued warmups and teaching rounds)
- the podium and baton quickly become security blankets (conducting)
eighth grade percussion
Well, I'm pleased to say that the percussionists are slowly turning around. SCT and I had their first lesson today and it went well. There are many of them who have absolutely no stick technique or control, and they'll get there with work. There are also many of them who have up until this point assumed that band was where they would show up and be forgotten. That's no longer the case.
The first turning point happened yesterday. SCT and I brought over mallet books to play out of so that every percussionist would have a book. One of the students (who I think may have a crush on me) volunteered to play mallets with me. I went over to the rest of the section and asked if anyone wanted to play as well. They all said no, and two of them even asked to "go to the bathroom." I know enough to know that "bathroom" is the universal code-word for "go in the hallways, goof off, and get in trouble." So, I told them that, and then said "If you really want something to do, you can come and play mallets with us." I walked away and left it at that. Pretty soon, one of them got up and took up a pair of mallets and started playing with us. I thanked him when he was done and gave him a thumbs up sign. Hopefully they'll behave tomorrow when I have the band to start with and the principal is in the room to supervise (I really hope she is since she's a former band teacher herself).
Lessons overall are going well. About two-thirds of the students are remembering to come and two-thirds of those have their lesson book. Being an optimist, I assume that more students will remember along the way. There are some excellent students at that school, they just need to refine their technique a bit. It's nice to finally be giving lessons, but it's so mechanical at this stage - there's a set routine right now as to how to give the lessons: give them a book, look over instrument and playing position, have them sightread, and finally assign etudes for next week. It's the same thing over for each lesson. The only difference is that occasionally I'm practicing with the student, which is more interesting for me, and the students learn as well. I'm learning a lot about percussion. I know I didn't pay as much attention earlier in college about percussion, but there's so much I've learned the last two days that was never taught in the class.
germs
When you need to concentrate on something important, the universe tends to throw and extra challenge in to throw off your game. My challenge has now hit. I get to learn how to teach now while feeling like I'd rather be in bed. I made it exactly two weeks and I've been hit by something more than just fall allergies. Two weeks - I couldn't even make it two months. I know I had been forwarned about this by many of my professors, however, you just push it to wth back of your mind and say, "No, it won't happen to me because __________" and there are many excuses to fill in that void. Thankfully, I'm still at the point where I'm more observing than teaching, so it's not bad. And at least getting fresh air from marching band in the morning helps a bit.
Yes, we began marching today, and I have quickly discovered how easy it is to spot the freshmen in the band; just look for the ones that are out of step, out of form, turning the wrong direction, and taking too big of steps. I enjoy marching band, and have somehow developed a 22.5" stride now (FYI - a marching step on the field is 22.5" or 5 yards divided by 8 steps). It's good that I enjoy it and want to pass it on as a tradition to my students, because other than football, I have absolutely no way of justifying it in my budget or program. I suppose if I find a school that is into marching a lot, it will be easier, however, so many schools are now cutting the marching program to save money in the budget.
The marching/budget question brought up another one today that I asked SCT - how do you incorporate the standards? Yes, this question is also similar to "how do you incorporate CMP?" or any other music ed method (I personally want to move to Orff Schulwerk if at all possible). The answer is often that you don't have time to cover these methods as much as you would like. However, I know that the other answer - and it's probably a scholastic answer at that - is that you prioritize your philosophy and cut back on some of the difficulty of music. Like, I'm sure that if I'm asked to do a half-time show eventually, I would want to run a band camp before school and do part of the show in a non-traditional manner (if not all of it) . I'd honestly use Orff and teach it that way, and choreograph it as well using non-traditional approaches. Of course, it would take a few years to transition to that type of field show. I'd be able to teach a lot - and use all of the state standards at the same time. It would be really good, I just need to tweek it.
