This is week three, or the halfway point of summer school. I had been feeling that our glee class was way ahead of the game, until it became week three. Week three meant that we were halfway done and halfway to a concert. Naturally, I started to freak out a bit and cut down the program. 7 songs are more than enough for this group of young girls, and I'd rather have them feel comfortable and excited about this performance than freaking out because we had to cram for it. I think I did the right thing, because we will finish up memorizing by Monday or Tuesday, and will be able to start using the majority of every class time for dance practice from wednesday of next week on. We desperately need that time for dance, cause learning choreography takes a heckuva lot longer than learning a song, even when harmony is involved.
In order to finish up as much of the song-learning as possible, today was a signing-only day. I was feeling a little unprepared and overwhelmed for today because yesterday I went to my new place of work to do a bunch of paperwork, and was feeling slightly overwhelmed about some of my responsibilities for next year (more on that later). I really just wanted to be by myself last night and hunker down on some prep for glee, but didn't get as much done as I would've liked. I woke up often throughout the night and was feeling stressed (very different than feeling anxious for me). I got to school early and thought about every new idea or method I had read about in recent days that I wanted to try out, goals I wanted to accomplish, and teaching methods that had been successful. I tried my best to incorporate what I could, and soon enough the girls were in the classroom, which meant that it was time to get out of my head and get stuff done.
The day was insanely successful for a number of reasons. First of all, it's a two-part equation: I brought my best preparation to the table, and the girls brought their best focus. Without either, rehearsal wouldn't have been as successful as it had the potential to be on a day when both were present. Next, we learned two new songs, and they happened to really enjoy them both. Three, I gave out solos like free candy on Halloween, and everyone loves a little spotlight. I promised every girl a solo if she wanted one, and these two songs housed the bulk of those solos. Also, the girls are much more comfortable with their voices than on day one, so everyone is comfortable volunteering for a solo at this point. Finally, we had two songs to polish, and two to learn. The polishing went amazingly well! We did an activity comparing what makes a performance good, and what makes a performance great (in terms of our own preparation). The girls were concientious and adjusted appropriately. By the end, they sounded awesome! As for the two new songs, they were pretty simple - we only had to learn refrains, because the verses were solos. They also sat really well within the girls' tessitura (most beautiful singing range), so that didn't hurt either.
I will try to replicate today's success tomorrow by having challenging, but manageable tasks, concise, prepared ways to fix potential issues, and some higher-level questions to have the girls and grapple with in order to enhance performance quality.
What I can do better tomorrow: there are virtually no behavior issues in this class aside from the girls chatting a little too much when I go to work with a smaller group. For third through fifth grade girls in summer school, that's pretty darn good. Today I asked specific girls to please stop talking or to focus, but I think that I can go a step further tomorrow and fix the problem without words. I've found that when I just stop talking, the girls catch on pretty quickly and quiet down. I can also try simply moving girls around, especially since they aren't in order for choreography or anything when we rehearse singing alone. For example, I think that I could ask a chatty girl to stand in a new spot because I want to see more of her sunshiny face, and she would never know that I was fixing a behavioral issue, and the issue would then be resolved. The quicker and less distracting I can make my adjustments, the better.
When I went out to monitor the lunch area after class, I sat down at a table with my snack, and a handful of girls from the class rushed over to sit down with me. I'm not in this business for the approval of third grade girls, but it's really nice to know that your students enjoy your presence. What's even better is that all of the girls are super fun and great kids. It was nice to chat with them over lunch, and I enjoy that I'm getting to know them better every day. We have a girl coming in next week at the halfway point, and today one of the girls raised her hand in class, and asked how she was going to be able to learn all of these songs and dances in only three weeks. I responded by saying I wasn't sure, and it would be tough, but the more that her classmates could help her out and take her under their wings, the better off she would be. They immediately started to come up with creative ideas to help her out, like showing her dance steps at recess, or by having private sessions with her. What sweet, sweet girls! Kids are the best when you let them come up with their own ways to solve a problem.
Back to my school-year job. I found out that in order to supplement my music courseload, I'll most likely be teaching an honors 8th grade literature class, run in the format of a book club. There will be very few students, and we are free to explore books as in-depth as we like, since it is an honors class. How fun! I also found out that I might be teaching algebra, which isn't bad cause I like math and am open to new challenges as a young teacher, but I won't find out if I'm teaching it until near the beginning of the school year due to logistical issues. The preparation-freak in me worries about that, so I began to look up algebra curricula online. I will do what I need to in order to be full time, and if there's any time in my career that I'm open to trying something new, it's now. That being said, I just worry that I will have little time for band and orchestra (they re extra curriculars at school). I won't know until the school year begins, so I just hope that I have enough time to develop the music program, as that's what I'm most passionate about.
