Different Learners.

For my topic this week, I chose to address special education at Hillcrest. This school offers a wide variety of support, from full inclusion classrooms to a separate life skills class for those students with more severe disabilities. On the surface I think this school has a great special education program. The particular class that interested me was life skills. These students come to music twice a week; once a week with the rest of the life skills students and once integrated into a grade level. As a teacher, I often feel that aspects of these students’ music education are limited. In the life skills classroom, the class is run at about the level of a kindergarten class. My issue, however, revolves around the fact that nothing new is ever introduced to these students. I do realize that repetition can be very beneficial with these students, but they have the same five or six songs and same instrument activity they do every week. To me, it leaves a lot to be desired. When these students are integrated into a regular classroom music class, I feel they can become “invisible.” One of the life skills aides agrees with me. She says, “Sometimes teachers will tend to overlook my students and that's a challenge. They will automatically assume the students can't do it. They will not include them in things.” I have noticed this even in music class—life skills students are simply “there,” there is little to no effort to adapt activities to meet their needs. For example, the other day our forth graders were reviewing the string family of the orchestra and were going over answers. One of the life skills students kept calling out right answers (which is something above and beyond what was expected of her). However, she was never acknowledged as having the right answer and was never called upon to provide an answer for the class, even though she clearly had an understanding of what the class was discussing.

With this being said, I have noticed huge support of these life skills students from others at Hillcrest. The same teacher says, “The regular ed. students are usually wonderful and very helpful. Even that has to be monitored because sometimes they want to do everything for our children and of course our main goal is independence.” I think this relationship is important for both students. Life skills students are provided with a safe environment and understanding from peers. The “regular ed.” students are provided with the opportunity to see and appreciate different types of learners.

parent teacher conferences

I had parent teacher conferences last night. It was really interesting to see what everyone's parents had to say. It was also kind of kewl to be able to talk to them about their child. Has anyone else had the change to go to one of these?
Also is anyone else going to the region chorus festival in chatham on december 4th?
For my topic this week I did change, and I asked a bunch of people within the school if they would be willing to make change, and most of them werent willing tobe the person, they would jump on the bandwagon but they wouldnt create the change. I know that I would be willing to make change and waves. But I was wondering would anyone else? Like I know that we talk alot but at what point will we stop talking and act?

I've found in many of the conversations I've had with teachers that I am frustrated with the answers I get. I feel this because there seems to be a negative trend in how people view the future of education. For the last week I tried to go around to everyone I talked to, to see what they feel is future of education. I'm not sure if they think I'm looking for a negative answer, or whether they truly feel the way they do, but they all, with the exception of two very young teachers, predicted very negative futures for education. One teacher said that teaching today is "not the profession she entered into." Another said that she worries whether she'll even have a job in ten years with the way technology is "interfering" with our lives. From the conversations throughout the semester I arrived at the conclusion that they all felt that the role of a teacher was insignificant now, and from these conversations I deduced that they feel these roles will only worsen. I'm not sure whether to agree or disagree when so many people complain about the state of education, and then predict poor things in the future. Isn't that kind of giving up on the future?...kind of saying we can't do anything about it?

Topics

Trying to determine my topic for this weeks discussions was actually more difficult than I expected. I kept tossing ideas back and forth, but I just couldn't really decide on something that I liked. I originally thought I would want to write something on grades, because personally I hate them, but then I thought that we covered that topic in a round about kind of way before. I wanted to pick something more controversial, something that I knew I could get people to really talk about.

The first person I spoke to was my co-op. She was actually the one who suggested that I should write about tenure. She said, "tenure is good if it does what it's supposed to do. It was established to allow teachers to have some freedom: freedom to push issues or to do further research in their classrooms. However, this isn't what always happens. Instead tenure has allowed many teachers to become lazy and to slack off in their teaching." After speaking with my co-op I realized that I actually didn't know a lot about tenure for teachers, so I decided to do some research. I found that " Most of America's public school teachers (58 percent) believe tenure protects teachers from district politics, favoritism, and the threat of losing their jobs to newcomers who would earn less, according to a new survey, titled Stand By Me, from Public Agenda, a national nonpartisan, nonprofit public opinion research organization. Yet a majority (58 percent) of teachers also admit that being awarded tenure does not necessarily mean such teachers have worked hard and proved themselves to be very good at what they do. One union official admitted to defending tenured teachers "who shouldn't even be pumping gas."(School Reform News, 2003)

I found this very interesting. I remember having a professor in high school who was a horrible teacher. He probably should have retired 5 years before I had him, but yet he was still there teaching. I was so frustrated with him that I even complained to my principal and they did actually re-evaluate him. However because of the law, there was little that they could do.
"How expensive is it? A 1994 study by the New York State School Boards Association found that dismissing a tenured teacher in that state takes an average of 455 days and costs $177,000. If the teacher appeals, costs can approach twice that amount. Preparations for the required due process hearings take as long as six months, during which time suspended teachers in states such as Connecticut receive full salary. In addition, there are costs for substitute teachers and costs for the hearings. The process often ends with the school district either paying off or transferring the bad teacher. Like the fox guarding the henhouse, the unions have taken over attempts to reform the tenure system. Their solution is an experimental "peer review" process that involves teachers evaluating teachers instead of principals evaluating teachers to determine who is incompetent." ("Why Bad Teachers Aren't Fired", 1998)

So because I decided to make my topic tenure in education, I decided I would get the principals perspective on tenure, this time as a teacher and not a student. I spoke with on of the vice-principals in my high school. He took a while to think about what he was going to say and then he simply said, "I believe tenure is absolutely necessary in education." I thought that this was really interesting, especially coming from an administrators perspective. I asked him why and he said, "Think of it like this, as a teacher you see, on an average, 125 'clients' a day, and one of them is bound to not be pleased with you. If there wasn't something there to protect you (or teachers in general) the turnover rate of teachers would be ridiculously high!" He said, "of course there are downsides, as there are with anything, and there are teachers who become lazy, but there are things that can be done." I was really surprised at his view. I told him about my high school situation and he asked me how many "bad teachers" I may have had while in high school. I said maybe about 6, and he said, "out of how many?!" I understood his point. He then said, "I'd rather err on the side of teachers being good. I think without tenure in education, it would actually harm more good teachers than, without it bad."

I wanted another perspective, so I went and spoke to the art teacher again. She said, "well that is an issue! I believe there are issues, however, I think a lot of it also has to do with the teacher's personality. See me, I'm one who tends to want to stay neutral. However, honestly, in my department, I would have to say that the teachers that are going through the tenure process right now who actually deserve it, probably won't get it. Because of their personalities and their teaching ideas, they're not getting along with the supervisors and administrators, and they're they ones doing the evaluations. If you really think about it, the government are the one's who are regulating and running education, but what do they know about education?! We are never going to be able to fix education while the government is still running the show."

I guess were back again. All of the issues seem to come back to the government, and this idea of education being "schooled-up". I would say that out of anything I learned through this entire experience, you need to pick and choose your battles, and to pace yourself so that you don't become burnt out! I'm the type of person who wants to solve every problem and answer every question. However, I've realized that a teacher's work is never done, and that you really need to do you're research and to fight for what you believe in. And to always remember that we are teaching kids. That's what education is all about, and that's our job!

Theory Comment

So there are 24 kids in the theory class and it started out with only a few kids talking all the time, but now every single kid talks. It doesn't help that they are on different levels of musicianship too. On Friday they were so bad that they wouldn't even quiet down for my co-op. I've moved around their seats but that doesn't do anything because they all talk, not just one person. The other music teachers in the department have observed this to and they all think that the class should have been split into 2 seperate sections, but that's simply not going to happen this year. I get them quiet for 5-7 minutes but then it just starts back up again. They're all good kids and a good handful don't mean to cause trouble, but they don't realize that the talking echoes in that room and how loud it gets. The schedule that I'm on is a rotating block schedule so the class doesn't meet at the same time every day. So, I used to think they were the rowdiest when the class met right after lunch or during last period. I've come to find that they act the same way no matter the time, though. I really don't know what to do and it's getting worse and worse. My co-op is worried about how he is going to teach the class after December because he won't have the extra hand there to help. My co-op and I have devised a system for this class that we split it up (he takes half and I take the other). The talking is just as bad when they are split, though. Any suggestions on how to keep them quiet for more then 5 minutes? I've tried to give them multiple things in order to keep them focused but they still talk.