Jazz band - I now truly feel sorry for students who are ill and play an instrument that has back-pressure such as oboe, clarinet, trumpet, saxophone, and horn. Being a flute player who blows across the tone whole, I am not used to resistance when I play. So, I sat in jazz band, playing lead alto (since our lead player was out ill today) and tried hard to not squeak that axe as was happening every other note. However, the silver lining to this cloud is that I managed to lead the section through rehearsal today and they got a compliment from SCT for it.
Let's see, what else? Oh leading rehearsal for the eighth graders on Wednesday with the middle school principal watching (she's a former band teacher). I'm looking forward to it; with her in there, the students should behave, plus they don't know what I'm like yet. They behaved today, but I think that was also because that same principal was in the room observing SCT.
National Anthem Project, Sept. 14
Well, I think I've just figured out what to do with the eighth graders on Wednesday. This Wednesday, MENC (the National Association for Music Education) is sponsoring the National Anthem Project (more information at
http://www.nationalanthemproject.org) SCT wants the eighth graders to start playing with the high school at pep band, so what better piece to teach them than the National Anthem, and on the official day for the National Anthem Project's big event. The goal for this, from what I can see, is to have as many students across the United States sing/play the National Anthem as possible to help promote both patriotism and music education. I think this will work - I'll have to talk to SCT and make copies of the music for the kids, but not a big deal - it's not like I haven't made photo-copies before.
pep band
Well, I officially survived pep band last night, as well as the first two weeks of the rest of my life. Yesterday, with the exception of being at CHS sponsored events for over 12-hours total, was easy. SCT and I had finished everything for the week, so all we had to do was plan for Monday's rehearsals and pep band last night. He has a really good system of organization for football pep band. What happens is that after the last rehearsal, students pack their music and instruments. After school, each student is responsible to put their instrument on the school district's van. SCT then picks up the van at the school and then drives to the stadium where the students are responsible to unload the van. They play before the game, at touchdowns, and at half-time. Students then pack up their instruments, load them on the van, and then SCT drops the van off at the high school. Monday morning, I will be in charge of supervising students while they unload the van. Easy. I like this system and need to remember it for later.
I had an interesting surprise yesterday afternoon - the choir teacher at the high school is trying to find someone to accompany the fall musical (which I don't have room in my schedule for) and come to her choir concert to co-conduct Handel's Hallelujah Chorus. She spoke to SCT and he recommended that she ask me. I get to co-conduct Hallelujah Chorus!!! I get to be around CLASSICAL MUSIC again!!! That's been the hardest thing about student teaching - I am a hugh fan of classical music, and to come to a school to teach music, only to find out that at first it's all pep band music, is extremely hard for me. I've been sheltered by conservatory life for the last five years, and even before that in high school by my teachers and family (who are classical music fans as well). It is a real shock to suddenly be pulled from that world of classical music and soirees to the world of football and jocks; this is the hardest thing so far. I know so much about classical music and classical conducting/performing/composing that I realize that I know nothing about conducting rock music or running a good jazz band rehearsal (even though I was a jazz studies major as well). It's a shock and it's what is making this hard.
I was able to be in the classical music world again for a little while yesterday. While I was doing some score study for Hallelujah Chorus SCT came up to me and said "I have a project for you." Turns out that he's playing Battle Hymn of the Republic at a gig on Wednesday, and didn't have an arranged duet for it (he and a student will be playing it both on trumpet). He asked me to arrange a "simple" duet. Now, for me, simple means and intro, one verse, one chorus, and a codetta. So I wrote an intro, arranged the verse, chorus, and wrote the codetta. I had just finished when he asked what took me so long, so I showed him. He really liked the arrangement, and now wants to use it for other gigs in the future as well. This of course means that I NEED to get the hard-drive from the old computer into my new one so I can use Finale again.
So, it's good to have a weekend, and I'm looking forward to Monday and next week. We'll all see if I survive the eighth grade band on Wednesday (with supervision) as SCT's gig is the first half of that rehearsal. I think enough of that band is still fearful of SCT and me so that I'll have some control, but a couple in the percussion section already dislike me - oh well, I don't want/need to befriend them, they just have to trust me enough to show them the ropes of music. Jazz band Monday/Wednesday/Friday, so it will be fun. I'm looking forward to this a lot. Now, onto my to-do list for the weekend.
