6 Things that Make a Music Teacher “Good”

Feb 198 min read

As students progress through their grade levels in school, a lot of their thoughts are occupied with who they are spending the most time with- their teachers. Music teachers are among the few teachers that REALLY get to know their students, because they are working with them for multiple years. In some school districts that are very small, it isn’t uncommon for the same music teacher to have their students for all thirteen years of school life. Imagine the impact that this one adult can have on a child through so many developmental stages!

Generally an instrumental or choral (not general) music teacher will spend, on average, about four years with students that stick it out through the program. If they don’t, they may quit. The top reasons for students quitting an instrumental or choral program includes:

Not liking the instrument or singing
Scheduling
Lack of support at home
Lack of friends in the ensemble
Not liking the teacher or the repertoire

While the scheduling and the impacts of other people are not directly controlled by the music teacher, whether or not the teacher, the repertoire, or the tasks, is directly controlled by the music teacher. It is their responsibility to create an environment of creativity, fun, performance-based learning, emotional safety and trust, so that students get what they need to out of the music program. A teacher that does not take responsibility for these aspects simply isn’t doing their job effectively and their numbers will reflect it. Additionally, a stellar enough experience in the ensemble is enough to negate every other reason for quitting. Students have enough of an identity that they don’t need support from friends or family to stay involved, and they prioritize their involvement in the ensemble over other classes or co-curriculars.

So let’s focus on what it will take to be that “good” music teacher that the school community seeks out and brags about.

Expertise and Confidence

Children and young adults are smart and most will be very quick to identify a teacher that is guessing, that doesn’t know the material inside and out, and doesn’t know how to convey this knowledge to students in an efficient and effective manner. Teachers that lack confidence are talked about in the lunchroom, are complained about during study and homework time, and are the teachers that parents enjoy picking apart via email or phone call.

Confidence comes from knowing the material, and having an organized, consistent, routine-like way of inspiring students to want to learn it. But one thing comes from another. Confidence does not come from superficial knowledge, and inspiration does not come from a lack of connection. Music teachers teach music because they have inspiration and connection, and they must use that passion and the appropriate breakdown and pacing of knowledge to form that path for their students.

Ability to Cultivate Mutual Respect

In our online course resources, we refer to this as a “Creating a Culture of Sharing”, which is where the classroom culture (as a tone set by the teacher) is one where all students feel safe to speak their minds with respect to everyone else present. Students can get the vibe of what this class is going to feel like from the first few minutes in the classroom, generated by the demeanor of the teacher. They may cast their judgement quickly and have a difficult time wanting to change it. They need to know if they can trust the teacher, that the teacher is on their side, that the teacher isn’t going to let other students walk on anyone else there.

Students love consistency, routine, knowing what to expect and knowing the reasons to be motivated to put in the effort. A teacher that can set the tone for these aspects from the very beginning will have an easier time than one who has not. But it is never too late. Students know that people can change, but they have a hard time understanding that teachers are human. How often do your students see you do something human that doesn’t diminish your strength? Do you tell funny stories that have life lessons? Have you connected the story with something relevant so it doesn’t feel like you’ve wasted their time?

If you’re not sure that you have done what you need to here, it’s not a bad idea to stand at the front of the room and tell your students, “Look, I had a bit of a revelation here over the last little bit. I want to make sure that you’re getting the right experience out of your time here, and I understand that it is my responsibility to begin to provide you with that. You and I are humans, humans with real souls, real experiences, real likes and dislikes, and I want to understand that better with you. I should really be more _______ (human, respectful, encouraging, energetic, positive, etc.) with you, and I resolve to put in more effort to be that way. I’d like for you to give me a chance, and I’ll show it to you through my actions. So, the first thing I want to do today is ask you two questions: you’re here to participate in (band, chorus, orchestra, etc.) class. What would you REALLY like to get out of this? And what would make your experience more worthwhile. Answer honestly, but consider what requests I can and can’t honor, since this is a school. Your opinion matters to me, and I’m looking for patterns. This is your chance to really make your voice heard” Then pass around some paper, tell them not to write names on it, and learn something.

Of course, this exact wording will not work in every scenario, but feel free to revise it and learn for yourself.