Finally, I want to end with a philosphical debate of sorts that I've had on my mind. I was reading this blog of an accomplished math educator, and he was discussing the problem with teachers who are super passionate and caring toward their students, but don't teach them the necessary skills they need to succeed. He said they give our profession a bad reputation. He is of the camp that teaching is just a job, and it's our job, as educators, to provide students with the necessary skills that they need to succeed, and if our students happen to be inspired, great, but that's not our primary job. I think that both sides have their merits - students are definitely more happy to come to class when they look forward to working with the teacher. However, there are many teachers out there who don't teach their subject(s) well. They rely on their friendly interactions with students to get by. On the flip side, there are great teachers who are not a joy to be around. I think they they deserve more respect as educators, for sure, but is that enough? What do you think? Is it possible to combine compassion and high standards, and still make time for yourself? I've had teachers at the Priory and at Ithaca who I believed managed to do so, and quite well, but it seems like no matter what, the balance can always be refined. I'm definitely interested to know what anyone reading this blog, whether I know you or not, thinks about this issue of balancing standards, compassion, and personal time.
In another area of my life, I wonder about the balance I am achieving as a human being. I have friends who establish themselves in the public eye as more on the professional side, and friends who are more social butterflies. The thing is, both groups of friends are comparably capable, and in private settings, are just as friendly. Some people just prefer to establish themselves as more reserved and more professional, while others prefer to establish themselves as more outgoing and social. I'm not sure where I lie on this continuum, and I'm not sure if I'm always satisfied with where I lie. I try to be as friendly as possible, but I, just as much as most people, enjoy a great reputation. I don't think that anything I've been doing has explicitly not been working, as i have a great group of friends and have received high-quality feedback regarding my work, but I always wonder if I should be more friendly, or more professional, in certain situations. For instance, does the fact that I try to like many of my friends Facebook posts make me seem too eager? Or does it come across as supportive? Is being a little more exclusive with something like that elitist, or does it make me appear to be more professional, reserving my opinion for the occasions that truly deserve my praise?
I always try to air on the side of kindness, as I believe that's what connects us all as human beings, but what should be done in a professional environment that values exclusivity? For me the answer is mostly clear, but it is still challenging to strike a balance. Don't we want that which is harder to obtain? Maybe, but is it right to be exclusive with our brothers and sisters? The same goes with complaints - sometimes I find myself complaining about something just because somebody else is. It's tough to carve out our own path when society seems to favor the opposite. Does anybody else have lengthy internal debates over this on the bus, or lying in bed at night??
I'd love to hear your thoughts!
DA
Hey Dana,
ReplyDeleteJust saw that you're keeping a blog of your first-year teaching. I see that you decided to go back to Hawaii after all! Good for you!
Thought I'd comment on your philosophical questions. A close friend of mine likes to poke fun at me-- when we part, she often jokes, "This has been pleasant and professional." (But she always emphasizes professional.) I certainly can't argue with her-- I definitely think I air more on the professional side of things, and wouldn't consider myself a social butterfly. Nevertheless, through my professional interactions, I do think that I open up a personal side to those I work with, through my enthusiasm for whatever we are working on. (It's usually music, though I'm teaching swimming to kids over the summer, so lately it's been enthusiasm for swimming!)
For me, that's the common factor- enthusiasm for the subject matter. "Professional" educators and "Pleasant" educators and those who fall in between "P&P" educators can all be successful if they remain genuinely enthusiastic about their subject. And of course enthusiasm comes in a spectrum of packages according to personality-- loud/soft, apparent/subtle, etc. However, I think all of these types of enthusiasm are perceptive and effective. (I think mine tends to be soft but apparent.)
Anyway, just my 2 cents. I think you have a lot of enthusiasm for what you do, so I would just let your enthusiasm decide where you fall on the pleasant and professional spectrum.
"Let the beauty you love, be what you do." -Rumi
I hope the rest of your summer session goes well, and wish you luck for the upcoming year! I'll be sure to check back at your blog now and then!
-Chris L.
Thanks for your comment, Chris! I was hoping that somebody would feel like adding their two cents to the philosophical debate. It's interesting that you consider yourself to be more on the professional side, but let your enthusiasm shine in business/personal interactions. When I think of our interactions, I see you with a warm smile on your face, full of passion and eager to share about your latest adventure in your own subtle way. That kind of energy draws me in the same way that an animated, over-the-top storyteller reads to kindergarteners. Have you always been more professional, sharing your enthusiasm when it comes to working with people, or did you make a conscious decision to be that way after observing traits in others that you preferred/did not prefer? I wonder cause I've always been very outgoing and unafraid to say things that others might not say, at least in a group of close friends. I have since tempered some of this after reflecting and observing others in social situations.
DeleteThanks for the quote - it's quite fitting! How is the swimming class going? Where are you teaching it? Also, do you currently have a blog that I can follow?
I just wanted to add in a little something from the other side: the student's perspective. Teachers may or may not know this, but my friends and I actually end up discussing the topic of 'what makes a good teacher' quite often, especially during the beginning of school years when we're getting to know new teachers. I find that we all have differing opinions on what is most important in a teacher, so it definitely varies by student just as much as it may vary by teacher.
ReplyDeletePersonally, I've had teachers that are friendly and fun to be around, but failed to teach me the material. I've also had teachers that made me dread going to their class every day, but when I went in and sat down to take the final exam, I realized that I had been very well prepared.