Pyware 3D Java
SCT and I got into another interesting discussion today - once again about marching band, only now, it was about what I would do if I was hired into a school district that was VERY active in marching band. Now, I can accept that I will be teaching some marching and pep bands, however, the general trend now is to get away from these things. However, I had the first real reality-check from SCT with this thought.
So, what would I do if I was suddenly hired to teach marching band all of the time? I would buy a copy of Pyware 3D Java, which I have now downloaded a demo of so that I can learn it. I've gotten to the point in the last hour where I can plot out each squad individually, however, I cannot yet create additional pages to the choreography. I would really like to be able to do this so that tomorrow I can show up and say "Here's the choreography for this year's show SCT!" However, if I was to do this the way that I know how, AND had the field grid for it, then it would take all night. Pyware is at least giving me the grid on my screen, but nothing more than that.
It still just shocks me that I might be hired into a position that completely goes against my teaching philosophy. How can I teach music if I am supposed to be a glorified phys ed instructor that uses instruments? I have no idea. The part of me that is sheltered as a student (eg - doesn't have a real teaching job or pays real teacher's taxes) says that I wouldn't accept a position of such, however, if I was desperate, I don't know what I would do. Change the world?
percussion woes
Well, I survived the eighth grade percussion section, kind of. One of my biggest pet peeves as a soon-to-be music teacher, is that percussionists - no matter how much attention or challenges you give them - NEVER behave!!! Especially middle school percussionists!!!
I've been brainstorming all day how/why these kids fight, run, talk loudly, play while SCT is talking, not practice, not listen, and the list goes on. I noticed at the Tuesday rehearsal that they started to easily find SCT's weak points, and somehow they discovered mine instantly. Here's what's happening:
- large classroom (about 50' by 70' or so)
- been in back of the band
- I can't take full control (this could be a problem for me - but no one has really had control yet)
- five of the six have formed their "pack" early on
- the sixth student is being excluded often by the other five
- there are thirty-five other students who are demanding other attention
- stubborn about playing other percussion instruments
- saying they're too old to play marimba (it's for sixth graders)
- don't have time to bring them recordings of phenomenal percussionists
- they don't seem to realize how vital they are in the band.
My solutions so far (that haven't worked):
- stay in their area while SCT teaches
- tell them to settle down (just gets them going more)
- thanking them for good behavior when they do it (well, it worked for all but two of them)
- separate the trouble-makers from each other
- moving into their comfort zone (standing closer to them than normal - except that these kids have no sense of a personal bubble)
- play in their section
- explain that it's good to try new instruments.
My solutions that have worked:
- stand between the two trouble makers while they play
- force them to switch between instruments
- tap a drumstick on the back of a chair (is this allowed? it let them know I meant business, but still, I wouldn't like it)
- have them help setup and teardown
SCT has some ideas for their sectional on Tuesday afternoon that will hopefully help. Right now, the way that they are behaving is horrible, and I cannot stand being near them - I don't want to go on the podium with their behavior the way that it is. I know that I should give the positive reinforcement for positive behavior thing another try - that seems to be helping. Plus, I just realized that they played me into their attention-seeking game. Maybe I'll let them know that me playing in their section is a priveledge and that if they don't behave I'll go into another section.
On a positive note though, one trombone player today was playing while SCT was talking (eighth grader). The personal bubble trick worked with him and he stopped playing instantly! We talked a little and he said he was still listening and I told him that hearing him play while SCT was talking was distracting for others. He sat up instantly and paid attention the rest of the period. It was beautiful.
