We all know that education needs some changes, some help and more funding. These are givens and a sign that the problem has other reasons. So, to avoid getting political, we are keeping this post to music-teacher-specific rants, complaints and needs.
Respect as fellow qualified educators.
We need a Bachelor’s degree, (maybe) a Master’s degree, certification exams, and all the same requirements as other classroom teachers on the payroll. In fact, some people say that a music education degree is more rigorous than other education degrees because of the additional performance and (1-credit) class requirements. Personally, I saw many music ed major drop out of the program and pursue elementary education instead for this reason.
According to some ongoing research in the area of social media SOS calls, lack of respect among colleagues and administration is a widespread problem. It usually takes the form of not respecting the time of the teacher, thinking they can handle additional committees, subbing instead of taking planning time, duties instead of lunch/before/after school time, among others. Denial of supply requests, repairs to equipment, and repeated failure to appear at major school performing events of administration are other signs.
2. An As-Needed Budget
Something that’s infuriating is an equal budget for all teachers, except the football program of course. How many students are actively using school equipment each day? How essential is that equipment for a smooth day? Usually pretty essential! The student that depends on that instrument to get through the rehearsal loses a quality educational experience each and every day that they can’t use it. Teachers that aren’t able to expense repairs throughout the year as needed are really strapped, and certainly can’t afford to foot the bill themselves.
3. Sound-Proof Classrooms
… or at least an isolated music wing. I still remember the time I had some fifth graders really enjoying world drumming. It was an excellent class until a neighboring teacher came and told us to stop playing because she could hear us in her classroom. Stop playing? That’s violating what music standards mandate us to do! Stop playing? Then what? Sing out in the halls? I didn’t plan for that. Okay, I’m just being facetious, and you’re probably sensing the years-old bitterness behind those comments. This one is tough when it happens to you.
4. For the School to Rally Behind Our Achievements
How’s the football team doing this year? Notice no one really said anything about the marching band during homecoming week? What were the accolades like when one of your ensembles placed first in a completion? Did any administration congratulate you? So often, the achievements of any group in the music program is celebrated only within. Students in the orchestra will congratulate the jazz ensemble, members of the chorus will join the color guard so they can feel the thrill on the field. Maybe there’s a rivalry between instrumental and vocal groups, but everyone usually has an understanding they’re all on the same side at the end of the day. But there’s one problem- the rest of the school doesn’t care. It begins with how the leaders show they care or don’t care. It sets a precedent for what is really important at the school. This is another form of respect, like we mentioned above, but a really important version of it.
5. To Never Lose Sight of the Fun
I tell my students and their parents when we have the practicing conversation to never regard practicing as a chore. Chores aren’t fun, music is supposed to be. That’s why we chose to study music to begin with- it looked like fun! The best teachers, regardless of subject, are passionate about what they’re teaching in a way that makes it look like fun for their students. All of the most popular teachers I remember growing up had a fun way of teaching something. I had a seventh grade science teacher that would make fun of chemical reactions and he gave them voices to make us laugh as cool things were happening. The fun teachers were relaxed, funny, expected quality, but were easygoing about how they expressed that to us. Who is in control of bringing back or maintaining the sense of fun in your music classroom?
6. Relevant Professional Development Opportunities
Likely a small percentage of teachers really appreciate PD classes, and it’s mostly because so little of it contributes to what we do every day. Okay, I don’t mind a quick review of how to administer an Epi-Pen, and the official protocol to avoid blood-borne pathogens, because I may have forgotten something from last year. But give me a half hour “Health In the Classroom” recert. course, and I’m good, or make me print and sign an email detailing the steps I need to know (and will probably post behind my desk). The professional development that music teachers really need are what is going to contribute to their planning, their creativity, their ability to troubleshoot and their sanity. So rarely do schools provide this to their music teachers, at least consistently, and it’s very unfortunate, because these bright minds that went into music instruction in the first place need nurturing to continue to bring quality as the world continues to evolve.
Be on the lookout for Part II of this post!
This article was written by Music Room/Uplevel U: Music's owner and creator, Karen (Kay) Janiszewski.
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