Dear Collegiate Member,

This month’s feature article by Dr. Paul R. Schilf provides a checklist to help new music educators be successful and to improve their instructional skills. In this issue, you will also learn ways you can be a  music education advocate by circulating the Petition for Equal Access to Music Education and participating in Music In Our Schools Month®.

As always, if you have comments, questions, or would like to share your chapter’s activities or recruitment strategies with us for publication in a future issue, e-mail Shauna Leavitt.

A Helpful Checklist for New Music Teachers

Dr. Paul R. Schilf, a native of Chicago, IL, serves as associate director of bands and assistant professor of music at Augustana College in Sioux Falls, South Dakota. He presently conducts the College & Community Concert Band, The Northlander’s Jazz Ensemble, and the Augustana Brass Choir.   © MENC: The National Association for Music Education.

As mentors for young teachers, veteran music educators can help develop less-experienced teachers with the aid of a checklist. This method, when used for the first few months in a consistent manner, works to improve their instructional skills, self-confidence, and motivational savvy.

Frequently, a new music teacher’s greatest asset is their enthusiasm for their new, undiscovered professional future. Although enthusiasm is a strong instructional asset, this energy often needs to be channeled in positive and organized means to help the young educator attain longevity and keep success. Veteran teachers know the tried and true methods and tactics to engage and students in the program and on their side.

The question often swirls around a variety of educational professional circles by first-year teachers, “What are the first or most important things I need to do to be successful?” After all, student teaching was only one semester away. Veteran teachers seldom place their knowledge and invaluable experience in a succinct, practical response. They often present a good but generic response such as: “share your love of music with students, prepare lesson plans, develop curriculum, assess and evaluate student progress.” This answer falls short of truly methodically assisting new music educators in the day-to-day routine of their first semester.

Checklists with helpful suggestions and ideas are good ways to assist young teachers. Methodical mentoring is found to be a highly successful tool for less experienced educators. For the first months; a daily check-off list can provide the motivation, review, and reinforcement of what good, experienced music educators do. Veteran or rookie, we need to be reminded daily of our responsibilities within our chosen profession. We always work to enhance students’ learning experience and create a positive learning environment. A checklist outlining our educational responsibilities is good for new teachers and can also serve as a refresher for the veterans. Mentoring is often a teaching and learning experience.

A sample professional checklist with ideas and explanations.

Be genuine.

The students can detect a phony miles away. Honesty is always the best policy, tactfully, and positively expressed.

Be enthusiastic.

Many times enthusiasm will assist in solving many of your discipline problems. Students will remain on task and enjoy your class if they are actively engaged in what they are doing. More often than not students will be on your side if they see that you are sold on the product you are selling – arts education can be infectious.

Keep things moving.

Students live in a fast-paced, instant-gratification world. There is nothing more boring to students than when the pace of your lesson drags.

Be fair.

Be very careful that you don’t have or appear to have “favorites.” This takes energy because we naturally gravitate toward certain personalities and styles. Do not vary expectations and format greatly, but remember that each student is unique.

Take an interest in what students are doing outside your classroom.

Your attendance at a basketball game or debate match can do wonders for student morale. The students will respond to you even more if they know you are genuinely interested in them and their non-musical endeavors.

Be courteous and professional in your teaching.

Value the time of your students, parents, colleagues, and administrators. Keep lessons regular and changes or cancellations at a bare minimum. Appearance counts.

Communicate clearly.

State procedures and expectations in writing and share them with parents, students, and staff. Follow up specific issues with phone calls sooner rather than later. Although e-mail is a great tool, never underestimate the power of a phone call. Never assume all the information you give students is conveyed to their parents accurately.

Praise in public; discipline in private.

Don’t get yourself in a “no win” situation with a student in front of the class. Remember that students will do anything to save face in front of their classroom peers.

Ask for help when any problems arise.

Never be afraid to ask for help or admit that things are not going perfectly. They never will.

Be a good listener.

Discuss instructional problems with those who can help to resolve them and work to do the same with your colleagues.

Communicate with other new teachers.

You will quickly discover that you might be experiencing similar problems. There is strength in numbers.

Develop a support network.

Talk to colleagues of all ages and experiences, former teachers, and professional organizations – our profession is filled with individuals who are eager to share ideas and time with you to help you succeed. Engage a mentor at the local, state, or national levels.

Develop your own teaching style.

Take the advice and input from colleagues and administration, but use and develop what works for you. Work with your personality, not against it. Keep in mind why you went in to this profession.

Build students’ confidence.

You catch more flies with honey – but remember you can’t let bad habits go unaddressed. Confident students place their trust in and work with quality educators.

Use interesting teaching and performing materials.

Stay out of ruts. Remember the music that was great when you were a student may be outdated and dull today.

Be organized.

Teaching is hard enough when you are prepared. Don’t make it harder than it already is by being unprepared. For example:

• Write down all contest and festival information on your calendar. Meet deadlines.
• Always be on the lookout for new music at conferences, local stores, and concerts. Know your students’ opinions by talking to them or let them shop with you.
• Order extra scores and parts for contests and festivals early. Publishers get thousands of requests at that time of year.
• Keep an accurate inventory of all instruments, repairs, and uniforms. This will help you design and maintain replacement and repair plans.
• Review all mail and e-mail. In our profession there really are limited junk mailings. Many of these items can help you be more organized or a more effective teacher.
• Promote your concerts in advance. But never use the “us against them” mentality: instead use the “look what we can do together” philosophy.

Stay informed and current.

Join your local, state, and national professional organizations. Knowing what is happening on a state and national level will enable you to improve your local environment for arts education. Professional development is crucial to your success. Visit outstanding programs and incorporate those ideas and tools into your teaching. Then, be sure to share what you learn with your colleagues.

Enjoy yourself by doing your best.

Nothing more can be asked of you than to try your hardest. Furthermore, know that you will make some mistakes. Don’t take yourself too seriously. Humor is a very important teaching and learning tool.

Don’t ignore your private/social life.

At any new position, a pitfall can be to fully immerse yourself in the job. Be sure to take some down time for you and your family.

MOST IMPORTANTLY

Make sure, daily, the students know you care. The adage, “students will not care what you know until they know that you care” are valuable words for all teachers, but especially those of us who teach music.

 --Shauna Leavitt, March 6, 2009 © MENC: The National Association for Music Education.