I'm in elementary and mostly teach 1st-3rd, and some 4th and 5th grades, and its interesting how wide the range is in the kids in terms of their fears. My 1st graders will do anything because most of them haven't developed fear in the classroom of, "What if I'm wrong?" and, "What will my friends think of me?" My 3rd graders seem to be just starting to feel intimidated and sometimes it takes just a little more encouragement to get the kids to participate. The 4th and 5th graders seem to really be at the point where they're developing a sense of themselves and how they fit in and tend to be very conscious of their grades, and possibility of being wrong, and what their friends think of them, that many of them tend to be silent in class. They're still at the age where mostly they want to be pleasing to others. So with the older kids, when I ask a question and am met with silence, I try to encourage them by telling them to take a guess and congratulating them when they take that chance, even if they are wrong.

With the younger kids, somtimes I use this same form of encouragement, but I guess I'm afraid that they are too young to understand that its ok to be wrong, so more often then not, I find myself telling kids that something was 'good,' or 'I like the way you're thinking,' even when it wasn't even close to the right answer. I'm afraid that if I don't sugar coat or twist my responses, that they'll stop taking chances in class, but I'm also afraid that I'm not doing the kids justice with my sugar coated responses.

Community and Fear

I thought the ideas in the “Culture of Fear” article were easily applied to any classroom situation. I know that as a student, I often have to be comfortable with a group of people before I willing to share my ideas and opinions. It is important to remember that our students may be no different. Students can be afraid of a variety of things, for example academic failure or being thought stupid or uncool by peers. I have come to realize that I also have fears as a teacher. For example, I worry that my students won’t feel comfortable in my classroom or that they will not understand/care about what I am teaching them.

These fears relate directly to a type of community. Many different communities exist in each student’s life—classroom, school, and town/wider community. In terms of classroom community, it is important to make sure students feel welcome and comfortable with each other and you as a teacher. Although this will not necessarily eliminate all fear in the classroom, it is an important step. This idea can be extended into the wider community. As students become aware of different people, groups, and community activities they become less likely to avoid them because of fear.

Community/School/Fear

"But there is a deeper reason for our blindness to our students' fears, and it is more daunting: we cannot see the fear in our students until we see the fear in ourselves" (Palmer 47).
As student teachers I feel like we almost have twice the fears, we still have our fears as students and we have our fears as teachers. Although mostly now it revolves around graduating, not looking stupid, and growing in a productive way our fears really do rule who we are. Surprisingly many of the students in my school when I asked what they were afriad of in the classroom did not mention being made fun of for the wrong answer first, but rather death. This kind of scares me, because here we are in America a wonderful country...but they are afraid of being blown up, or of being killed by a shooter. Perhaps this will be more prominent at my school which has had many bomb threats this year. "We were all afraid that this one might be the one, or that there would be a shooter on the roof. You never really know, we just have to trust each other, which is near impossible considering how much fear lies between all of us. This is an education defect in the community, some parents encourage this behavior, and the rest of the community could not care less. I think that the only way to stop this is to make it not cool. Tell the community the problem; educate the parents and townspeople that if they see this type of behavior it is not okay, just like on Halloween it is not okay to egg another person’s house. There are sick people out there that encourage this. They scare me as well, but maybe if we educated them they could be reformed, changed" (Anderson).
But the later reasons were the ones I was expecting. Any time that they have to express themselves, they all lack confidence...except for those few students who I think have more going on behind the scene. They also have so much more going on in their lives. I cannot begin to tell you all the stories I hear about drinking parents and such. If we were to educate the community maybe we could bring up these students qualities of life. Maybe get the community more involved in the school, let everyone feel comfortable. But then, maybe this is just too idealistic, to solve all the problems of the world...but perhaps maybe the dream of world peace is not too rediculous just not planned out well enough. I turn back to my own fear as I click the publish post button for this blog, because truely we are all afraid of what we think and of what we say.
"In unguarded moments with close friends, we who teach will acknowledge a variety of ears: having our work go unappreciated, being iadequately rewarded, discovering one fine morning that we chose the wrong profession, spending our lies on trivia, ending up feeling like frauds" (Palmer 48).

FEAR!

We've all heard it, time and again, "there's nothing to fear except fear itself", however, have you ever really thought about it? Until this past week, I have to admit no! What exactly is fear, and why do we fear it?In the dictionary, fear is defined as "A feeling of agitation and anxiety caused by the presence or imminence of danger." So then we could say that this feeling of fear is always brought upon by something else. I would say that one way of overcoming fear is to determine what is causing the feeling in the first place. It would be to determine the "danger".

As far as teaching goes, the idea of fear exists, yes, but what are the "dangers" that teachers face? There are so many that it would be impossible to list them all, however, perhaps by categorizing them we would be able to have a better understanding of where they come from and how to deal with them. In Palmer's article, he labels different kinds of fears. He divided them into four categories: 1. The fear of live encounters 2. The fear of conflict 3. The fear of losing identity 4. The fear of transformation/personal change. We each deal with these dangers within our own classrooms, almost on a daily basis. However, just as Palmer has said, "My fear that I am teaching poorly may be not a sign of failure but evidence that I care about my craft. My fear that a topic will explode in the classroom may be not a warning to flee from it but a signal that the topic must be addressed. My fear of teaching at the dangerous intersection of the personal and public may be not cowardice but confirmation that i am taking the risks that good teaching requires." So maybe, the fact that we are able to either label or categorize our fears means that we are being "good" teachers. It all goes back to that! I would say that if we are unable to notice and face our fears then are we ever able to become GOOD teachers? Probably not.


My co-op and I talk about our fears a lot, and I never really thought about how seriously they affect my teaching or the community environment that exists in my school. Palmer mentioned, "In a culture where fear is the air we breathe, it is hard to see how deeply fearful our education is - let alone imagine another way to teach and learn." So often I think about my fear of only being able to teach the way I was taught. I know that we've talked about this a lot, but yet I'm always worried that if during my lesson something doesn't go well, what will I do? Will I resort to the ways I was taught?

Another interesting thought that my co-op and I have discussed is actually brought on because of our lunch duity. As we stand there everyday watching the kids eat their lunches, making sure that they stay in the cafeteria and that other students that don't have that lunch stay out, we've talked about what would happen if the kids decided to rebel? How would we stop them? In all reality, we couldn't. If they all decided to get up and stamped out, there is no way physically possible that we could actually stop them. So what's keeping them in their seats? What's stopping them?! Their own fear!

Choir

So I'm about two weeks away from the holiday concert and four weeks away from my Messiah concert. With the holiday concert fast approaching all the music needs to be memorized. Does anybody have any helpful tips on how to help a choir memorize the songs? The song I am conducting is "Do You Hear What I Hear" and the kids are having a hard time remembering the correct order in which the characters are introduced. The song also switches from "do you hear what I hear" to "do you see what I see" and the kids are having a difficult time with that change. When I conducted this on Wednesday, I would point to my eyes when the chorus sang "do you see what I see" and my ears when it was "do you hear". I can't act out the characters though of course. I suppose that practice makes perfect, but I'm figuring there are other solutions. Any ideas?

there is no try.

My co-op. hangs lots of 'inspirational' quotes, etc. all over her room. The most recent addition is a quote from Star Wars' Yoda, stating, "Do, or do not. There is no try." Some of our 6th grade students asked her about it today, and she explained it along what was to me the "just do it" line of thinking. She said that sometimes we don't succeed at things but it is no big deal. To me, this quote sends a negative message. It seems to say, "Sometimes your best isn't good enough, so don't bother trying at all." Especially at the young level where we are requiring all students to sing, play recorders, listen to music, etc. how can we expect our students to excel at everything they do? I know as a teacher, I do expect all of my students to at least try. I just thought it was interested and wondered if anyone had any thoughts

Choir question

I am teaching the "Amen" section of Worthy is the Lamb in Messiah. This is definitely the hardest chorus for the students to learn. Each voice section knows their part, but putting it together SATB is a completely story! I have tried count singing and that helps just a little. But even when they get it somewhat correct on count singing, when we switch back to words, the whole thing falls apart again!!! The kids are so good, and they are really trying, its not a question of being lazy, its a matter of what strategy will work the best. I tried having them sing on sticcato, and that helped them to not slow down, but it didn't help "hold their own part" when they are all singing together. I have tried sectionals, and that helped them learn their part individually but it didn't do anything to help the choir as a whole. I am really stuck, and I was wondering if anybody had any suggestions. My co-op says not to worry about it and it always comes together before the concert, but that doesn't make me feel any better right now!!!