I guess what worries me the most about teaching is that I want to maintain a rather strict atmosphere, and I've seen it done. But, I don't want to be overly strict or harsh. I know that there are ways to be a pacifist and keep the peace in classroom war-fare. Sometimes I worry that I'm using too much of a maternal instinct with the students; I want to nurture their learning in a positive environment but I also don't want to lose control either.
(ironic note - I've been listening to Stan Kenton's West Side Story while driving today - love the trumpets - and I just clicked on Launch in my browser, and guess what I'm listening to again - Stan Kenton's West Side Story)
Lesson schedule is posted, marching squads are posted, music is handed out, field show is choreographed, and tomorrow is Friday. For the third day in a row, SCT let me sneak out early - this time at 2:30 pm (the earliest ever). Tomorrow I'll have to stick around though to load the band truck for pep band. I like his system and I hope to be able to follow it eventually. They load up a district owned van on Friday afternoon 8th hour and after school. Students take their instruments to the game on the van or on their own. We all arrive at 6:15 for pep band, unload the van, play, load the van after half-time, and leave. Van is parked at school over the weekend (rural Wisconsin - it's rare to see people keep doors locked here) and is unloaded 1st hour Monday morning. I like this system - students are more accountable and it's easier on the teacher.
now that I think about it...
One thing I'm wondering about is this: how can I get more energy for this? I know I've mentioned in here before how everyone has been asking me how I'm doing energy-wise, and I'm really starting to feel the effects now. I left early today and yesterday, and I'm glad I did because I am tired. Thinking is currently a major effort, even after a pot of coffee. I just don't want to move - all I want to do is sit in a chair and watch the storm pass overhead. I'd play flute, but that's at the school right now. I'd watch TV, but that's in another room. I'd take a nap, but I'll have to wake up soon anyway since my mother will be home soon.
Only bad thing about the commute is the weather and the gas prices.
I almost hate to waste your time
Today was slow - really slow. The schedule for lessons is complete. Music selection and score study is complete (believe it or not). Everything is complete. The only real thing I did today was conduct part of the morning rehearsal; it went well, and it was definately the first time I was up on a high school podium in three years. I warmed them up, played two songs, and was done. Oh yeah, we rehearsed a bit too - no big deal.
Jazz band was fun today though - we finally got the group playing and I sat in with the alto saxes. For reference, my other major in college was jazz composition, so I've been sitting in jazz bands all my life, with the exception of high school groups (I accompanied the show choir instead). So, it was a learning experience there. This was the most that I've played alto sax in a very long time - I'm close to actually having an open cut in my mouth where my teeth hit my lower lip on the reed (yummy!), and my lips are almost split as well (yes, my fault for practicing during lunch though - shame on me!). It felt good to take time and just play. My intonation right now is really off though on that saxophone; I just don't know the specific instrument well enough yet. Once I know it's specific tendancies, I'll be fine.
Other than that, not much happened. Got to sit in on a meeting with the vice principal and SCT to confirm lessons and study halls - easy there. Listened to music. Watched the rain. I know it's going to get busy as of next week, but I'm looking forward to it. Right now I'm desperately bored!
random rant about pep band
Well, today went really well. SCT managed to get most of the lessons scheduled with the exception of the few who will need to go either before or after school, although I think some will need to go during a class period.
Something that I really noticed today was that I was really analyzing what was going to happen throughout each rehearsal. I've learned in my music ed classes that the times that the students are not playing an instrument are the most dangerous times for behavioral problems to pop up. One of the main times for behavioral problems is during announcements. I've never seen a band teacher keep full attention of their students during announcements, ever, and I'm seeing it again today. Also, I'm noticing more that students wait for that cadence in our speech structure to talk. No matter what, if you give them information, and there's a pause/cadence, then those students will begin to talk and miss what you said.
I'm really glad though that SCT is as organized as he is. I've asked him questions about organizational things and how he's changed them over the years, and have always recieved helpful responces. I cannot see how to improve his methods for myself unless technology improves or becomes more cost-effective. He's shown me how to keep track of lockers/locks, rental instruments, lesson schedules, and even a back-up on grades and attendance. He's shown me some other ideas about sorting music as well, however, I've learned a lot of them already that work for me from being a music library aide at the university.
