Mistakes and Other Updates

I know I said that I wanted to keep this blog positive because it's so hard to see past what we perceive as "bad" things in our lives, but I've been saving up these things to post.  Below is my list of mistakes I made so I won't do it again and neither will you!


Make sure you check all of your school-owned instruments before letting kids play them. 

I feel dumb even typing this for public consumption.  I stupidly assumed that instruments were left in working order in the summer before I was hired.  False.  I found a bari sax mouthpiece that looked like this...

I also found a baritone whose valves were so stuck that no amount of my work could get them loose and a different bari sax that was missing a spring and a key guard on the low C key.  

Don't assume that your students know anything in your first year.

...especially the older they are when you start.  I know that the elementary band director who has them for two years before they come to the middle school teaches them appropriate terminology but a lot of 8th graders claim that they have never heard of dynamics, articulation, or the difference between B-flat and B-natural.  If I had a nickle for every time I had either of these two conversations in a band lesson - "What do we call louds and softs in music?" silence... "It rhymes with sch-my-namics?" silence... Or "What note does the E-flat scale start on?" with the response "E?", I would have a lot of nickles.  I just have to keep the faith that the 6th graders who will have me for three years will be brilliant!

Remember that the winter concert comes way too soon, especially due to how many days school is not in session in November.

I thought that December was so far away and that as long as I picked easy-ish music we could do 3 pieces for both the 6th Grade Band and 7th & 8th Grade Band. False.  Each band is doing 2 pieces and I'm on edge that it's not going to sound like anything but a hot mess.  I even had to cut out the B section from one of the 6th Grade Band pieces which makes me sad but was a necessary move.  In my district and many in NJ, the kids get off an entire week in the beginning of November - 2 days for the NJ Educators Association convention, in-services for 2 days, and that Wednesday is off as well because it would be dumb to have one day of school.  We also had 4 half days that make our normal 15 minutes of rehearsal time cut down to approximately 2 (aka I attempt to have the kids come early but they all forget and less than half the band is there).  Then there's Thanksgiving and Black Friday...then December 11th happens.  In comparison, the spring concert will be a breeze in terms of prep time.  Also in my defense, I didn't know the kids and that plus the above assumptions put us behind the 8-ball.

So those are my three big oopsies thus far.  In other world news, my musical went really well! There are many things that I will do differently next year, but for my first time doing a musical (I'm totally not counting the 3-5th grade musical I did last year because there were no scene changes, no blocking, and the dances were confined to stepping in place and moving arms) it went well.  My choreography was surprisingly not bad, the staging worked, and the kids had good diction and sang at a healthy volume.  I'm already looking forward to next year and so are the kids, so that's a sign I did something right! For now, I will enjoy being home at a reasonable hour and not being stressed constantly...that is to say I won't be stressed unless I think about my concert. : )

To close, I want to repost a status I wrote about 2 weeks ago.  

I remember junior year when I thought I was on the struggle bus during student teaching. Then senior year was super stressful and my first year of teaching was so busy and I felt unprepared for life. Comparatively those things seem like nothing to how busy and stressed I have been this year. But through everything, I've survived! It puts things in perspective when you think back on what (at the time) were the "hardest" moments of your life and see that now you're doing way more and kicking butt doing it. Exhausted but grateful.

Stress Management

I've always thought of myself as an organized person who can handle stressful and hectic times through the powers of organization.  However in this, my first full year of full-time teaching, I've been having a lot more issues with stress than ever before.   I have so much to do and I feel like no matter how much I get done in one day, there's always more - always another lesson plan to type, always another chair to move, always another scene to block, always a score to study, always grades to input, always another lesson to teach.  In college as a music major, I took pride in the fact that I could run my life ahead of schedule based around my concert and rehearsal obligations.  For some reason I thought I would be prepared for everything that goes along with being the only music teacher in a school and blocking/choreographing/teaching the music for a musical that goes up in November, but alas, that has not been the case no matter how many to-do lists I make.

Last Friday, I literally felt sick during school.  I was cold, I had a headache, and I felt nauseous all day (thank goodness it was sweatshirt/sweatpant day).  I couldn't figure out why, and my occasionally-wise husband said it might have been stress related.  We were supposed to have some close friends over that night and after working choreography at musical rehearsal, I felt no better than I did all day.  As soon as my sister-in-law came over, followed shortly by the rest of our little gathering, I started to feel better.  I knew in the back of my mind that I should be writing plans, choreographing, doing anything but sitting, talking, and eating pizza. I try to relax on the weekends but what usually happens is I kill a whole day with relaxation then get stressed the next day with getting in two days of work into one.  After my Friday night party, I went into the city on Saturday but got my work done in the early afternoon and a little more when I got home.  That mix of work and play didn't make me feel stressed!  The trouble is that it's so hard to rationalize "me time" when the pile of work is over your head.  As I've mentioned before, in college I lived with 5 of my best friends and there was always someone to talk to.  Maybe I was distracted and not quite efficient when writing plans and papers in front of Jeopardy and The Simpsons every night while chatting about nothing with my roomies, but it was that perfect mix of relaxation and work.  

So what else was it that made my college stress so different than this real world stress? My now-two-times-wise husband asked me how I used to blow off steam in college and I said practicing and hanging out with friends.  I took 20 minutes during my precious prep time on Monday to practice in my office and I felt much better for the rest of the day! I started thinking about what made me de-stress last year (not necessarily in college) when I wasn't as frazzled and consistent gym time was a huge part of my life.  I haven't made time for myself to practice, let alone work out for more than maybe a mile run here or there, so I re-joined the gym.  It's great to sit on a stationary bike and let the mind wander.  Again, it is always hard for me to turn off the "I could totally be grading general music projects right now!" alerts in my brain but focusing on my breathing and reading the closed captions on the TV for that half hour is amazing.  