Staying true to you and your philosophy

This week’s topic has made me realize that I have gotten stuck in a rut, teaching lessons that I wouldn’t normally write. My co-op has had me teach many of his lessons in the 7th grade, and I found myself modeling my lessons I write for eighth grade after his lessons. I don’t know why I haven’t realized it until now but this is not okay with me. After talking about multiculturalism with people from my school, I have remembered how strongly I believe that the connection between cultures and music makes multiculturalism especially important in the music classroom.
However, the multiculturalism at Newtown middle school is more superficial than meaningful. The choral groups sing in different languages…okay, but their not really understanding the cultures because of it. The seventh grade music cycle is playing African drum and learning about drum circles, but not how drum circles originated or how they affect African cultures.
I became very upset and disappointed in myself while writing my narrative because I realized that I have had chances to really write lesson my way that incorporate multiculturalism, but I haven’t taken these chances. I’m not sure why but I know that it won’t happen from now on.
It is hard having a mentor and not automatically agreeing with their opinion of what is right. It’s funny, my co-op is working where he student taught. He is teaching the same curriculum that his Co-op had set-up before he moved to the high-school.

Ch-ch-ch-CHANGES

"To what extent am I committed to change what I am doing"

• I feel that everyday I am changing as a teacher and as I student. I learn more about who I am in a classroom, each moment I am in one. Even as I observe choir rehearsal I leave with a different understand of who I am as a musician. I want to come out of student teaching a better teacher. I want to learn something from my co-op every day. Some days, that thing is the fact that I will teach minor scales in a way that relates and is comprehensible to the students, others it is that I wont eat lunch in my room everyday. There are so many things that are molding me and changing me as I move through this time that I feel commitment to change is unnecessary, I am going to change no matter what. Change is commited to me.

"To what extent am I committed to change...what my school is doing."

• I am an un-certified teacher with out a degree. I am working with professionals that have been teaching since I have been alive, they have had classes that were difficult or hard to handle, they have had classes that walked into choir tone deaf, they have had a million times more "teachable" moments than I have. These professionals have degrees that I am still waiting to get. These teachers have seen the shift in Music education from aesthetic to practical FIRST HAND while I have only read about it in books, am I honestly "committed to change" what these people are doing?
• Teachers know and believe that learning can occur at any moment in time, therefore I believe that I can teach my coop something. This will cause a change in her teaching style, or maybe the way she explains a musical idea to the next class. I am not committed to changing her and the program she has built, rather I am committed to making myself the best teacher I can be, providing creative activities and thoughtful preparation for class. It is in this way that I will be able to create a change.
• In critical pedagogy we are taught that students and teachers should be on the same level, and should be able to question another. This should cause change in the teachers method and improve students learning. But here is my question, As a student, why do we have to question our teachers? and as a Student teacher why do we have to Question our co-op's. Shouldn't we be questioning ourselves?

Multiculturalism

It was very interesting and revealing to see how the special education instructional assistant at Riverside Elementary views multiculturalism. While other teachers that I spoke to see multiculturalism as "various cultures working together and learning from one another" and "race, language, religion, where the children are from, the food they eat, and varying cultural traditions", the special education assistant sees it as something a little different. While she agrees with the other definitions of multiculturalism that the other teachers present, she also believes that her autistic students come from a different culture then the other students because of their disability. These students have varying experiences and perceive them in a completely different way than their peers that are not autistic. There can be cultural gaps and misunderstanding in many ways that many people are blind to, and I do not think that most people consider autistic students as coming from another culture. This is just another example of how we might need to look at the world and our understanding of it a bit differently.

I would first like to talk about Bowman's quote. "The desire to share one's passion for music with others is both laudable and crucial to musical instruction. But it is important to remember that this passion is a function not just of what music is, but of our experiences with it, and what and who we have become through such experiences." This quote basically sums up my philosophy of music education. It's why I wanted to go into teaching music. I have always felt as though I've had certain experiences for a reason, and I've always thought that it was so that I could share them with others, and help create new and better experiences for them. I don't know what everyone else thinks about this, but I feel as though this is one of the simplest but yet truest reasons that music exists. It is all about the experiences and how those experiences shape our lives and who we are to become. That is why I believe music education is so important, because with it, we have the opportunity to help shape our students' lives more so than any other subject. Just thought I would share that!

As far as this weeks topic, I had some interesting conversations so far. The most interesting point I've discovered is that there is a common pattern with the teachers where they are all able to say that they are, of course, completely open to change, it's just the other teachers who are more resistant, and that in turn holds them back. However, it makes me wonder, how much of that is them just being unwilling to look at their own teaching and evaluate it for themselves? If they actually took the time to do that, would they discover certain aspects of their teaching that they could in fact change? Most likely so.

However, something interesting that did come up in conversation this week with my principal was that often times, the teachers who are more resistant to change in their profession, are those teachers who are resistant to change in their personal lives as well. I've never thought about it that way before. I forget, even though I'm living it now, that teachers are real people too and that their personal lives affect and contribute to their teaching. I mean, why wouldn't it right?! But sometimes, I get so stuck thinking about the plans and the learning and how to get my students to really open up and experience the class, that I forget to put myself into the lesson. I think this is something that's really important to think about because it's when we get to prove to our students that we are people too. (Which was something that was mentioned a few times last week!) I guess that it's all a big balancing act that we have to try and figure out. Personal life vs. professional life and where they should mix.

When gender plays a role in your connection to the students

In my theory class, I have two boys (both sophomores) in my class. One of them has a 504 plan, the other does not. One boy has an incredibly bad attitude and is a bully towards other students. He does OK in theory, but he is having a hard time understanding the concepts of minor scales. When I approached him about it and asked him when he was available to come in for extra help he snickered at me and blew me off. I figured that he was just getting frustrated and that I would give him a day to cool off. So, I approached him later in the week, because he was still confused, and he ignored me and mumbled comments under his breath. So I looked up his 504 and saw that he has a tracking teacher whom is in charge of him when problems arise. I went to the tracking teacher, told her my issues with him, and she said, "no matter what you do you won't succeed because you're a woman. He gives all of his female teachers a hard time. He doesn't listen to me. I don't know why they assigned him to me. They should have assigned him to a male tracking teacher since he responds better to men." My student never turns in homework and doesn't participate in class. When I assign class work and I walk around the room to check on peoples work, this particular student takes his hands and covers up his work so I can't see it. I don't know what to do. I can't change my gender. My co-op basically told me that there's nothing I can do. When I ask for advice everybody tells me, "you can lead a horse to water but you can't make it drink." I'm so sick of hearing that. I have to find a way to make the horse drink, but in a different way. I feel that I'm at a complete standstill though, because it's my gender that's the issue and not my ideas or teaching. Does anybody else have a student like this? Does anybody have any advice?

There are two different kinds of multiculturalism in a classroom. The obvious version involves looking outside the Western ideology and way of life to a broader spectrum of fads and trends from other cultures. The more complex and, I believe, more profound way of thinking about multiculturalism is in bringing about a different culture of learning than students and even teachers are used to.
The other day in class I had the opportunity to implement both of these ideas types of multiculturalism. The class was a preparation for watching West Side Story, and was spent discussing gangs. We discussed the nature of gangs, and characteristics about their appearance, actions, and most importantly their humanity. It was my goal to show the students that the people who join gangs are not all vicious and mean like they had originally thought. However, while I was teaching I noticed another issue come up. The issue was one of race, and the type of issue I’m referring to is what Deborah Bradley, in her article Oh that Magic Feeling, describes as “us and them.” I found that the students, who live in a world of white upper class suburbia, were turning the topic of gangs into one of black vs. white.
The lesson really opened my eyes to the ignorance of eighth grade students. I never assumed that race would be an issue in the lesson because, to me, it’s not. It has been hard for me to address the issue without feeling like I’m making it worse. For me, talking about the differences between two ethnicities, because they are different ethnicities, is further widening the gap between them. However, it’s not the gap that I’m worried about, I’m worried about blaming it on race. When I spend the majority of class time addressing an issue because of race, I feel that I’m a part of creating and antagonizing that issue. Bradley’s idea of multicultural human subjectivity really struck me. I perceived the idea as looking at people for the human they are, and seeing that the differences are caused because of human differences. They are differences that can happen to anyone, and are not limited to one or another ethnicity. In the lesson my goal was to bring in this different culture, of the inner city "gang scene," but also I was able to challenge my students in a new way of thinking about the world. My goal as a teacher, especially at the middle school age, is to create more open minded students, to help them realize if they are close minded, and to help them get out of that mentality.