I'm enjoying these last few days as well that we don't have lessons yet. We start teaching lessons on Thursday of this week, and I am looking forward to it. I still need to learn SCT's grading policy, but other than that, I'm ready to go on teaching them. I've been teaching private lessons on my own now for two years, and really have a good idea of what I'm doing; the only thing I need to work on there is pacing.
Well, over my soon to be nonexistant lunch break, I got a chance to go shopping. I had been debating about buying a shirt with school colors for awhile, and as I greatly value my safety and bodily health, especially come homecoming, I decided to actually break down and buy a t-shirt. It's really nice; the shirt is the more colorful of their school colors with the team name in the other color embroidered on. It moves really well for conducting as well; I'm looking forward to being able to use it.
(Warning - this next section contains a rant/rave about marching/pep band)
The band finally played today!!! I am so happy that I finally got to hear music, even if it was only sightreading, and pep band music. I am really looking forward to playing serious music though. I went into teaching music because I have a love of good classical music that I want to share with others. Even though I enjoy other types of music, it is easier for me to "rock out" to Copland or Rachmaninov than it is to whoever is popular these days (if you're randomly reading this and don't know who these composers are, GOOGLE THEM, most of the readers of this blog already know all about them). This is one thing that worries me - how do I leave my little world of classical music and adapt to popular music? I know that at one time the music I know and love the most was the popular music of its day, however, I cannot stand most of what is played now!
I'm worried that as a teacher I will try to teach too much of the classics. So many programs nowadays are saved by the fact that they are in existance as a pep band or marching band; cut that marching band and you might as well cut the entire program. That worries me. Yes, there are somethings that can be taught by focusing only on marching/pep, however, it is lacking so much good taste. It's like going to McDonalds all the time to eat rather than experiencing other types of food. It just disturbs me to have to teach to standards set in the curriculum, but then serve the fast-food of music with it. How do kids learn about eating healthy? They have to eat healthy. How do kids learn about good music? They have to play good music, and it's extremely rare to find a piece of rock music that fits into the state's dictated curriculum. It's possible, but it really doesn't fit my philosophy, which I'll have to post at some point.
I was looking for jobs this weekend and came across a middle school band teacher's position that focused on marching band. Marching band! I could not believe it. I know that there are high schools that have their main focus on marching - but how can you teach the basics of music if the kids are stuck outside in something that had its roots in military tradition? You can't. I know that there have probably been some good things to have come out of the military - like wind band - however, it has evolved from there into a serious concert medium. There is so much that needs to be taught about making sound musical decisions that cannot be taught or discussed via marching band. It's fun? Yes, it is, and that's a start. But the word "fun" won't save a program when it's on the budgetary docket.
Okay, I could really go on for a long time with that argument, but I need to force myself to get back to topic. Eighth graders finally played today. Winds sounded good, however, percussion cannot count. We stopped three or four times to get the percussionists in-line with the music. Finally, I went to the back and stood with them counting out the rhythms for them to hear and copy. Someone needs to teach them how to count, and it's going to be SCT and me this semester. They couldn't even play simple rhythms that they were taught in sixth grade (when they first started band). So, on Thursday, I'm bringing my sticks and mallets and playing with them. Yes, I'm a flute player, but I'm a pretty good percussionist as well thanks to many teachers along the way.
freshmen move-in day at the U
For the first time in five years, I am not involved in moving anyone in anywhere. I did not have to pack, I did not have to drive anywhere, nor get up early to help others move in. I don't have to pick up my text books, unpack, go grocery shopping, setup my computer [yet]. This is wonderful. I can finally enjoy a weekend during the school year.