And of course, I've had teachers that make me want to visit their office every day and also teach me more than I ever thought I could learn. Needless to say, they're the most memorable. Ideally, a teacher would strive strike a good balance between the two aspects, but life is far from ideal.
I think the most important point that I can offer from my perspective is that each student will value something different from a teacher. So it's unavoidable that even a great teacher will have students who do not gel well with him/her. I would say that teachers should teach and approach their students in a way that they themselves feel is best, because I find that teachers who believe in their teaching style or values very firmly are the ones who are closest to that "ideal teacher" I mentioned above. With the understanding that not the best teacher can mold themselves to every student, I think the firmness in your choice, whichever it may be, is what leads to success.
Joon, thank you so much for your input! It is invaluable for a budding teacher to have the opinion of a former student, and especially a student as introspective and talented as you are. I don't doubt that you guys discuss the qualities that make or break teachers - we do the same at college, and are probably similarly individualistic in our preferences. I agree that the most memorable teachers succeed at both demanding high standards and being an enjoyable presence.
DeleteYour remarks about firmness in one's own teaching style are the most thought-provoking to me. Reflecting back on my student teaching at IHS, the one thing I wish I did more of, sooner, would be to have higher standards and more conviction. It's a tricky dynamic to be teaching in somebody else's program, so I never felt sure of what I should be demanding of the students. That was partly out of fear of upsetting anybody in the program, and partly out of inexperience as a young teacher.
I decided to have higher standards from then on, but an interesting situation came up this week. One of my former teachers who works at this summer school came into our Glee class and remarked that my friend and I were super intense and had unnecessarily high standards. We are close with this teacher, so we were all joking and laughing about it, but it of course made me reflect on my own practices. Also, these girls are young - 7-10 years old. However, I do not find us strict. My friend and I have high standards for the girls because they are all very capable of working hard, high musicality, and tight dance routines. We aren't mean or anything, and try to keep our interactions light and friendly despite asking them to try new things and work harder than they probably ever have in any music class prior to this one. We informally polled the girls at lunch that day, and at least from what they told us (7-10 year olds are very frank), they don't find us strict at all. One girl said that we ask a lot, but ask it of them nicely. It's just interesting that in one experience, I felt my standards were too low, and in another, they are viewed externally as too high (although the girls are reaching them, so perhaps they are right on).
How does one have conviction in her own practices when she is unsure of what is best? I find it difficult to view that my choice in anything is best when I am too young and too inexperienced to claim to know so much. However, if conviction gives the students faith in the teacher, then perhaps I need to fake it a little more. I think I've displayed conviction throughout this Glee class, but I can't say that internally, I am always sure of what I am doing. I am, after all, 21, and would not ever claim to be an expert in anything. I do mostly agree with you, though -- I had the most respect at the time for the teachers who were confident in their material. Looking back, however, I disagree with some of their practices, and have since lost some respect. In that case, would it be better to admit that one is not sure and always evolving, or keep the conviction for the sake of the present educational experience?
I really appreciate your response! If you want to respond further to this, I'd love to keep bouncing ideas off each other!
First of all, those girls are much younger than I thought they were! It sounds like they're quite a talented group of girls.
DeleteConsidering how early you are in your career, you've got a lot of time ahead of you to find out what you believe in. I think it's alright for you to be experimenting and adjusting now; it certainly seems to be working well from what I can read. I think the values and conviction comes largely from experience. Most of the teachers I've had that held such convictions have been at their jobs for quite a long time.
It goes without saying that these are just thoughts of mine, being only 16, who am I to say what's right and what's wrong in a career? But it seems to me that you're on the right path. Instead of forcing yourself to be firm now, I would let the values grow out of you as you grow as a teacher. I think it's very similar to how a young composer is supposed to keep composing and let his/her musical voice grow out of him/her.
I hope that helps! It's such an interesting and stimulating discussion. :)
Thanks for engaging in this conversation with me, Joon! Stimulating, indeed. :) yeah, the girls are very young - it makes class everyday super fun, and a little crazy! It also changes the way I would handle certain situations. I do agree that our beliefs grow out of experience. I know that there are beliefs I now hold dear to my heart that I felt quite conflicted about before I came to college. Tme definitely gives us perspective. The composition analogy is interesting. I had never heard that piece of advice to young composers, but it certainly makes sense. The more I can teach and the more ways I can try teaching certain concepts, the better, as it will lead to finding my own teaching voice. One last thing - don't question the importance of your opinion in this matter - it's insanely helpful, and mature beyond your years (and mine, too!).
DeleteHey Dana,
ReplyDeleteNo, I've sort of always held myself the way I do now. I'm sure observing others played into it a little bit, but I think the way I act in professional/business interactions is just who I am!
I'm teaching swimming at the local Y.M.C.A. for the summer. It's been a lot of fun working with the kids. And the pool is the perfect place to work in the summer. :)
No, I don't keep a blog, but please feel free to shoot me a message now and again to check up on me, haha!
Best,
Chris L.