Multicultural Education

Through my interviews I got an overall consensus that teachers feel multiculturalism is an important part of education. What interested me more though was how the teachers thought students responded to different cultures in the classroom. I have noticed in music that when we play a piece that sounds really different or “crazy,” the kids sometimes laugh. My coop. thought this might be because of “nerves.” She says, they “giggle because it sounds odd or unfamiliar.” I do not get the impression that these students are laughing out of disrespect. A fifth grade teacher told me her students always seem to love discussing other cultures. She hopes that through multicultural education she can help her students “eradicate bias” and also hopes that they become spokespeople for multiculturalism. This teacher gave the example that she hopes if students hear a prejudice or racial comment made at home that her students have enough awareness and sensitivity to teach their parents and correct the comment.

I think multicultural education is especially important to consider at the elementary level because it forms the basis for so much that is learned and experienced later in life. A teacher responded that some of her students come in with a wealth of information (she calls it their “little backpack of knowledge”) about various cultures and others come in as more of a “clean slate.” Especially for those who have little to no experience with different cultures (as is the case for many at Hillcrest because of the lack of diversity), making this part of the classroom experience is essential. My coop. makes sure she does not just include music from different cultures, but also that she discusses it, bringing in social studies, language, and other subjects. She says, “it is important to appreciate diversity, not as just musicians but as citizens of the world.”

Multiculturalism

I had a huge shock when talking to teachers and students about the issue of multiculturalism. I was at first aware that there was not alot of multiculturalism present. But although the teachers and students would like to have more of it occuring in the classroom (learning, Teaching) sadly it is not occuring. I really found it interesting what Mr. Fisher had to say on the subject though.
"Multiculturalism is something that is so important to a musical ensemble. Music is called a universal language, and it is rightfully so. We can teach and learn about all different cultures simply by using music. We have something that no other teacher in another classroom has! The ability to play this music and experience the culture through the music, it leaves so much open to be learnt. There are so many interesting rhythms and styles that can transcend but still cannot because they are different. But everyone can learn about them. You can play through a song, and then be like…by the way this is where this song is from. You can then take the time to explain that culture. It will even make your music sound more beautiful. It really lends itself well to the classroom, and even better it is readily available. It should be part of the curriculum, it is that important. We cannot always just sit around and do a Suza march, I mean it is great stuff but we as a society really do a whole lot of western music. There is so much more out there, it is our job as teachers to expand our students horizons. There is so much more beautiful music and so many amazing cultures; it seems like a waste thinking of how they are not deeply integrated into most music classrooms. "

The Teaching Fear

As an aspiring teacher for this coming January, I feel as though I have all these ideas of what teaching should be. I realize that I will have to greatly adjust my thinking depending on the school I teach in, but every new teacher has the hope of one day changing the system. The system being the old fashioned way of learning; the students sit in a row and listen and listen and listen until their ears bleed. There has to be more out there. I think teachers have a fear of changing what is already so comfortable. They believe if they stick to what they familiar with no one will judge them as teachers or as people. I can understand this fear. When I first came to Seneca there were so many things I wanted to do with the students that were my ideas. As student teachers we get stuck in this “back seat” teaching because it is not really our classroom. Throwing out newfangled ideas may not always be an option. However, for those of us who have some freedom with our lesson planning, it can be scary to try new things with a class knowing that someone is constantly judging you. New teachers may feel the same way. Even though no one is watching them necessarily there is still a small fear that it will get back to you in a negative way. I was talking to Keith Styers, the music appreciation teacher and marching band director here at Seneca. I asked him what his views were on changing the system and weather or not teachers should be afraid to do so. “Absolutely be afraid! Parents are the worst. Speaking as a person who deals with “Marching Band Parents”, which anyone who has dealt with these people will understand that you have to try and stay as traditional as possible. If you have a great idea that will get the band to sound phenomenal but will upset the parents, you just don’t do it. Same goes for Music Appreciation. If my entire class fails a quiz I will give them the chance to re-take it. I won’t even change the quiz; I will just alter it to look different. That way the parent has no complaint. I did my job, their kid just didn’t do his/hers.” Fear of parents is very common in teachers; some of us like to call it parentaphobia. There are so many ways your job could be at risk when teaching. So the question really is how much choice do we have in what we can change?
As a choir director there are things that can be done to travel away from the norm. Multiculturalism is one of them. Allowing the students to explre other cultures is wonderful, new, and safe. There is also the idea of finding new things within their own culture. for example the choir will not just sing in English, they will perform in English. There is meaning behind all music, and as actors research their roles singers should research their music.
The balance between staying traditional and changing our ways can become a gray area. I think teachers can make changes in a more subtle fashion that does not necessarily buck the system. Giving my choir an acting lesson may not change the way the performance is viewed by the audience, but it gives the choir a chance to learn something and to explore their own creativity without feeling the pressure of change.

politics

I spoke to various people at Riverside Elementary this week about politics, but certain parts of my conversation with the school librarian and an instructional assistant stuck out to me. The librarian thinks that No Child Left Behind's intense focus on testing, teaching the curriculum, and fulfilling standards is majorly impeding progress in the school. Ms. Lowe believes that the real focus should always be on the teacher/student relationship and the students' relationships with each other. The emphasis on testing makes it impossible to have enough time to develop students' critical thinking and social skills to the degree that is necessary.
The instructional assistant to the special education classes that I spoke to also sees the negative impact of No Child Left Behind. She told me that the mandated testing makes her job much more difficult because it is absolutely impossible to prepare some of the students with disabilities for the testing. The students are still required to participate in the testing. She said it is extremely frustrating for the teachers and the students to attempt to prepare for something for which they could never possibly be prepared.
The one thing that struck me about both of these conversations is that both of these teachers spoke about No Child Left Behind like there was nothing that they could possibly do about it. This hopelessness was discouraging, and these teachers' opinions are not being valued. Teachers are obviously not given much say in what is mandated by the federal government, and it is important to feel empowered to enact change to inform and change the field in any way.

Policy and Legislation

Still thinking about this whole "schooled-up" idea, it really makes you wonder how education got to where it is today. How have we been able to skew its reasons and foundations so much that we have made it not about the learning, but the business? What a scary thought!
Thinking along the lines of policy and legislation this week, I have been thinking about how much of my day is spent on more than just teaching. Of course there are the daily tasks such as checking email and making photo copies, and then there's the time that's spent talking with and "parenting" the students. Then there's the part of the day that's spent addressing the aspect of education that somehow seem to feel like they're about everything but education!
While speaking to different teachers in my building about policies and legislation, they all said similar thoughts. They all, in some way or another talked about how sometimes, policies or legislation that come across the table, so to speak, will come and go. Sometimes these great "educational ideas" are only around for a short while and then someone new is in charge and there are new great "educational ideas". However, there are also policies and legislation that are passed that tend to hang around, and can't be 'swept under the rug'. NCLB is a perfect example of this. I was told by a few teachers in my building that when it first was established teachers said, "this too shall pass". However that is truly not the case. This is a huge issue in our education system today where teachers actually have little say.
So in thinking about our role as educators, where it is our job and duty to educate our students, how much say do we actually have in determining what they should know or how they should learn. Ideally it should be completely up to us. We're the ones teaching the classes after all. But now we all have certain standards to meet, whether or not we like them or not, and our jobs and the future of our schools actually depends on our students meeting those standards.
So what should we do? Where do we start to push the limits? Is this, or should this be our job? How is this going to better our education system? Do you think we'll ever be able to break away and change education for the better, or do you think there will always be this constant battle?

Politics and Parents

My cooperating teacher said "This is the worst day of the year," after she posted the lists for both male and female audition after school ensembles. "You will see sniffles and tears, and I am going to get far too many phone calls from parents, never mind from guidance counselors and my supervisor." That day alone I saw at least five very disappointed female singers, but the next day was worse. The day after the results were posted my cooperating teacher was approached by two guidance counselors and her supervisor who had all gotten phone calls from parents complaining about the results, however one case in particular stood out in my mind.