Instead, I got a head start on the paperwork, compliled a draft of my Statement of Expectations, figured out the semester's ensemble schedule, e-mailed the professor I
think might be my supervising professor, and am now going to type up a rehearsal plan for Wednesday for
Iron Man (rehearse difficult rhythms, introduce blues scale, read it, rehearse it). All I have left on my list is to compile my daily logs/reflections, which I will assume is pretty much completed to today's date.
(edited 9/26/05 for spelling)
organizational ideas
Over the last couple of days, I observed many good ideas and thought of more that I want to remember for later. SCT is incredibly organized, and I want to be that way as well.
- Lockers: If my school has lockers with combination locks, have all students bring instruments home for summer. Assign a specific lock to each locker, assign a locker to a student. Keep locks on empty lockers so that they cannot be used. Being someone who has used my instrument locker as a book locker, allow students to use theirs as such unless it interferes in the organization of my classrooom.
- Music: Music for concerts should be picked out two concerts in advance minimum. I should have an idea of general pieces in my library that I can use for concerts that my students will be able to play. For my first year of teaching, I should come in a day or two before teacher in-service and pull several pieces that I can read with the group (grade 3 for high school, grade 2 for eighth grade, grade 1 for seventh grade).
- Reading Folders: Music that I feel is standard literature will be put into reading folders for use at the beginning of the year. This will save the hassle of organizing music for the beginning of the year.
- Welcome Reception: A couple of days before in-service starts, I will hold a reception to meet parents and students. At that time I will pass out questionairres that students will fill out and bring back the first day of school so that I know more about them. I can then use this to tailor lessons to the students who will need the help more.
- Alumni Relations: Allow school alumni to play in the pep band per administration approval. This increases community relations, school spirit, numbers in the stand, and allows students to attend to other obligations such as jobs and extracurricular activities.
good link!
I just found the following link about student teaching. It looks like a good site and the tips seem like really good ones.
www.atozteacherstuff.com/pages/1812.html
the last of the slow days
Well, for the first and only time ever, I sat in the bandroom with nothing to do. SCT and I had both finished our work for the week, and did not have anything else to do. I ended up catching up on e-mails and deleted over 200 messages from my university inbox. I haven't done that in over two years (I haven't had time to do that in over two years is more like it). I am cherishing this day of organizational bliss and am glad that I had it for once. And, seeing that it's Friday, I'm lightening the mood of this blog, if only temporarily.
I slept for ten hours last night. True story also, but I'll have to jump through it a little so that you, the reader in little town, USA knows what I am talking about. A friend of mine called earlier this evening and we talked. She then asked me a question similar to ones I've been receiving all week: How are you holding up? Personally, I am doing well. All I really have to do so far that I can't do while commuting is this blog. Well, I found out why everyone has been asking me this question. My friend told me that when she student taught a year and a half ago, she was physically exhausted for the first month. Now, this friend was into sports, had endless energy, and was the kind to call you at three in the morning to go shopping. I know I should be tired, but the reason I'm tired is that I know I'm a college student, but I know I'm also a teacher; these are two completely opposite worlds of sleep. So, yesterday when I got home, I sat down after awhile and fell asleep and slept until almost 1:00 am when I went to bed. The decieving part of this is that I have no "teacher" or "student" homework other than this blog, a weekly schedule, and rehearsal plans, which are pretty easy to do.
I'm directing for 20 minutes on Wednesday, and the piece is an easy pep band thing which I was able to do score study for in five minutes. To make it even easier, most of the students already know the piece, except the freshmen who get to recite "1e a e a e a4" several times and get to scat (jazz vocalizations) it. It will be fun, easy, and I'll get to polish a group on the second day of rehearsals. SCT and I picked out all of the music for pep band, eighth grade, and the half-time show. Seeing as homecoming is on the 30th of this month, we aren't choreographing the show, however, I'm going to do a diagram of one for it anyway following our music so I have something set for the future in case I get hired somewhere a week before school starts. It's better to be prepared. SCT has been doing this now for 36 years at that school, so he has a system in place for everything, and knows what he's doing. He said that when he started teaching, he did things more in advance, however, he knows his library well now and his systems, so it is easy for him to do things fast and well. I'm adopting those systems and hope to use them as well.