I really hate not feeling in control of aspects of my life. As much as I've always wanted a job where it's me doing band, chorus, general music, and the musical after school and a private studio, having all the control in that sense isn't all it's cracked up to be. I thought that after 2 months, I'd have my act together but I've been swimming up stream all year.  It's really only going to get easier after Thanksgiving but until then, I have to keep finding little moments of "me time" whether it be mindlessly riding a bike at the gym or focusing on an etude.  Even finding time to do a post like this is hard but therapeutic.  

My work will get done and it will be fine...repeat until Thanksgiving. 

My Many Hats

Howdy! Sorry - I'm watching The Voice and a country singer just performed. So things have been crazy since day one! I'm working on the musical (Wizard of Oz, Young Performers' Edition) and band and chorus rehearsals started this week.  I'm excited to be out of the logistics phase and into the actually doing phase.  Speaking of logistics, I'm so very thankful for my parents being music teachers because they were able to help me with my rotating lesson schedule.  As I consistently ask my parents and colleagues for advice and help, I'm always thinking back to what my dad told me once - that he probably shouldn't have been paid for his first year of teaching (okay make that first year of full-time, permanent job teaching). I feel like I'm depending on others a lot, but when it really comes down to it, I am the one doing the teaching.  All the good advice in the world might not make an okay teacher a great teacher so it really is up to me, but it's hard to feel like I know what's going on when...well when I don't.  I had my first informal observation yesterday and the post-observation meeting today.  My supervisor only had 2 main critiques for me and neither had to do with my content and rapport so I'm happy! I guess I'm doing okay, but I'll keep worrying anyway. : )

I've been thinking about the roles that a music teacher plays in a school and in my school, I'm the music teacher.  I wear many hats just like the President does (which I learned in 8th grade history). 

I've been working as a salesman trying to sell kids on staying in band which is difficult in middle school for a bunch of reasons.  Based on what my kids have been telling me, issues rise from the fact that they have their first opportunity to do sports, they feel more academic pressure, and they have more freedom to make their own decision (in cases where their parents were encouraging/forcing them to be in band).  Luckily, almost all of the 6th graders have decided to continue so I'll have a core group of kids that will be "mine" for three years.  

As for chorus, I have a lot of recruiting to do; chorus doesn't always have the same loyalty year to year as a band does, so I have to make sure that I am that thing that kids want to come back to year after year.  I've been going into the lunch periods and talking to the kids every few days.  My numbers from the interest meeting for chorus were small but the kids were all excited.  I'm trying a recruiting strategy that I'll report back on next week.  Rather than having a sign up day and capping the roster at whoever came on that one day, I decided to use those interested students as salesmen (peer pressure FTW). At the interest meeting and pitched how chorus would feature a pop song each concert. I announced that the 6th graders are doing "Count on Me" by Bruno Mars and the 7th and 8th graders are doing "Firework" by Katy Perry which went over really well.  We discussed how even though our rehearsals are short (only about 15 minutes once they all come down to the room) we'll be able to have a big reward with the small time commitment. A big selling point is that I have band and chorus rehearsals during the 20 minute homeroom once a week which allows my sports kids and students with PM commitments outside of school to not be conflicted. From my point of view, it's not a selling point but a drawback to have that little time, but to the kids it's great.  So after I hyped up the program, I asked the students that were there to talk about chorus to their friends and classmates. The deal is that the first rehearsal is open to anyone who wants to come. After 10 minutes working with me and playing singing games, I'll ask the students to decide to sign up or not. Not every kid might be sold on doing chorus especially if they were strong-armed into doing it by a friend, but I'm hedging my bet that they'll have fun with me and want to see me again. Cocky? Maybe. But I think I'm fun so hopefully kids who are on the fence about chorus will think so too and stick around! I'm also going to let kids sign up after the Christmas concert once they have a chance to hear the chorus in action. 

We'll see if I'm any good at selling my program and revving up passion for music! As I said, I'll report back about my end chorus numbers, but for now cross your fingers for me!

Adapting the Learnings from Year One: Assessing My Knowledge

One of my college roommates wrote a lot of academic papers during undergrad and grad school and it seemed like his profound and insightful writing always had a title with a colon in it.  I figured it might add credibility to my blog if I tried it too.

anyway...

My district has a comprehensive induction (new teacher) program that takes us through our first 4 years in the district - aka until we get tenure.  We attend monthly meetings about best practices, technology, the new evaluation model, etc.  The program started with 2 days of meetings for the 25 newly hired teachers - a lot for a little district! During these meetings, I went between feeling lucky that I knew a lot of the information already and feeling lost and overwhelmed.  I've been reflecting on that as I prepare for the students to come to school tomorrow and I think it's revealed interesting things worth sharing.  Hopefully you, my loyal readers, can get something from this post as well.  

While we were hearing an overview of the new observation and evaluation model (which hasn't been used in the district yet so the administrators have questions about it too), I felt like I had a pretty good grasp on it and wasn't stressed out like some of my colleagues.  Maybe it's because I already heard all of the freaking out in my last district? But when it was time to discuss curriculum, that's when my anxiety started to come into play.  I have no set curriculum for any of my classes which is definitely a blessing and a curse.  Blessing - I get to pick what I do every step of the way in my general music class and in ensembles.  Curse - I have to figure out everything for my general music class soon! This mixture of questioning and confidence (actually "Questioning and Confidence" would have made a good blog title...) kind of makes me feel good.  As a musician, I am inherently critical of myself because I've had to be for my entire musical life - always pushing myself to be better.  That striving for excellence can sometimes make me feel like I'm not succeeding as a teacher/performer...but that feeling lets me know in my heart that I am working and I do care, regardless of how my head perceives it.  When you worry about something it shows you care, so always worry about teaching.