Sarah, a 6th grade choir member felt that singing was her true passion and talent, and even sings in the prestigious Princeton Girl Choir. However, during her audition, although Sarah sang well and in tune her vocal production was not as strong as some of the girls who had auditioned. Since the ensemble was to be capped at 40 girls, Sarah did not make the cut. "As a sixth grader she has two more years to make the group, she has a lovely voice it just has some growing to do," Ms. Fernandez (my coop) explained to her mother on the phone. However it did not stop there, this parent made multiple phone calls to the fine and performing arts supervisor "appalled" that her child did not make the after school group, since "everyone" believes her daughter has such talent. Ms. Fernandez fought back and forth with the idea of just telling a little fib and allowing Sarah to be involved in the group to avoid the drama that was occuring, but instead she stood strong. However at the first rehearsal none of the girls who are involved in Princeton Girl Choir who made the after school group did not show up. Was this a coincidence or was this a parent trying to pull strings?

Politics

"But then have you heard that Madonna was never picked for any solos or got any parts in any musicals. She was told by her teachers that she was not good enough, and never would be. Doesn’t that make you wonder? I mean someone who is as talented as Madonna was not even able to do well in school. Is this politics, very possibly so…or maybe it is just the fabrication of our young minds. I mean after all does any one want to believe that they are not good enough for something? We are all brought up by our parents to believe that we are able to do anything, and then we find out that it is possible for other people to be better at us at things. What better way to resolve this then to come up with the idea that it is a political problem. We were not involved, in truth I know it is something that most people my age avoid, telling the truth. However sometimes it can be just easier to admit that maybe we are not the best then to go through huge stories that we practice with our friends to see if our families will believe."
A junior at my school said this to me when I asked her the questions. I think this has some reflection with earlier things in the week. But I found it interesting. Who here things that politics do or dont exist? I personally believe that politics are everywhere its just the extent in which they occur or are concieved. It is really a very fine line.

Politics of Change

The most interesting part of my interviews on politics this week came when I asked “In a time where policy and legislation shapes our profession, what role do we have in informing/changing our field?” A teacher I interviewed suggested that this change can be brought about first within individual schools. She says that “by celebrating the things that aren’t driven by testing in your classroom that are still successful” you can make these activities essential, too. She also strongly encouraged getting parents involved. She also said that when it comes down to it, it is the parents, not the teachers that have the voice in the school. Events like musicals, science fairs, etc. get parents involved and definitely move beyond rote knowledge for a standardized test. Once any change has been brought about in a single classroom, it can move throughout a school, district, state, etc.

Another teacher immediately replied, “I don’t think I can answer that, it doesn’t affect me.” Based on previous interviews, I believe she was referring to the fact that she does not feel restrained by policy and legislation HOWEVER I was concerned that she had no thoughts about how to create change in our field. If teachers are not advocates for their own programs and do not constantly seek new and inventive ways to change education, positive change cannot occur. A different teacher remarked, “times are changing, and many older teachers are resistant to change.” It is important to remember that change starts in individual classrooms. If we as teachers are resistant to this change within our own teaching, there will be no positive change in the field as a whole.

How well are we heard?

There are many people involved in putting on a show. You have the actors, the musicians, the crew, the lighting director, etc. All of these people usually have to follow the directions given by the assistant stage manager. The assistant stage manager always answers to the stage manager who then relays and takes orders from the director, who is the end all be all of decision making. No matter what the profession there is always someone to answer to and usually the people at the bottom; the crew, the actors, the musicians, or as I like to think of them, the teachers and the students; have little say in what goes on way up there at the top. When approaching the question "In a time where policy and legislation shapes our profession (teachers, what role do we have in informing/changing our field?" I thought it best to speak with those who have been through a situation where they were required to fight for their right to be teachers. A few days ago the district brought all the teachers from the schools together to discuss technology in the classroom. A huge issue that was brought up was the use of “You-tube”. The Lenape regional district has blocked “You-Tube” on all computers in the schools. Tom Traub, a music teacher at Lenape high school, mentioned that he wishes to view other choirs performing in his classroom, and there are tons of videos on “You-Tube” that would be great for the kids to see. Most of the other teachers agreed that for their subjects there are videos that would be appropriate to show that are very informative. Tom mentioned to our supervisor, “the students are not 5, they understand what is and is not appropriate. They must be taught that if they violate rules they will be punished for it. By blocking innocent sights on the internet we are not allowing them to learn for themselves.” There was a poll that day on whether or not “You-Tube” should be let back on the computers. The majority of the teachers voted yes, but this did not hold. The board felt as though their original decision to block the site was fair and disregarded response of the teachers. So how much say do we have? Not much.

Politics- In School and Out

Over the last week, I have been attempting to discuss politics with different teachers with in my placement. It's interesting because in my search for honest and unbiased opinions, I have found that the politics that effect schools from the outside, create political battles INSIDE of schools.

Here is an example from another school district:
The superintendent is pressured by the state to raise test scores and lower the failing rate in the high school. In response, the superintendent issues a statement saying "a failed student is a failed teacher." This was meant to be a supportive, encouraging comment to inspire teachers to make sure that each child is understanding the material. Rewards from the state if the failing rate drops are known to the whole school in monetary value but yet teachers see this statement as an attack on their teaching.
Inner school chaos ensues with angry emails, and short tempers flying at Department meetings. Academic Administrators are expected to play both sides of the field, supporting the statement in its cause, yet being empathetic with the teachers in their department. What are the issues with this deep down?

• The superintendent did not think of the teachers and staffs response to this statement.
• The superintendent did not understand that by saying this he is implying a lack of tenure to teachers with students that fail.
• Teachers have the right and should be able to keep the right to fail students according to the students actions, attendance, and work in class.
• Passing students no matter what is not teaching students to try and achieve. If students are going to be passed no matter how many days they miss class, or how little work they do, then why are they in school?
• Finally, if students are passed with out being responsible for the learning, that will only make State test score decline because students who normally would not take the test on account of failing the course would most likely be failing the state test as well.

I am not saying that is ok to fail a student because a teacher does not like him/her. But it is necessary for teachers to have control of the grading system that applies to their classroom. By letting Outside politics control/influence the inner working of the classroom, teachers are losing power and maybe eventually their jobs.

What do you think about this situation?

While talking to the guidance counselor at my school about race and class, I was shocked to hear that some of the issues were brought into school by the parents of students. She , said, “We do occasionally hear from parents. They will imply that they don’t want their children associating with certain students. During Back To School Night, they will approach the teacher and ask who their child is befriending, with the implication that they don’t want them befriending the ‘poor’ or ‘underprivileged’ students.” I felt suddenly sad when I heard this news, that the parents were the cause of any prejudice on the part of their children. As a teacher, I was expecting the others teachers to recount numerous stories from their classrooms of incidences in which their students were victims or perpetrators of racism, or prejudice toward their peers. It never even occurred to me that I would be discussing the parents’ problems and issues with the guidance counselor. This conversation opened my eyes to the way that some of these parents are training their children to be bigots, and that saddened me more than any story of a students’ misjudgment of morals.

I found my conversation with the English as a Second Language teacher about class and race very interesting this week. Ms. Hicks believes that class and race must be considered at all times in her classes. Almost all of the students in the ESL classes are not American, and it is absolutely necessary for her to approach them considering certain cultural customs and expectations. These children want people to understand where they came from. It is part of their identity, and the children need to discuss and express their backgrounds.
Ms. Hicks said that she also must consider the tensions between different cultures and races in her classroom. The past and a history of intolerance and ignorance definitely impacts how the children treat each other and Ms. Hicks believes that she has to make herself aware of those differences. Only then can she attempt to resolve preexisting problems and create a classroom environment that is safe and productive for each child. She approaches class and race by recognizing, exploring, and discussing the problems that differences in class and race could possibly present.
Ms. Hicks told me that she can differentiate her instruction with each child, but she cannot differentiate her expectations. There are children living in poverty and upper-class children in the same room, but she has high expectations for every child. She knows that she must treat every child with the same love and expectations while also recognizing the inherent differences between them.

Part of my Narrative

I first posed the question, “Do we as educators mistake reward for learning,” to my cooperating teacher Maureen Fernandez on Friday as we were packing up to leave for the day. Her first reaction to the question was to say, “In society, isn’t everyone always working towards a reward? We go to school to get a degree, we go to work and our reward is a paycheck, even as musicians we practice and perfect our instrument skills in order to gain applause or good reviews as a performance.” I began to think about myself during my student teaching and my reasons to motivate myself to do the best I can. Of course I want to connect with my students and give them exciting and interesting learning experiences, but I also know that there are alterior motives and thoughts that happen when I am lesson planning or teaching. I always want to impress my cooperating teacher and my supervisor because I know that a positive reaction or observation report is my own personal reward and that these observations will hopefully lead to positive references when I go to get a job. Am I just learning and working towards rewards myself?