I just wish we had time to prepare a choreographed half-time show at homecoming. We ordered music from The Phantom of the Opera from Hal Leonard this afternoon. We will be doing the title piece, Masquerade, and Music of the Night (in that order) and I have so many ideas. Actually, we might be able to do a little bit just by moving the group in a block for eight measures or so, and then have the back half move forward (by creating new ranks) on the second set of eight. That would work - could it be done is the question. I'll have to borrow the scores to choreograph something for myself.
The band and I are getting more used to each other now. There are some students I already know from the past from observing there and talking with them, and today they were comfortable talking with me more and now students are more willing to talk with me. The freshmen were a lot less terrified today, which is good. Meahwhile, the sense of terror that was present on Monday for me has gradually decreased as the week has progressed. I have definitely grown since Monday, and the sense that I am now a teacher is becoming more comfortable. Yes, I've always enjoyed it, but up until now it has felt as if I was the student.
Well, back to watching House, MD. I preordered the DVD from Amazon and it came today - a day earlier than the company said it would. Plus, the friend who called earlier this evening announced that she is now engaged.
the first day of school
Well, today was the official start of the year where I teach. The pace was really slow, and so far I'm enjoying it, even though I know that it will quicken soon.
Seeing as it was the first day of school, nothing much happened. We really just took the two band through the syllabus, did some class lists, fought with Gradebook, and organized music. Half of the eighth grade band now has lockers, and the other half will have them on Tuesday. And I just realized we didn't enter attendence (that I know of) for the eighth graders.
Babysitting 101: How do you keep a schoolful of kids in check and away from their lockers until 7:50 am? You and the rest of the teaching staff form a human barrier of sorts and tell students to wait in the fieldhouse until the bell rings. And I also discovered that the first week of school holds many schedule changes for the students. Many. About twenty students in a five minute period before school tried to go to the guidance office for schedule changes. Also, the other part of this meant SCT re-creating the CNN footage from Hurricane Dennis when Anderson Cooper kept yelling "Get back, get back!" because as soon as that bell rang at 7:50, it was SCT yelling for me and two other teachers to get out of the way quickly as a hoarde of students came running through. Small world though, as one of the teachers that stood with us at the time is the son of one of my father's former co-workers.
High school's time went easily, except there were a couple of upperclassmen who sat in the back and kept talking. SCT kept going, however, they were finally getting so loud that I went into the back and stood right behind them. The students didn't quite know I was there at the moment, so I crinkled a piece of paper within earshot of them and as soon as I did that, they stopped talking. However, I now know what group of students to watch for in rehearsals.
The eighth grade band is so far my favorite group to work with though. SCT introduced me to them and they gave me a huge round of applause; maybe I'm going for the wrong grade level. SCT even mentioned that the middle school band teacher (ECT from here forth) was in a phenomenal mood. The only real problem came when we were taking attendence. SCT needed to ask what instruments each student played so we could figure out instrumentation. Well, there is a boy who plays flute in that band, and when he said he was a flutist, five male percussionists started mocking him. I then said "I don't know why you're teasing him, I think it's cool. Do you know how many professional flute players are men? Lots." They stopped talking instantly and I immediately earned the respect of most of the band. The rest of the rehearsal was spent assigning lockers and watching the students. I got a chance to talk to that boy flute player again, and he's latched on to me now like a puppy. It's cute and I can tell that he probably has a small crush on me now, but also really annoying, because I still like my personal space. Oh well.
One other thing. How many people does it take to put together a set of marching quads? So far, two band teachers, and the school's head engineer. Three. The drums came without good directions to put them together, so we've been trying to figure out how to attach these brackets to the holder. Well, the brackets don't attach to the holder, they attach to the drums and go between them. Three brackets, four drums, and three people thought for the entire week until today that we were missing parts.
Really good day overall, looking forward to tomorrow.