In my first year I learned practical things, like how to use Genesis (an online database where we submit grades, attendance, and starting in January will also host our lesson plans), but I still need to work on figuring out grading schemes.  Being that I don't know exactly what my general music class will look like until I do a start of year assessment with the kids, I can't tell what the grading breakdown will be.  Grading is something that is always challenging, from what I'm gathering.  There are always rubrics to be written (which I actually think is fun) and always new methods of assessment to try out that will shape how grading is done and calculated. I only had to figure out a couple of my own assignments in my last position, but that was basically deciding what category of the already-in-place grading scheme to put them.  So I guess nothing in undergrad can really fully prepare you for the first year of having to hash that all out yourself from stratch.  

And now I will shortly sum up some of the other things I learned versus what still has a floating question mark above my head.

:) - confidence with kids

:/ - confindence when presenting and defending my pullout lesson schedule (more on this later, as it will be a pervasive issue in my first month)

:) - confidence planning

:/ - what am I teaching them?!

:) - picking pieces for band

:/ - picking pieces for a band I know nothing about

:) - teaching chorus

:/ - the changing male voice!!

:) - I know I have resources in my parents, friends, and colleagues

:/ - There's nothing that will make me question that fact - I just have to swallow my pride and not be afraid to ask!

I've been "inside my head" about these things so much lately that I'm excited to jump in with kids.  Soon I won't be able to stress about finding out what the kids know and I'll get into the real nitty gritty planning stages.  I'm excited to meet my students and work on a relationship with the staff because I'm not sure I got off on a good foot with my colleagues today. Let me just say as a cautionary phrase to anyone in any job - be cognizant of being "that guy" who is super resistant to change. In schools, we collaborate for greater student learning and with collaboration comes compromise.  Keep your mind open when someone pitches an idea and remember that not every new thing is scary, not every new thing is permanent, and not every new thing is going to mess up your good old thing. 

Here's to a new school year with new students and new problems (but good problems!) Keep on worrying, teacher friends.  

First Date...

with my room!

Today I went in to the district offices to learn about the employee handbook, health benefit options, sign my temporary contract (till I get board approved in 2 weeks), blahblahblah. I was chatting with the other newly hired teachers and they were all talking about how happy they were to be able to get into their rooms to unload their homes of school things.  One of the teachers who is working at my school asked if I had been to the school or able to get into my room yet.  I said no, but I was so excited to even have a room, which confused my new colleagues because they didn't realize how much of a treat it is for a music teacher to have their own space.

After that meeting and grabbing a slice of pizza I went over to my school and got into my room! It's a beaut, if I do say so myself. I have an office with windows that look into the room, there's a practice room that is currently used as a storage room, a sink, an instrument storage room with lockers, a door to the outside world, and the usual chairs, stands, cabinets, bookshelves. There were so many drawers and cabinets to go through that I spent about a half an hour just looking opening and closing things and looking in folders and binders.  It was like Christmas! One thing that was peculiar was the lack of school flutes, clarinets, alto saxes, and trumpets.  I'll have to ask for loaners from the rental stores so I have extras to demo with and for when (not if) a student's instrument breaks. I also wish there was an overhead projector so I could show things on the screen from my computer, but I'll ask for that later. Everything else was well organized but I'm excited to have time to put things where I want them. It'll be fun to organize my own space! Yay!

I had a productive day by meeting with the teacher I'll be working with for the musical. Thank heavens for this woman! She's going to take care of all the fundraising, logistics, paperwork, stage crew, lighting, sets, costumes - literally everything except the music, blocking, and dancing.  She's been doing this part of the production for 6 years and can "do it asleep and with my eyes closed".  I also met with the elementary band director. We looked through what was left by the last teacher and discussed pretty much everything I had questions about...which was pretty much everything. Now I'm really excited to get cracking with reading and playing through the show materials, putting together my syllabus for the general music class, compiling my lists of band and chorus students, and signing my name 500 times on those forms I got today.  Exciteddddd!

PS: I'm noticing that in my tags, I never used positive things. I have "frustration," "difficult students"...all negative things.  I will now tag good things as "happy". :)

A New Chapter

Hello again, world!

Much has happened since my last post. I'm now a Mrs. (still getting used to that!) and more pertinent to this blog, yesterday morning I accepted a full-time non-maternity leave job!! I just got an email about signing paperwork on Wednesday and coming in for the new teacher meetings at the end of August so I'm not afraid about jinxing it as much as I was yesterday. 

So a little about the job. It's at the middle school in the district where I went to high school. I never attended this middle school because my hometown has a Pre-K - 8 school district then we get bussed to this district for high school. Anyway, I will be teaching the 6th grade general music cycle during which I will get to teach every 6th grader for one marking period (quarter) and be the 6-8th grade band and chorus teacher.  I'm also directing the school musical that goes up in the end of November (aka super soon in terms of production/rehearsal time).  

I have always had my eye on this position and used to describe it to people when they asked about what my "perfect job" situation would be because of the blend of band and vocal music. The 6th grade general music component is awesome and I'm excited to be able to reach all of those students. Another cool thing about the band part of this  my job is that I get to work with my high school band director and the elementary band director who I knew from high school pep band and from playing shows/gigs with him.  I have so much respect for the work that the two of them do and I'm honored to be able to be a part of the system. Now time to make lesson groups, schedule band and those lessons, plan rep for all ensembles, pick a musical, and much much much more. 

Just on a side note, I believe that everthing happens for a reason but it was so bleeping hard to do that when I was taking interviews and hearing nothing. But given what you just read above about my history with and passion for this position, I think it's pretty hard to not think that in some way, shape, or form I was supposed to end up in this job at some point. Thank God I have a job - especially this one!