Kindness and Empathy

Students’ lives are filled with drama. Yours likely was too, when you were their age. They have things on their mind that they are deciding are more important than your class. It’s okay to check in with them and say things that help them understand that you care. Before class, after class, by email if necessary.

Help them realize that they need to live in the present, that no amount of worrying is going to change things right now while they are in your class. Remind them that by focusing on what needs to happen at that time, that time moves faster. Do a mindfulness activity, try deep and slow breathing as a warm-up, which is good for ensembles anyway.

Some students may try to make fun of your kindness, but stay strong and remind them their opinion of your feelings isn’t relevant to you. It’s even more profound if you can use humor and sarcasm to drive that point home. They’re going to react based on the other people around them, not on their feelings inside.

Always be kind. You aren’t in a position to know anyone’s whole story.

Ability to Be Inspiring to the Soul

This one goes along with “passion” in the next section. One of the most effective ways to help students feel inspired is to help them understand that they deserve it, it’s easily within their reach, that there truly are no limits to what they can do. People probably are saying these things to them all the time, but are they really believing it? Are you telling them these words and you know that they can and they can see it on your face, hear it in your voice? What proof can you give? Why should they believe they are special?

When they’re truly fired up on the contrary, what’s your response? “So-and-so told me I’ll never amount to anything, so why should I believe you?” “So-and-so either doesn’t want that for you, since that’s why they said something so unsupportive, or they think they know you better than you know you. Don’t you think you know yourself better than them? I just know that anyone is capable of anything, and the more you tell yourself you can’t, the more you’ll end up accidentally proving that to yourself. It’s all in the mindset.”

Growth Mindset is a truly amazing thing. I’ve read several books on Growth Mindset and it’s changed my life and the more I use it with my students, the more I see them going after impressive goals with more confidence than I’ve ever seen in my 23+ year career.

Passion

When students are deciding whether something is a good use of their time or not, it’s probably because they fail to recognize any passion for it. Are you passionate about what you teach? Do you keep it on the inside or do you make it infectious? Are you afraid to geek out on some weird music meme because you don’t want the students to see that kind of behavior from you?

That’s so silly. We would never want our students to hold their passions inside! We want them to explore it, put effort into it and create an amazing skill out of it. How are they supposed to feel safe with that idea if you don’t do it yourself in the subject area you teach? That you have based your career out of? Even if they roll their eyes at your explosive energy toward a topic, they will secretly admire that you’re confidently putting your opinion out there. And maybe they will see what you mean in due time.

Organization

Ever go to ratemyteacher.com? It’s exactly what you think it is. Besides the biased stories about teachers singling out students they dislike, and misunderstandings, and things that teachers actually can’t control, one of the common complaints is disorganization tendencies in teachers.

We get it. Music and performing arts teachers wear many hats. There’s many moving parts to juggle at certain times of the year. But wouldn’t it be less frustrating on you if it was a well-oiled machine? A system that locks into gear and guides you through the mayhem of concerts, marching band season and musical season? Everyone is capable of creating this world for yourself. The internal script of “I’m not a very organized person” needs to go. It’s fixed mindset, and completely changeable. All it takes is a plan, a willingness to revise, and a willingness to ask someone for help if you’re not sure where to start.

So what does this do for your students? It shows them consistency, it prevents something they need from slipping through the cracks, it allows you to be even-tempered, even through the busiest times of the year. It keeps the emails, questions and phone calls down, it allows you to communicate with clarity about logistics. It helps you be a more effective team player among the other teachers and administration, which is a godsend when a student needs to miss a class for a lesson, a trip or a special rehearsal or performance. The student then doesn’t need to stress out about their schedule as much, thanks to the seamless integration you have created for them. You can’t afford not to have optimal organization as a music teacher.

How to Incorporate Those Things That Make A Music Teacher Good?

There’s music teachers out there that are apathetic and detached about their careers as a music teacher. I highly doubt that they are happy with that sort of day-to-day. Your career is what you make of it, and it you want to be “good” at it, or even “great” or “the best”, then it’s a great idea to take a step back and think about your “big picture.”

At Uplevel U: Music, we take pride in helping teachers become better communicators, more knowledgeable and actionable about the challenges they face, and to help them save time on systems that require time and creativity. Our Live Interactive Catalog has all of our courses and resources to help you be the best teacher your students have ever had.