Race

I actually hate talking about social class and race. I feel like the more that we talk about it, the more WE make it an issue. While I know that it does exist, I sometimes wonder if we would be able to lessen its negative affects if we stopped talking about them. We always hear people saying that they want to be seen as individuals, but yet we all as humans still tend to classify ourselves. I believe that this is a natural process, but I also wonder how much mental "damage" we do to ourselves when we categorize ourselves into groups.

I know that there are issues of social class and race within my high school. I believe that it's almost inevitable. However, after speaking with many of my students, they don't really seem to make it a huge issue. In fact, most of them don't even know half of their own graduating class members. Most of the classes have around 600 students in them, which makes it hard for the students to really know all of their classmates. I also feel, however, that I actually don't get a real feel for what the school's student body is really like, because out of 2400 students, I only see 63 students a week. Perhaps if I knew more students, I would have a different view on these issues within the school.

Lesson Plans

I have spent a lot of time thinking about this idea of being "schooled up." After being observed recently, my advisor has asked me to list some things before the procedures (Standards, concepts, focus question, etc). I was fine with all of them except the focus question was giving me a little trouble. After talking with my co-op about my frustration with lesson plans, we decided to try me running a rehearsal with out a plan and also teach a 7th grade general music class with just my co-op's notes of activities to do. Perhaps this is sacreligious, however, I felt so free. The rehearsal and class went so well. The lessons flowed so much better and I felt that the students were really engaged. I tend to go back to my written lesson plans and make sure that I have hit everything that I wrote, however, not having mandatory points to make and just a general idea of what sort of things I wanted the students to come away from the lesson with made the lesson more REAL for me.

Of course, I realize that I do need to write lesson plans as a requirement of the profession. I have come to the conclusion that while it is important to have a thought process behind lessons - know what, why and how- it is listing all of these things and thinking about the 8-step lesson model that might end up holding us back as educators if we let it.

Race and Rewards...

My interviews this week on race/social class were interesting because the school I teach at has almost no racial or social diversity. The main question I set out to answer this week was therefore trying to determine how students are exposed to diversity at this school. The teachers all said they try to incorporate learning about different races, cultures, and religions as much as possible through literature and other teaching materials. One of the first grade teachers told me that whenever she has a student whose parents are from another country, she has them come in and talk to the class about their culture, etc. She says that this is something that makes any differences special and is a great learning experience for all of her young students.

I also asked these teachers if they thought we mistake rewards with learning in schools. All three teachers said they try not to reward students for things (both academic and behavior) that they should be doing. However, they did say that they thought positive reinforcement of behavior was a good thing. Hillcrest has adopted a school-wide type of behavioral ‘reward’ called ‘Caught with the Hillcrest spirit.’ If a student is ‘caught’ doing something above and beyond what is expected, they get two cards with their name on them—one goes home to their parents and the other gets hung up on a bulletin board in the hallway. The idea behind this was that it provided positive reinforcement for good behavior. This system does not provide a physical prize or reward, but does acknowledge the students and make them feel good about what they are doing. Most teachers at the school use and like this new program. Several of the teachers did say, however, that after a card is given out they notice students going out of their way to do good in front of the teacher to try to get a card. Although I know this is, when you get down to it, a way to control and direct student behavior, I do not necessarily think it is a bad thing to practice kind, courteous behavior at the elementary level. Any thoughts?

So I have been talking with people over the past couple of weeks about Alfie Kohn's ideas on rewarding children being detrimental to their development, and everyone I have spoken with thinks that these ideas are basically insane. The point made over this week that I liked best was that its crazy to tell a child that when they do something, they should get nothing in return. Isn't this how the world works? A person goes to work, and they get a paycheck in return. They aren't just going to spend 40 hours at a job for their own self worth. That person works to get money, and then they go buy stuff with it. The person who sells the stuff is obviously selling it to make money also. Its the way the world works. So why should we tell children from an early age that when they do something right or well, that they should get nothing from it?

In a perfect world, where children are always interested in what the teacher is saying, Kohn's ideas would do well. But even the best, most engaging teacher in the world would never get every child fully engaged for a whole class. Its just not possible. So we have to give children an incentive to do well.

Legislation

I had a conversation with a few of my students about Legislation and then right afterwards had a meeting on NCLB. It was quite interesting. I went from hearing them (their part below) talk about how testing is not that great to hearing about ways to get them ready for the test. It is amazing how truely test focused we are. We had a teacher professional development day on HSPA testing last week and so I feel like all we have been talking about recently is testing. We even took practice HSPA's to understand what ur students were going through. I understand where they are comming from feeling the way they do.

Katie Henkel a junior here at West Milford High School is both a band and choir student who is incredibly musical and talented. When asked about legislation in schools, she instantly said, "Like the no child left behind act, curriculum, and special educational systems that are in place?" My response was yes, and she instantly went onto talk about NCLB. "NCLB is really messing up our school systems. They take the emphasis away from creativity and musicality. In a way this is also related to the curriculum, because it is as if NCLB really pushes forward the core curriculum. Often this can cause schools to lose music, which really does not benefit the schools in anyway."

Amanda Daley (a senior who has been in choir forever) then chimed in, "and testing is not always the way to go. Not everyone is good at tests. Sometimes people choke on tests; I know that I always do. And how can that determine everything, can they not just come and talk to us to see how intelligent that we are. Testing should not and is not everything, nor is it a really great way to see if people understand what they are learning. It works for some people but not for every person."

Race and Class-- Teacher's Assumptions

While discussing this weeks topic with teachers, students and my co-op, I have found myself thinking in a new direction. Part of the race/class issue is teachers ability to teach to the students and the students worlds in their classroom. This week my own perceptions of "word to World" have changed. Questions I asked the people I discussed this topic with included, "Does the different races of your students affect your class?" "Do you find yourself teaching differently or making accommodations to certain students?""Do the students you are making accommodations for all fall into a similar social/economic class?" "How do you connect the material in your classroom to your students lives?" "Do you find incorporating and connecting the present to the task at hand helps student understanding?"
Some of the answers to these questions from teachers really shocked me, considering the 2 non music teachers did not understand the idea of connecting the material at hand to the students world. I know this seems unholy to someone from WCC but they felt that in their field (one French, one Math) it wasn't necessary for them to plan in such a way. One quote that particularly got me thinking; "My students are not French, and unless they go to France this will not apply to them in 10 years. I would be lucky if all of my students had the opportunity to travel and use what they have learned, but that isn't an option."

Here is my problem.... How SHOULD teachers of subjects like Math and French incorporate the Students world? Especially at a basic level in Foreign language, its difficult enough to learn the sounds and vocabulary, let alone the context and connection of Language to life.

Choir question

In choir, how does everyone arrange where their students sit? For me, I have all sopranos in one section, altos in another section, and so on. Has anyone tried mixing that up? Like putting them in quartets? I have a general music choir (non-auditioned, it's a mix of 9-12). I'm afraid to rock the boat a little because some of these kids are so timid. But I also think it would be a nice change. Anybody have any suggestions or similar stories?

I think that Kim's point is interesting, because I had the same questions running through my head when I interviewed last week, about legislation and NCLB. Speaking with these teachers was so much different than criticizing this bit of legislation within the confines of a college classroom, with classmates who had no more experience or power than me. When we're college students, and we haven't taught full time it's hard for us to even think about making a difference in the legislation. However, these teachers seemed to be echoing our sentiments, and some have been teaching their whole lives. I kept asking what the teachers thought would make legislators see the detrimental effects of NCLB and they kept coming up with ideas like writing campaigns (which they've done to no avail). One special education teacher had a grand idea.
“I would love a legislator to come in and see the trouble that these students are having with these tests. The difficulty in taking the test is that many of their reading levels are below eighth grade. We’ve been promised for years an alternative test at this level, but we’re starting to realize that that may never come. I’m handing someone who has a 3.9 reading level, an eighth grade reading test. We prepare and give them samples, so they know what they’re supposed to do, but in the end its like giving an eighth grader’s test to a fourth grader. We’re not allowed to help them.”
The idea of having legislators come into the classroom is hopefully something that would make some bit of a difference, however how do we get them to see that this is what they need to do? When I first heard the question of the week - How do we become attentive to what we are unable or unwilling to see? - I thought that it would apply to the teachers’ unwillingness. However, now I see that this question works even better turned around, when we question how legislators can see through their pride or ignorance to what is really occurring in these schools. Children are being left behind. It's frustrating when we keep asking the same question with no new ideas, even from teachers who have been teaching their whole lives.