End.

Hello from the same place where I was when I started this blog - the lovely world of unemployment. Well, that was a moderately pessimistic way to start this post. Anyway here's the scoop. 

Monday was the last day with the kids.  I went to school for just a few hours on Tuesday to sign out and then I went back to my old home school (from when I was doing the part-time gig) to return a book and say hi to my old friends. After student teaching was over, I was really emotional - maybe because it was the end of my first time really teaching in a school and maybe because I had just conducted my first concert which made me realize that teaching was what I was meant to do and I was good at it... Regardless, I knew that there was a chance I'd be emotional on Monday saying bye to the kids but I really wasn't; I was more sad about leaving the colleagues I had grown so close to and about the fact that I don't know where I'm teaching next year. 

I have a few leads about what jobs will be open in the future but only have 1 active application out at the moment. I've had 3 interviews so far and from what I've heard, most districts won't start interviewing again until the middle/end of July. Guess what else is happening in the middle/end of July? My wedding and honeymoon! Sigh/yay. I've had to put in the final paragraph of my cover letter that I'm unavailable for contact between July 20 and 29th and I really hope that it doesn't deter employers from calling me. If not, maybe I can sue for discrimination? I'll work on it. 

I guess I should have some kind of summary of how I felt this year of teaching and what I've learned. Well I already did that kind of thing for my general music gig and I feel like I've already been keeping up with what I've learned in the band gig, but here goes. Alls I really knows is I'm a good teacher and I want nothing else in the world than to teach. I also stand by the fact that if you have good rapport with the kids and stay true to your personality at any age level they will work with you.  Being real with kids helps them achieve more so why not be yourself? Yeah I guess those are my nuggets of wisdom from junior high band. 

Here's hoping I'll report back soon with a job.

Blah

Two posts in one week? Crazy, I know. SPOILERS: If you want to know the theme of this blog, just take a sec and look at the tags at the bottom. 

Yeah.

I've been thinking a lot about what the future holds and why it's so upsetting to me that I might not have a job next year.  I ended my last post with this semi-optimistic statement - "But at least my fiance has a job and at least I can leave this position knowing that I did a good job in the time I was there."  Well I think that the problem with that statement is that I can't just leave my current position with the confidence and knowledge that comes with being told my multiple people that you do a good job. (That last sentence sounded cocky. Whatever.) I think it's in the human condition to want to be better and to improve as much as possible. If I was not "in to" teaching, hated it, or was doing a bad job then maybe I wouldn't get sick at the thought of not teaching. However I know I'm pretty good at teaching and this year has shown me that I was meant to teach.  The money stuff will sort itself out because based on the budget my fiance and I did, we can survive on his salary alone.  That's great for the future if I want to stay home with kids (way down the road) or in case something happens and I can't work, but right now I actually want to work.  It's really hard to stay positive and keep my situation in perspective with the "everything happens for a reason attitude" that I usually have but I have to stay focused on the day-to-day things I can control such as finishing writing my class final and learning to use a Scantron machine (which I'm actually really excited about). Still...about once a day I get a terrible sinking feeling that I'll be unemployed which doesn't help mitigate the stresses of moving and getting married. This is going to sound either nerdy or lame or whatever, but all I've ever wanted to do - minus when I was a in elementary school and wanted to be a comedian - is teach music.  Teaching music is my dream job.  Even on the worst days when the kids are being difficult, I still end that class knowing that this is what I want to do.  I think the other thing that is frustrating is that many job interviews might not happen until July (please...not during my honeymoon pleeeeeease) so there's no telling when this poopy feeling will end.  

So that's where I'm at - just trying to stay above the blah feeling.  

An update

Well, May came and went and I didn't blog. I think about blogging...then I don't because nothing interesting is going on. I guess now that it's June and my year is drawing to a close, I may as well sum up what's been going on. We just had a pops concert that was organized mostly by the orchestra teacher which included the 2 jazz bands and some members of the chorus.  It was a great concert and lots of fun - I got to play snare drum and hi-hat for a couple of the orchestra pieces! I also co-arranged the grand finale (Gangnam Style) with the orchestra teacher which featured the jazz bands, orchestra, a Korean student doing the rap, and dancers! 

After the concert back in April, I began a strange new journey into figuring out what the heck to teach the kids for the rest of the year. Being that this is the first year the 8th and 9th grade band kids are separated and being taught by 2 people, I got to figure out how much of the composition project that the other teacher traditionally does I would use and how much I would come up with on my own. I spent about 2 weeks doing sight reading and teaching the kids about phrase structure, doing improvisation exercises, working on ear training (more on that in a later post), one listening assignment, and a little theory as we went for the kids to understand the details of what I was teaching a little better.  After that I decided I wanted to teach them about compositional techniques such as theme and variation and assigned a theme and variation assignment - to write 2 variations on Hot Cross Buns.  I had a lot of fun writing the rubric for the composition assignment because that really forced me to realize my end goals for the students. Probably in real life, you're supposed to come up with firm objectives and then do the rubric, but it was sort of a hand-in-hand thing. I mean, I knew that the kids needed to have an understanding of how to write a manuscript so I borrowed (and was sure to credit) the 9th grade band director's rubric about correct number of beats per measure, if the key, clef, and time signature were in the correct order and were there, musical terms were spelled correctly, etc. I used that for 50/100 points then wrote the next 50 points of rubric.  It was hard for me to quantify "musical creativity" which was a main part of what I hoped the students would get out of the project so I came up with categories such as using more than 2 elements of variation for full points (changing rhythm, adding pitches, changing the time signature, altering the octave of the theme, adding in new sounds like clapping or trills) and making sure there was variation between variations.  So far as I'm grading the variations, all the kids have been getting good scores and some of them wrote great stuff! 

