Some of my readers may know that I have changed positions. I was teaching 5th and 6th grade band as well as 7th and 8th grade choir at South Tama County Middle School, in Toledo, Iowa. It was a hard choice, but a necessary move to Hoover Middle School in Waterloo, Iowa. I am taking the time to reflect on ways things have changed, what I miss about teaching at STC, and things to be positive about.
The first thing I want to mention is that I am now only vocal music at Hoover Middle School. This has been a welcomed change, as I felt that I was a "jack of all trades and master of none" in my position at STC, but oddly enough... I loved every minute of teaching there. I was able to balance the high school instrumental director, as he was a brass player and a much better percussionist than I would ever be. In that time, we did grow a program, add another grade level to instrumental music, and chose a new book series to use. On the vocal side, I was able to grow the program from 45 to 60/65 strong, that could sing in parts and was willing to sing "serious" repertoire.
I honestly miss working with my direct ELL students, my Native American students, and every other student. I highlight these minority groups, because they offset the majority and I found some interesting questions based on this - why was vocal music primarily a course that Native or Hispanic males elected to be in, but not Caucasian males? In my choir at STC, I only had 1 fully Caucasian student in choir. What does that say about the cultural implications of music? These are questions that I cannot currently answer, as I am no longer there - if anyone else has this issue, please feel free to reach out and share your insight.
Now - the positive changes, the room for growth, and the driving force behind my positivity at Hoover.
- I am the only vocal music teacher in the building, but one of five staff members in the music department, and one of four middle school vocal music teachers in the district. Yes, this is a perk to being part of a larger district, but as a reflective teacher, this allows me the chance to grow as an educator. I receive feedback from our music lead teacher, and I get to work under an administrative team that includes a singer, a former band director (music educator at heart), and, though I haven't quite figured out how to describe him, another grade level administrator that cares that I'm doing well, am respected, and treated as the expert in my field. They have done many a walk through and I'm warming up to having an administrator in my space, holding me accountable, but also driving me to succeed - more importantly, helping me improve my instruction to do what's best for kids.
- In past experiences I have been a skeptic of "Choosing Positive", "Riding the Energy Bus", and other things of that nature, but I am changing. I was once shown the video of a speaker talking about feeding a negative dog, or a positive one... While yes, it is true that we should feed the positive dog, we also need to see what type of food the positive dog is getting. Is the positive dog getting synthetic, artificial food, or organic, homegrown, and well prepared food? We can be positive minded in negative situations, but that means, we have to get our hands dirty, we have to face our problems and come up with solutions. If we don't, then, what's improving? Choose to be positive, but choose to make changes, swallow pride, and realize that the newer teacher may know something beneficial, but also the veteran teacher can speak from experience and work collaboratively to make changes.
- A 10 period day is brutal - this was created to ensure that students can have interventions, band or orchestra, and choir in their daily schedule. My voice is often exhausted, but it's wonderful getting to know all 300 kids I serve and see 3 times a week. My choirs are split by gender 2 days a week and then we come together in a mixed group on Wednesdays. Those days are extremely exhausting, but also, extremely rewarding.
- I am learning to "Keep Calm and Teach Middle School". I am learning that regardless of language spoken, every student can learn. I am reminded that Common Formative Assessments are not the bane of a teacher's existence, but rather a means to identify where the disconnect is between students and their teachers.
- I have different field experience students from the University of Northern Iowa. I am learning that they need to observe, then get their hands dirty. This is what I've wanted for a long time. It allows me to pay back institutions of higher learning, will paying forward to the profession. More to come on this topic.
How is your year going so far? How do you authentically "Choose Positive"? What is one thing you're changing in your teaching this year to do what's best for students?
-TGZ
The first thing I want to mention is that I am now only vocal music at Hoover Middle School. This has been a welcomed change, as I felt that I was a "jack of all trades and master of none" in my position at STC, but oddly enough... I loved every minute of teaching there. I was able to balance the high school instrumental director, as he was a brass player and a much better percussionist than I would ever be. In that time, we did grow a program, add another grade level to instrumental music, and chose a new book series to use. On the vocal side, I was able to grow the program from 45 to 60/65 strong, that could sing in parts and was willing to sing "serious" repertoire.
I honestly miss working with my direct ELL students, my Native American students, and every other student. I highlight these minority groups, because they offset the majority and I found some interesting questions based on this - why was vocal music primarily a course that Native or Hispanic males elected to be in, but not Caucasian males? In my choir at STC, I only had 1 fully Caucasian student in choir. What does that say about the cultural implications of music? These are questions that I cannot currently answer, as I am no longer there - if anyone else has this issue, please feel free to reach out and share your insight.
Now - the positive changes, the room for growth, and the driving force behind my positivity at Hoover.
- I am the only vocal music teacher in the building, but one of five staff members in the music department, and one of four middle school vocal music teachers in the district. Yes, this is a perk to being part of a larger district, but as a reflective teacher, this allows me the chance to grow as an educator. I receive feedback from our music lead teacher, and I get to work under an administrative team that includes a singer, a former band director (music educator at heart), and, though I haven't quite figured out how to describe him, another grade level administrator that cares that I'm doing well, am respected, and treated as the expert in my field. They have done many a walk through and I'm warming up to having an administrator in my space, holding me accountable, but also driving me to succeed - more importantly, helping me improve my instruction to do what's best for kids.
- In past experiences I have been a skeptic of "Choosing Positive", "Riding the Energy Bus", and other things of that nature, but I am changing. I was once shown the video of a speaker talking about feeding a negative dog, or a positive one... While yes, it is true that we should feed the positive dog, we also need to see what type of food the positive dog is getting. Is the positive dog getting synthetic, artificial food, or organic, homegrown, and well prepared food? We can be positive minded in negative situations, but that means, we have to get our hands dirty, we have to face our problems and come up with solutions. If we don't, then, what's improving? Choose to be positive, but choose to make changes, swallow pride, and realize that the newer teacher may know something beneficial, but also the veteran teacher can speak from experience and work collaboratively to make changes.
- A 10 period day is brutal - this was created to ensure that students can have interventions, band or orchestra, and choir in their daily schedule. My voice is often exhausted, but it's wonderful getting to know all 300 kids I serve and see 3 times a week. My choirs are split by gender 2 days a week and then we come together in a mixed group on Wednesdays. Those days are extremely exhausting, but also, extremely rewarding.
- I am learning to "Keep Calm and Teach Middle School". I am learning that regardless of language spoken, every student can learn. I am reminded that Common Formative Assessments are not the bane of a teacher's existence, but rather a means to identify where the disconnect is between students and their teachers.
- I have different field experience students from the University of Northern Iowa. I am learning that they need to observe, then get their hands dirty. This is what I've wanted for a long time. It allows me to pay back institutions of higher learning, will paying forward to the profession. More to come on this topic.
How is your year going so far? How do you authentically "Choose Positive"? What is one thing you're changing in your teaching this year to do what's best for students?
-TGZ