Class and Race

This week's topic is Class and Race. I have interviewed my three people already but it was a very strange interview because I wasn't exactly sure what I was supposed to ask them about. I sort of just got their opinions on the topic within the school. Does anyone know exactly what we're supposed to be asking or if there is a specific question that we should focus on? Thanks.

Observing is an easy task to perform. It is very easy to watch and evaluate and assess. Easy, that is, until you’re observing you! Why is it so easy to sit and watch and constructively criticize others, but when it comes to ourselves, we instantly uncomfortable. It’s always harder to look through the looking glass when the focus is on yourself, but that’s one of the first steps in becoming attentive to what we are unable or unwilling to see. When thinking about legislation, especially legislation that affects teaching and education, the first act that comes to mind is No Child Left Behind (NCLB). There is not a teacher, administrator, or even pre-teacher in the country who does not know what NCLB is or how it affects them as teachers and their students. However, even though this teachers may or may not agree with this bill, they almost always seem to be “unwilling to see” possible ways for change or at least ways to work within the guidelines and restrictions to better the education that all students receive. It is just so much easier when it comes to a situation where you disagree and feel pressured to just sit back and not allow yourself to see possible answers.
I found it very interesting speaking to teachers in my building about NCLB and to see their responses to it. While all of them complained, few of them had any thoughts on how to address the issues, and instead just sat back and said "who am I to change anything? What can I possibly do?" I found this so frustrating as a soon-to-be teacher and disheartening. How sad that these teachers who are out there teaching students on a daily basis feel like they can do nothing to change the conditions that they are stuck teaching in. What are they teaching the students? That they shouldn't try to push through difficult situation? That when you're placed in a trying situation and are extremely frustrated by something, that you should just sit back and put your hands up and say "There's nothing I can do!"?
I sometimes forget that I need to think in other ways to really assess my teaching and to see if my students will be able to pass set state standards. I know that that’s important and that I really do need to be developing ways to evaluate and assess my students. However, we as teachers and educators in general will never be able to change the things about education that we don’t like if we’re are not first willing to open our eyes to assess ourselves and education, and at least put up some kind of fight!

Legislation and Accountability

Where Hillcrest really feels the pressure of state legislation is in special education. Although special education students’ instruction is individualized within the classroom (meaning they may be the age of a 6^th grader but are being taught at a 4^th grade level), No Child Left Behind has them being tested at their age/grade level. In talking with an in-class support teacher, she said that unfortunately in these cases, students are taught to pass the test. These special education students factor into the school’s overall percentage of passing students, so the pressure is really on for them to succeed. This teacher said, “I understand accountability but we need to make it more realistic for the kids.” Certain adaptations are allowed for these students on tests, but they are limited—teachers can paraphrase/read directions and sometimes the students may have more time than allotted.

I was also surprised when one teacher told me that some districts will broadcast students’ scores, relating them back to the homeroom teacher. Teachers who have successful students are rewarded; a bonus may even depend on these scores. Thus, teachers feel an extreme pressure to push their students toward higher test scores; this is not even done for learning’s sake, but for personal (teacher) gain. I think this is one of the most fundamental flaws within legislation like No Child Left Behind. People take an idea like student learning, and make it about numbers and standardization. If we believe that each student is an individual within the classroom, this standardization isn’t valid. Of course we should set standards for our students (the highest possible) but we need to do this on an individualized basis--something legislation does not account for.

Still issues in Choir

This week has been full of trial and error on my own part in all of my choir classes. I keep attempting to use ideas of CP in the choir classroom, however the response I tend to receive blank stares from my choir members, and pressure to learn the music. My choir students have a lovely sound and are excited about singing, but most of them (especially in 6^th grade) can barely read the music, which makes learning their parts a tedious task. I refuse to just sing or play their notes to them anymore, and I painstakingly have the class write solfege into their music, but sometimes it’s difficult to even get them to open their scores. When all this skill is missing, and there are time constraints to get parts learned, where is the time to dig deeper into their music, or their opinions about their music? I am also faced with resistance from some 6^th grade choir members who are having a hard time understanding why they cannot sing the melody like they had before in elementary school. These students are having a harder time learning the harmony therefore become frustrated and give up. There is such resistance to sing in parts that sometimes students close their scores and actually refuse to sing, which is disappointing and frustrating on my end. I don’t know how to keep the morale up, teach skills that will further their musicianship, teach their music, and incorporate CP. Does anyone have any ideas?

My general music classes however, have been a joy to teach. They love to compose, discuss music, and have a slew of opinions. My eighth graders have really started to warm up to me as a teacher, and have been seeking out my help when they are composing. So lately they are what has been keeping me going this week. My personal goal is to take some of their favorite music artists (from their suggestions) and use at least one song, if appropriate, in each of my lesson plans. I guess what I am saying is, that as a teacher I felt prepared for general music classes, but I have no idea how to be a choir director.

Reward

Do we mistake reward and learning in schools today?
I personally think so. Here is a diploma congratulations you passed kindergarten, elementary school, middle school, high school…these are all required parts of your education. We are rewarding them for accomplishing what they were supposed to. Or parents that pay their children for their A’s, students are expected to get A’s. Students expect pizza parties if they are good, and they expect that if they do the work required of them that they should get something special. Not even something extra that they are doing, the work that they have to be doing. Often my students go…I’ll sing this if you sing for me. It should not work that way, they are there to learn. As everyone knows we have had a series of bomb scares, and for the first couple we rewarded the students by letting them go home. They got the rest of the day off and the person who did the threat was a hero, but the second we took this away and make them stay the person was horrible. We have to be careful not to reward them for bad behavior. Not that rewards do not have their place, but they should be special. The student needs to find their own inner rewards that cause them to feel good. They do not need to be rewarded for being students.

I think that sometimes when we read things that are given to us by school, we read them thinking that it's the way that the teacher wants us to think. Like when I was reading the Kohn, I kept arguing with myself because I truly didn't believe a lot of what he was saying, but I felt that the restrictions of the class really wanted me to. When I read the article, I understood most of where Kohn was coming from, and I wanted to believe that he was right. That if we really engage students in our lessons, then there won't be any problems i nthe classroom. However, a voice in my head kept asking, "has this man taught at all?" You can engage, engage, engage all you want, but the truth is you will almost never reach every single student in your classroom. And why do we have to? The part that I had trouble understanding in the reading was Kohn's belief that praise is a form of reward for students, and therefore should never be given. I guess I can see where he's coming from with the way he defended his comments, but I still cannot, and I don't think I ever will, agree with this. There are some students who simply like praise, and why should we take that away from them? We get so wrapped up with what we "can" and "can't" do, that we totally lose our sense of flexibility. What about those students who never get praise in any aspect of their lives, home or school? Should we not praise them because we're afraid that they'll never do anything again if we don't?
My opinion of these articles that we read, is not that they are full of...you know what, but that we should always take them with a grain of salt. This is just one person's opinion, and of course they will exploit that opinion as much as they can to get it across to the thicker minded. However, I always find myself being reminded that I can't see the classroom as an either/or situation. When that happens, all logic and individuality goes out the door, and then we're left with a whole new situation that another philosopher will write about in his/her next article.

Another Theory/ Social Question

I have 24 students in my theory class. Some of them have never seen a musical note in their lives, some have been playing piano for 5 years or so, and some are just smack in the middle average. I gave a test on Friday on key signatures, scales, and clefs. About half the class failed and the other half passed. So my co-op said to me Friday after school, "I want you to take the kids that failed into a separate room and just drill everything that was on the test for the entire period. I will take the kids that passed and go on to minor scales with them."
I don't feel that this is right. Sooner or later the kids are going to realize and think that I took the "dumb ones" and my co-op took the "smart ones". This is going to create alot of anxiety in the class for the students, and I don't think this is good for them socially. But I really don't know what to do. The class is Toooo big, but the school won't split the class into 2 sections because that would mean that they would have to hire another teacher. All the other music teachers are maxed out with their teaching schedules. I know some of these kids are going to feel embarrassed once they catch on to what is happening. I don't want them to feel embarrassed or stupid.
Anybody have any suggestions before I have to teach this class on Tuesday. I also don't think that drilling the kids that failed the test is going to help much either. I need to find another way of explaining it to them.