Besides the compositions, the students had etude testing (which is happening now) and also had a chamber group project.  That chamber project had another cool rubric that emphasized that a chamber group of any size needs to have communication, have well-thought out positioning, leaders, agree on style, basically all the stuff that college musicians still work on in chamber music. I hadn't conducted a full-group-reading-a-piece-type rehearsal in a long time until we were working on 3/8 and 6/8 this past week. Now I have to finish compiling the info for the written final and the review sheets and grade all the playing tests. Woooo! Busy busy push till the end of the year. 

It's bittersweet for sure that the end of the year is coming because I don't know if I'll have a job next year and real life approaches with rent, Internet, phone, TV, life insurance, health insurance, car payments, food, furniture, and all the other stuff that comes with moving out and on my own. And oh right, I'm getting married next month. But at least my fiance has a job and at least I can leave this position knowing that I did a good job in the time I was there. 

Almost Everything I Know About Interviewing

Over the last year, I have been getting calls for a lot of interviews. Along the way I have learned some things that I want to share so hopefully you, my loyal readers, will get the upper hand in an interview someday.

be you

I know I've mentioned this before, but it's worth repeating that I was super confident about finding an a sweet band job coming out of college.  Even when I was in an interview for a job I didn't feel confident about, I brought personal confidence to the room to send those vibes into the world! I still do that now as a teacher with experience who is again on the hunt.  I always aim to be myself in the classroom and I feel that an interview is really no time to be fake.  In one interview, a member of the panel said they were interviewing 17 people including me so in a situation like that, it is important to be yourself and be distinctive.  Anyone who knows me knows that I am very outgoing, like to joke around, and that my conversations are usually very animated.  This has worked well in most of my interviews because it helps start a dialogue between the panel and me.  However, in one interview I made a joke and none of the four panel members smiled or anything. Let's be honest - I'm used to blank stares from my peers, students, family, cats, when I tell a joke but not even a courtesy laugh?! Then it happened again with something that I didn't mean to be funny but came out wrong. It was very disconcerting because I didn't know if I was blowing my chance with my personality.  I put it in the back of my mind and continued to be confident in myself and how I was acting.  I asked my dad about it later and he said something I had never heard before - in some districts, there is a policy that you keep the interviewing climate consistent for all candidates.  That means no deriving from the questions on the interview sheet (which is something that many districts use) and no additional encouragement to or interaction with the candidate.  When I looked at the interview through that lens after the fact, I do remember seeing them relax and smile just before I played at the very end...but that didn't do me much good when I was concerned during the questioning.

be prepared 

For anyone who's ever taken a musical theater audition, you'll know you have to bring 16-32 bars to sing. Well for interviews, 2 minutes seems to be the magic number of time you are given to play.  Honestly, I spent the more time deciding on a piece to play for my interviews than I did preparing in any other way.  Make sure you know where that time puts you in the piece so you aren't caught with someone on the panel trying to stop you.  I have started introducing the piece by saying "I will now play you the first 1 minute 47 seconds of ____ by ____" so they know you know the parameters. Usually I was asked to play before the speaking started but in one interview I played at the end, so I had to do my water drinking ritual during the questioning portion as nonchalantly as possible. That being said, make sure it's something you can nail with minimal warm-up.  One district asked specifically for an example that shows your personal musicianship, so for me that meant tone and not something flashy.  I used that same pretty piece for all of the interviews.

You need to be prepared for questions that you might think are awkward.  One time I was asked what I thought of a colleague and that's a sliiiiippery slope (and it probably wasn't an ethical question to ask).  Now I know there's no way to prepare for that, but I also know that I should always spin questions to either show the panel what I know or say "I'm not sure but I know where to look".  I said something about how I respect their years of work and the consistency of their ensembles, but my teaching style is different in XYZ ways.  I turned it into something about me rather than getting myself into trouble by either loving or hating that person.  

I've been asked questions about movement in the general music classroom, my philosophy of music education, how I would handle specific classroom management situations and parent emails, how I would recruit for vocal and instrumental ensembles, and about fingerings and other pedagogy questions to name a bunch. One thing that no panel (oh and by the way, not all interviews are with a panel - many were one or two people) asked me about were specific grade 3 - 3.5 pieces to perform with a high school band.  Obviously I've taken enough methods courses to know appropriate pieces for each grade level - I mean for goodness sakes, I took an entire class on it and have pages and pages of this information in a binder at home! It just wasn't something that was on the tip of my tongue.  I'm in grade 2.5 sight reading mode right now...not that that's a reason to flounder on an answer but that question wasn't even on my radar.  I was talking to a colleague after the fact about how I felt like this was the weakest part of the interview and she recommended making a repertoire list for each interview.  It's a brilliant idea! Going on a beginning band interview? Make a list of 5-10 beginning band pieces for the first year.  A high school band gig but you're not sure about the ability of the students? Bring a list of a few pieces grades 2.5-4 that could sound good with a typical high school band instrumentation.  That's one of those items that will look great when you say "Well this is the list I made of pieces I like for this level".  It's one more thing to make you stand out and one more piece of information to not have to remember on the spot. I'm definitely doing this for my next interview and I'll post about how it goes!

okay two more things

1. make a list of when the postings of the jobs you applied for close so you know if you can be disappointed about not getting a call or holding on to your phone waiting for it to ring or doing both

2. check job websites daily and sort them by date because looking through 10 pages of jobs is annoying 

Looking back on this (almost done!) first year of teaching, I'm happy that my experiences have unfolded how they have; I love the diversity that I've had in my two jobs this year and I love the friendships and experiences that have come with my positions.  I'm happy that I ended up having lots of interviews and I'm happy that I am still interviewing.  I hope that these tips helped!  May the odds be ever in your favor. 

