Student Teaching Tips

"There is really no need to fear the students because they are the same stereotypical band nerds that we were in junior high and high school." This quote came from a three part series from The National Association for Music Education on "How to Make the Most of Your Student Teaching." While the first installment has only three tips, I think the idea of not being scared of students is huge. I know that at times I am super anxious about stepping in front of an ensemble and having someone call me out on something that only a college music student would know or critique my conducting, but it's (most likely) not going to happen. The three main tips they gave were to observe and take notes on your mentor teacher's way of doing things (even if you don't like the way they teach you can learn about what you don't want to do in your classroom), to practice your lesson plans to get use to doing them before you are in front of a class, and to stay positive with an open mind. I will be student teaching next spring, and the idea of having my own class in a year and a half is both scary and exciting at the same time. I hope that my student teaching experience can be one I gain lots of positive knowledge from.

When is it too much?

I will be the first to admit that I am a band nerd. That could easily be the reason why I am becoming a music educator. Anyway... I went to watch the Rocky Mountain Percussion Association (RMPA) Indoor Percussion Championships this weekend. I saw kids perform and give their all for something they had dedicated their life to for the past five months (or so). But I wonder if those kids that aren't like me, if they ever get burnt out. I was a kid who did everything I could, even though I had to drive ninety miles into Denver to do it. I did the Blue Knights Open Ensemble (2003) and the World Ensemble (2004-2006), while also marching in the Blue Knights Drum and Bugle Corps (2003-2008 {it's my age-out year}), and still did honor bands with my school. Maybe the difference comes from the fact that I didn't come from a strong marching band program that I dedicated myself to in the fall. Yes, we had a marching band, but we just did football half-time shows, and it wasn't exactly the best quality. Yesterday, though, there were ensembles from very strong marching band schools, who were also very strong percussion ensemble schools. Here's the thing... they go basically straight from one venue into the other (marching band normally starts in the spring for the following fall at highly competitive schools). So, how do these kids not burn out? OR.... is that why few of them pursue music after high school? They're just tired... This is one thing I am going to have to make sure I don't do to my students because, while I can handle it, I don't know that every student could.

"Misguided Motivation"

I found this article about how people, young and older, can end up being motivated for the wrong reasons in life. The guy who wrote it is a martial arts instructor who noted that many of his clients are always wanting to get the next belt. While the belt system was put into place to motivate people to get better, it is also motivating them the wrong way. Many people do better in hopes of getting the "A" in a class, the higher paying job, the "student of the Month" award, and such, but it is becoming more and more rare that we see people who do things and challenge themselves just to get better. I just recently experienced something similar to this in my own life. I am submitting a composition to a contest, and many people are saying "Well, I hope you place." I respond with, "Well it was good practice in composing, so it's okay if I don't." Yes, it would be amazing to win or even place, but am I counting on it? No. We as (future) teachers need to make sure that our students aren't only trying hard to get the "A" on their project, but that they are actually learning and gaining something from the experience.