Confusing rewarding with learning.

I have yet to write my narrative on this because I am debating whether to interview student or teachers. I think it may be beneficial to talk to both. After reading the article in which they interviewed Alfie Kohn on the topic of reward and punishment in the classroom I have wondered if there really is a right or wrong way to go about that. If the result of a command is punishment the child will most likely be in fear of the teacher and will be likely to respond correctly but only out of pure fear of being reprimanded. This could also work to the negative if the teacher has not instilled fear in the child. The child will not feel the need to cooperate if they do not mind the punishment. A reward, however, brings a more positive light to the classroom but does not teach a thing! Now the child has learned to respond correctly but only to get the "gold star" or whatever the prize may be. No one gives you a Gold stars in life when you do what you're supposed to. We actually tried a "punishment" in our mixed choir that was musically involved. Every time a student is caught yawning they must sing a line of music alone in front of the choir. At first I told my co-op that I was against that idea. I didn't feel it was right to embarrass a student simply for being tired in the first period of the day. However, it turned out that the kids loved it. I have actually seen kids yawn on purpose just so they can sing the line to show they know it. Now of course this worked for our choir, that does not necessarily mean it would work for every class. Mr. Kohn explained that kids have a natural desire to "find out stuff". In order for them to act on this desire they must feel as though they are welcomed to do so. I happen to agree with Mr. Kohn. In the little experience I have had I noticed that children tend to be scared to ask questions when locked in a "lecture driven" classroom setting. What I believe they may be thinking is "what is the point of asking him/her a question they'll probably just tell me I should be listening". On the flip side I have seen environments where the students are constantly raising their hands dying to find out the answer or to see what comes next, or to fix their mistakes.
Another aspect that helps to build a nice environment is the teacher's attitude about himself/herself. Ben mentioned in a comment that he shows who he is to his choirs. Letting the students see that you make mistakes too helps them to realize "this isn't so bad". They will feel comfortable and will be willing to explore and discover because they will see that you as the teacher are exploring and discovering everyday. I tell my choirs that I don't care if they make mistakes as long as they make them loudly. The only way to fix what you did wrong is to actually hear what you did wrong. I don't fix their mistakes for them I have them do it. I have noticed everyday more and more hands going up trying to fix mistakes. I have even taken a brand new piece of music and split the choir into groups. I give them their starting pitches and then tell them to figure out the rest of it. This may seem like a grueling, tedious way to get something done, especially with time ticking for the concert. But it really helps them to work together and on their own to make plenty of mistakes and help each other fix them.
The point I am trying to make is that I do not believe rewards/punishments are necessary. The kids will be rewarded enough by what they will learn through their own desire to learn.

Do schools today kill creativity?

I stumbled onto this video on youtube called "Do Schools Today Kill Creativity?" It seems to sum up a lot of what was already said in last week's blogs, but I thought I'd share!

http://www.youtube.com/watch?v=iG9CE55wbtY

Entertainment in Education

In writing this week's narrative, I have been thinking a lot about our focus question while I observe my co-op.
Mr. Dolan is a very entertaining and fun person. I do not think he goes out of his way to entertain his students, however, because of his fun personality, the students are always very entertained. At a middle school of two grades and 900 students, there are 300 students in the music ensembles. Mr. Dolan always jokes that he is one of the few middle school choir directors who can afford to lose a few students. I feel that entertainment is a big reason why middle school students participate in any extra-curricular activity. The young men's vocal ensemble is full of students that joke around with Mr. Dolan on a daily basis. They are learning a lot about music and being a musician, however, I can't help but wonder if that is the reason why they enroll in the program.

Then, I start thinking about how I can show my personality to my students in an entertaining way. It is important to me that "entertainment" does not over shadow the purpose of the class or ensemble - but also important to keep enrollment numbers up.

This week my cooperating teacher and I had a little discussion about what is good teaching in relation to this week's question about learning, entertainment, and management, and how they intertwine in schools.

One thing she observes is that some teachers tends to use a form of entertainment as a means of classroom management, and because these teachers have their classes under control, they view that as being a good teacher. This idea is clearly not an illustration of "good teaching," and quite honestly surprises me that any teacher would view that as good teaching. A class could be in absolute chaos, but making meaning of the material for themselves. That doesn't mean that the teacher is a bad teacher because the children are on their own for a bit.

My cooperating teacher's own opinion is that entertainment is really a crutch for many teachers. If its used as a hook for children in class, then no problem, but it cannot be the main focus of the lesson. To me, it seems clear that a good teacher would know how to use entertainment as a means to help along the learning process in class, and because the children are engaged in learning that is also entertaining them, the management aspect is really a moot point. For example, a teacher presenting last Monday at our staff meeting about teaching children how to have meaningful conversations about the books they are reading said she might show a video clip from a movie, just a couple minutes that show a family sitting around the dinner table talking. This is enough so the children have the thrill of watching a movie in school, but are then able to make observations on the conversations being had and employ some of that into their own conversations.

What the students think....

The most interesting aspect of this week’s look at practice and ‘good teaching’ for me was the juxtaposition between what students and teachers felt. I interviewed a kindergarten teacher at my placement that has been teaching for nearly 40 years. She listed everything she felt encompassed a good teacher: “enthusiasm, passion, dedication, organization, content knowledge, timing, caring, confidence, and (above all) calmness.” Although she is a kindergarten teacher, she feels that these components span far past kindergarten and help make lessons work in any environment. A first grade teacher I interviewed focused on communication skills as a fundamental aspect of a great teacher.

Contrary to these thoughts, sixth graders at Hillcrest had a different view. Students’ thoughts concentrated on some musical aspects of teaching, like being able to play music on the piano and giving directions about starting points in chorus music. Their answers also focused on classroom management related skills, including “being able to take charge,” enforcing and following school rules, and not screaming (one student even replied “strict”). When another student heard this she replied, “not strict, but able to understand students.”

Aside from the “not screaming” answers, I was generally surprised by these comments. There is a strong contrast between the focus on “passion, enthusiasm, and dedication,” as stated by the kindergarten teacher, and the behavior-directed comments of the sixth grade students. It is interesting (and sort of scary) that when thinking of a good teacher, students may have a tendency to think of a teacher that controls their learning instead of one that encourages creativity and lets them be leaders in their learning.

back to school night thoughts

Back to school night was last night and it got me to thinking about the paper and caused me to make several revisions. It really opened up the chance for me to see who is a good teacher. It is interesting to see how the teachers affect the students and their parents. Some teachers were very excited about what they were talking about and the parents came all psyched up to their next class talking about how interesting the last teacher was. Today, I watched as several of those same students came in and they were also psyched. I asked them about their teacher before this class and they mentioned how passionate they were and how great the lesson was. They had a fun class, and often nine times out of ten they also learnt something that was practical. A few were just happy because they had a sub or they had a lot of sugar. The opposite happened as well some teachers talked for two minutes and then said talk amongst yourselves, those teachers got less enthusiasm and the same thing is reflected in the students as well. They say that teacher is not engaged enough and therefore neither are they. Yet a third situation happened where a teacher talked but it was so dull that the parents were even falling asleep. Everyone talks about how boring this teacher is and when you come into the classroom and look how those people come out and into your class they are tired and almost bored of everything. It makes it even harder to get them interested in their next class. It is like they have been turned off from learning. Good teaching is like a disease when a teacher is a good teacher they spread the joy of learning to their students and encourage them to learn throughout the day. It causes a type of high that really elevates their class participation throughout the day.

Problems with teaching choir music...

I have begun teaching sectionals in 6th grade choir. Some of these young musicians can barely follow a score, and have just begun getting a taste of reading/ear training exercises from my cooperating teacher and myself. Sometimes unfortunately in order make progress learning our pieces for the winter concert we simply go over rhythms and then end up Rote teaching portions of the piece. This is extremely frustrating because I know that this is not how I want the students to learn their music, especially because it creates a teacher centered environment and does not allow the students to develop independent musicianship. These are sixth graders new to the school and for the most part new to being able to have thier own octavo to follow, and unless they have been taking private lessons, most are unsure of reading in general. I am posting this because I am looking for insight as to how I can help them build their own musicianship and skills without ignoring the task at hand (AKA concert preparation), and not bore the choir or cause them frustration. We have gone over some rhythmic reading exercises and have been discussing how to mark music and follow a score, but I feel like it is still a disconnect from the music we are performing. Any ideas?