PS: Sorry you now have the music of The Lion King in your head. My B.

Concerts and Being Let Go

I would like to preface this post by saying that I haven't gotten stress pimples in a long time...until now. But it was worth it. Please do read on, now that the hygiene comments are out of the way.

night of jazz

As I mentioned in my last post, on April 3rd there was a district-wide Night of Jazz which my jazz lab ensemble was part of.  There was very little time for the band on stage, but we were able to run every piece and check balance.  When it was finally time to line up to get on stage for the performance, I had the students in the hallway outside the stage door.  I had never been so frustrated at students ever (until the next Tuesday...more on that in the next section). I calmly asked them to be quiet because there was only a stage door separating them from the audience. Nope. Didn't work.  So then I went to whisper-yelling because it has always been an effective way to strike fear in my heart. I said something along the lines of "I know that your prefrontal cortex is not fully formed yet and it's difficult for you to decide what's right and wrong and what you should or shouldn't do, but right now you should be quiet."  That stifled their conversation for about one minute, then when they stopped concentrating on the fact that they didn't know what a prefrontal cortext was, it was back to normal.  I don't like yelling; I have a really loud voice but I don't like having to use it (remember this for the next paragraph). The overall logistics of the Night of Jazz went smoothly.  5 groups performed and it was only about 2 hours.  All of the kids played really well, especially considering it was the week after spring break!

junior high school spring concert

Our Spring Concert was exactly a week after the jazz concert- April 10th. The two sections of the  8th grade band (and the two sections of 9th grade band but those aren't my students) don't get to meet as a whole until the week of the concert.  My combined rehearsal was scheduled for the day before the concert - Tuesday April 9 - and I was looking forward to hearing the whole 110 piece band together for the first time.  We had 2 periods - about 80 minutes - to work on the pieces, talk logistics for the night of the concert, and to run everything.  I expected to feel uplifted and optimistic after those 80 minutes. Instead, after the kids left I silently stared at my computer screen for a good 5 minutes, contemplating whether or not to cry and just generally thinking "clakdfmspoidfupigjlkj". Three things that didn't help my classroom management efforts were a) it was the first hot day of the year and all the kids were wearing shorts, thus making their brains think "Summer! No more focusing!" b) it was about 90 degrees in the band room c) the kids were excited to see their friends from the other class.  I had to raise my voice and be the "bad guy" way more than I wanted to be. I always like to feel like I'm honest and acting like myself when I'm in front of kids; students of any age can see through you if you're being phony so I strive to have a good relationship with my pupils.  I didn't feel like me when I was yelling and being so stern.  Thank goodness the other band director was in the room to help quiet kids down, get them extra copies of music, and take care of the 3 suddenly broken instruments.  When it was all said and done, I felt bad for treating the kids how I did and felt like I was an ineffective teacher for those 80 minutes.   
On the night of the concert, I had the 8th graders report to the lunch room 45 minutes before the concert started.  It takes waaaay longer to tune 110 kids than one would think, especially when they can't hear you announce that it's time to tune because there are also 90some ninth graders in the same space also playing and talking. My supervisor got me a microphone so the kiddos could hear me a little better, which was really helpful.  The students played very well and I was way more relaxed for this concert than I was for the jazz band concert and way way more relaxed than I was for my one piece when I was student teaching.  The 9th grade percussion ensemble also played really well for me.  I was very happy when it was all over.  

getting my sixty day notice

So going back to how I felt terrible after my rehearsal on Tuesday...I took the time that day to make concert reflection sheets for the kids to do when I would be absent on Thursday for an interview (more on that in a future post).  I left the band room to make photocopies of the reflection sheet and of course half-way through, the photocopier was convinced it was jammed although there was no jam, so I was gone longer than I expected.  That didn't help my daily upset-ed-ness level.  When I got back to the band room, I felt like having no human interaction. However, that plan was thwarted by the fact that the principal was in the room aaaand he was there to see me.  He wanted to go into my office to chat. Great - he must have heard that I yelled at one student in front of everyone and now I'm in trouble. The conversation went something like this. "Am I in trouble?" "No!" "Oh good!" "But I'm here to give you your sixty day notice." "...lolwat?"  

When you're in a leave replacement position, the district has to let you know that you won't be returning with the same contract, so they give you your 60 days.  However, when one has had a trying day and feels that one is an inadequate teacher, one does not want to hear "here's your sixty days!" It's kinda funny in retrospect.  

Overall, I feel good about the concert! I look forward to the rest of the year when we get to work on improvisation, composition, and small ensemble pieces.  

"Ms. Teacher-lady?" Who? Me?

Tomorrow I have my first concert! It's the district's Night of Jazz.  The jazz band from the 6th and 7th grade school, my jazz band, the auditioned jazz band from my school, and the high school jazz band will all play before a college band plays.  I really should have said "my" jazz band; I saw them twice and pretty much just polished what was already taught.  It's going to be a great night for the kids 6-12 to see not only their peers play, but to see a highly advanced band.  The only downside is that I haven't been able to rehearse with my kids since before spring break...so here's hoping the sound check doesn't spell disaster!

Okay, so now to explain the title of this post. It's been great having my own band classes and not really having to answer to anyone.  I have two veteran teachers that I share the room with so when I have questions, the answers are easily within reach.  Maybe that's why I never feel like I'm clueless like I did when I was doing general music. I love having preps, an office with a desk, a computer that I'm always logged in on.  I feel great.  Somehow, though, all these thinsg don't make me feel like I'm a grown-up.  Yeah, I have authority in the school to call kids out in the hallway when I'm on duty or to discipline kids in my class.  Yes, I'm getting paid to do what I have worked pretty much my whole life to accomplish. But it was a funny moment when my dad told me he'd be coming to my school to visit.  

My dad is the acting supervisor of fine arts in a school district now (he's supposed to be retired!). The high school in his district is creating a band room out of what used to be a big storage room, so my dad and the high school band director are going to visit band rooms that would serve as a good model when they design the space.  The instrumental music room at my school used to be the cafeteria (the lunch service windows are still on one wall to prove it).  Since it's a re-purposed space like what they'll have in my dad's district, he'll be coming to look at it tomorrow. Last night, my dad told me about when he'd be visiting and I said that he should email the other band director and tell him.  My dad goes "Why do I have to email someone else? You're the teacher!" 

Woah.

Yeah, I am the teacher.  I already said I do understand that.  But somehow those things didn't equal me being able to make a decision like approving a visitor to come scope out the room. I guess this whole being an adult thing is an on-going identity growth issue.  

The Score After 2 Innings

I'm a little excited for baseball season - can ya tell?!

So I survived the first 2 days at the new job! I love it! Doing rehearsals, small group lessons, lesson plans, etc. has been so intuitive for me.  Being up on the podium (or down off the podium which I did a lot of today) is so easy and planning time has greatly decreased because this is my comfort zone.  I love having an office all to myself. I don't have to go outside the building all day. People know who I am. It's like a whole new world! I also really like how the instrumental music department is set up in this school. The old cafeteria was turned into the band room (we still have the lunch windows behind cabinets to prove it!) so it's large enough for part of the room to be set up for the orchestra and half for the band day.  There are two overhead projectors, 2 computers, 2 whiteboards. The schedule is such that the orchestra has rehearsals when the two band directors are either on prep or have pullout lessons, which occur in the spacious (not being sarcastic, it's huge) instrument storage room. It's nice to always have kids in the room; there are only 20 minutes in the entire day when none of the 3 teachers are scheduled for anything. While the 9th grade band director teaches his band classes, I pull out his brass and percussion kids from rehearsal to do group lessons/percussion ensemble. He teaches his woodwinds by taking them out of their other classes.  The opposite is true for the 8th graders - he takes my woodwinds and percussion and I pull out my 8th grade brass from their classes.  It works nicely and we're very lucky to be able to have it scheduled that way. 

similarities and differences

I realized that it's almost 1 year to the day since I started student teaching. When you student teach, it's important to establish a good rapport with the kids. You should try to become a part of the program yet still make your own decisions and make your own personal statement.  Because I am coming into this job after the students have already established a routine with their other director, I feel almost like I did when I was student teaching...except now I get the whole 40 minutes to myself and don't have to share with my cooperating teacher! Haha.  I'm still trying to get to know the kids - by name and attitude equally. 8th grade is rough. So far, my take on it is that they act like kingergarteners most of the time but view themselves as hot stuff.  I had a discussion with one of my bands yesterday that ended in me calling them "boys and girls" and saying that I hoped I wouldn't have to treat them like the little kids I used to teach.  That class was great today, but the class that gave me no management issues (well few issues) was super chatty.  I mean it's probably because this is the week before spring break and I'm new and they're moody, but I need to figure out a way to get them to respect me a little more and act a little less like children. An obvious difference between student teaching and real life right now is that it's all me in front of the class. Logistics for the concert, getting info to the kids, making sure that everything is set for my ensemble, parent emails/interaction? Me. Thankfully I can ask lots of questions of my colleagues and the fact we share the room is great.  It's still daunting though that I have to write an email to a parent tomorrow. Also attendance and grading are things that have a new level of protocol that I have never dealt with; kids don't cut kindergarten general music like they might do in band and I only did 1 report card for the little ones. 

checking in on real life

Full-time pay checks are great and my bank account and I are looking forward to the first one. My sleeping, gym-ing, and eating schedules are all wonky now - partially because my job report time is now 7:15 when before it was noon (lol), and partially because I'm just beginning the 4th of 5 musicals I'm playing this musical season and that makes me sleepy. But as I mentioned in a status last week, I really can't complain about being tired when I spend all day doing what I love (aka music and eating). Oh and my wedding is in 4 months and my man and I are looking for places to live starting in June. WOAH. Look forward to more posts more frequently since I'm really into what I'm doing now!

Endings and Beginnings

In my last post, I mentioned that I had some good news to share, so here it is - I will be starting a new job on Monday! My part-time elementary general music job was only a year long leave replacement, so when I saw there was a maternity leave position posted for one of the band directors at the junior high school in my district, I applied. I ran it past my supervisor first, because I knew that it would create a problem if I got the job and he had to hire for my position.  He okayed it, I interviewed and got the job! I'm super excited because band is what I've always wanted to do.  Also, my resume looks sweet because I have K-1 general music experience and 8th grade band experience (not to mention that my position has me teaching brass and percussion lessons and not woodwinds which looks great for me as a flute player).  The other great thing about working in my district is that it has a great reputation in the state for academics, athletics, and the arts so administrators have heard of it when they see it on a resume.  Alsoooooo, the full-time pay for the last few months of the school year makes my bank account smile. 

end

It was bitter-sweet to have my last day at the elementaries today.  I've been prepping my kids for the last day since last week when it was all official that the new job was going through, but I don't think it really hit them that I wasn't coming back until today.  One class gave me an adorable card. 

I hope the kids are good for the new teacher and they don't think I did a bad job with them... Eh, but I know that I taught them well, so it's fine. 

Looking back over my first teaching job (woah), I learned a lot. I thought I'd have more things to post about with more lessons I've learned along the way to document and share.  Clearly that wasn't the case, but nevertheless I learned a lot of tips I want to share, as evidenced by the series of bullet points below:

•  it's okay to feel like you have no idea what's going on because once the kids come in the room, your planning kicks into gear and it works itself out
• you have to stick up for yourself and your classes, especially when you don't have your own teaching space
• be proactive and work to find available spaces in the building where you can teach
• always present a problem and a possible solution at the same time to an administrator
• "I know that it's difficult to find space for all the traveling teachers, but I noticed that this room is open during 2nd period. Can I use it to teach my music class on Mondays?"
• it takes WAY longer to write general music plans (okay maybe this is just me personally) than to plan for a band rehearsal or group lesson
• in the beginning of the year, familiarize yourself with delayed opening, half-day, early dismissal schedules
• aka make sure you have one that matches across multiple schools if you travel
• ask all of the questions, even if you think it's dumb
• ex: How do you draw a quarter rest and time signatures in elementary general?

beginning

I have two concerts coming up shortly after I start my new junior high  job - one the week after spring break and one the week after that. I'm excited to jump right in and go! I spent the day at the school yesterday so I could see the whole day of classes, lessons, duties, and the after school jazz band rehearsal.  I also was able to hear 3 out of the 4 pieces that the 8th grade band will be performing on their concert so I can plan what I'm doing next week.  The schedule is such that I will see the students every day for band - split into 2 sections of 8th grade band - so it will give me a good amount of time to continue to work on the circle of 5ths, rep, technique, etc. 

future

I already got a call for an interview for a permanent position for next September. Things are going well. I foresee having more to blog about from now on! Woo!

Wisdom from a Convention

I've been having trouble picking things to write about. I haven't come up with anything revolutionary for the kindergarten and first grade general music class, I don't have huge issues that I feel like I need to write about. I guess my job isn't all that interesting at the moment.  However, I recently went to the New Jersey Music Educators Association Convention and I jotted down a couple things I thought were worthy of posting.  Conventions are great because you get to do great networking, you can go to sessions that make you realize what you're doing right, and some sessions make you see what you should be doing.  

I want to focus on 3 aspects of my teaching that I found out I'm doing right and how I learned to tweak it a little bit for maximum effect.  

• it's important to have a game (even if it's not really a game but a movement exercise you say is a game)
• Learned to: give kids 5-9 seconds after playing each round of a game to laugh/talk/move before getting their attention back because the behavior problems don't happen in that in between time - they happen if that's your whole class
• I used to: get their attention and keep it quiet between rounds

• use time-saving assessment strategies
• Learned to: use call and response to assess if students are matching pitch, keeping a steady beat, playing instrument properly, etc
• Learned that: using checklists of yes/no options are valid assessments and are very quick
• I used to: overthink my assessments and worry that when I collected data in the above styles that it wasn't a valid method

• it's okay to use the same song/game/listening example week after week and year after year
• Learned to: introduce a song/game/listening example briefly one class and continue to expand upon it in the next few classes
• have students dance around the room to a piece one week, sit and listen while answering 2 questions the next, follow and active listening chart the next
• I used to: teach a game/concept/song in the same class then return to the game for fun over the next few classes or later in the year as an extra treat instead of continuing to teach using that song
• Learned to: teach aspects of a song in lower grades then expand on that from year to year because students don't get bored of things each year - they actually enjoy the familiarity of the songs and can reminisce year to year
• K) pat steady beat while listening 1) come up with a dance in small groups 2)  compose and write out a rhythmic ostinato to go with the song 3) write a story about/discuss mood 4) read and count rhythm of the melody 
• I used to: avoid using songs/listening examples in lower grades that are traditionally used in higher grades because I didn't want to step on the toes of the other teachers and so they wouldn't be bored of the songs

I hope that these main three things can help you think about your teaching as much as they did mine. Look forward to another post with some exciting news later this week!!

But All You Need is Faith...

...and hope will bring a brighter day. 
And every time you love
Let it lift someone else up." - Mae 

The above quote is from a song by one of my favorite bands, Mae.  It sums up something I've been thinking about a lot - faith.  Yes, faith is something we hear about a lot in a religious context, but it was a theme in the Presidential Inauguration and it has been on my mind in terms of faith in myself.  In most of my posts, I have been focused on reflecting on my specific situation as a music teacher in hopes of reaching out to others in my position or people who are embarking on a life as a music teacher.  In this post, the theme of faith is something that we all as humans can look to to help improve our outlook (robots/computers/non-humans need not continue reading).

If you went to college at any point and for any amount of time, realize that you were accepted because that institution had faith that you would continue the hard work you put in during high school.  If you were ever hired for a job, realize that you were hired because the employer saw something special in you and had faith that you would be able to fulfill the duties of the position.  When you were a child, the person that potty trained you believed that you would remember how to use indoor plumbing and had faith you would take this next step to growing up. Okay, that last one wasn't the best example, so let's go back to the second point - that you were hired because the employer saw something special in you and had faith you would be able to fulfill the duties of the position. 

It's hard when you aren't in your dream job - or maybe not in anything close to the dream job - to feel great about your work performance.  When any kind of doubt kicks in because of deadlines or because of trying to live up to the expectations of the position, it can bring down not only your mood but bring down those you work with.  If you continue to think about keeping the faith, treating the job as though you love it (even though you really might not!) and love the people you work with, it makes life a lot more enjoyable.  Not many people stay in one job forever so don't look at each day with dread but with faith that each and every work experience will add to either a) your hilarious "you can't make this stuff up" stories b) the thickness of your skin or c) the chances you'll get that job you really want in the future.  Choose your own adventure, my friends. But remember to keep the faith that you do have skills, that you will get a great job down the line, and maybe what looks bleak today will turn out to be great in the end! 

I hope that I remember the wise words of this post later...