Relationships

I think the biggest lesson I'm actually taking from this year so far is the real importance of relationships.  It is important to have working relationships with coworkers, positive relationships with students and an appropriate balance in every aspect of the game.

I'm learning that even fifth graders are still children.  While I feel like I was just there yesterday and while at times their rolling eyes and necks are deceiving, really it has been a while and I am still working with children.  Sure many of them have seen much more than I ever did until I got to college (and some of them have seen more than I have and ever hope to either).  Yet they are still just children.

It amazes me how even the toughest kids can straighten up to an earnest compliment and I'm hoping that my insistence in some of them that they really can be better, have a better attitude, make tomorrow a new day will reach their ears.

It scares me to hear them recount tales in child-like innocence with nervous giggles of the way their parents address their bodies.  It scares me because I know that everything their mothers ever say about their bodies will stay with them for the rest of their lives.  It scares me because women have enough pressure to look a certain way, to have a particular body type, to hate on their bodies in the presence of others; these girls are too young to have these pressures placed on them.  This social programming starts so early.  It scares me to realize that many of these girls don't have anyone to tell them that they are beautiful, that they can dress conservatively, like a lady and still get attention.  It scares me to realize that their mothers don't dress conservatively, don't value their own bodies.  Where would I have learned these things if not from my mother?

Never before have I felt more convicted to be a role model for these girls in every way.  I literally had a near 45 minute conversation with two girls today about choices we can make when we find a super cute top that's too revealing.  I told them about my choices to wear camis, cardigans, scarves.  I told them we don't have dress codes to be mean but because we want them to dress like ladies so they'll be respected and treated that way.  At some point one looked at the other and said, "I guess I should have gotten another shirt to go under this one."  Maybe something sank in?

Family situations, hormones on the brink of kicking in, pressure up high to perform on assessments, pressure to be "cool" and accepted by their peers...all of these factors just further stress the importance of forming meaningful, positive relationships with these children so that when I tell them "You are beautiful.  You can have a positive attitude.  You can change your situation.  You are better, you deserve better and you can be better," they will believe me.

"I KNEW it!!" ...A successful presentation moment

So as a backstory, I do keep my do pentatone magnets with hand signs on my board at all times.  I admit, I'm lazy and don't feel like changing it every 45 minutes all morning long...5th grade knows the whole thing, 3rd grade knew only so la and mi, then 4th grade knew it all except re.  Exhausting.  So instead, I left it up, as a "visual prep" of sorts.

My highlight of my week (and it's only Tuesday) was when someone in the first 2nd grade class I presented la to exclaimed, "I KNEW it!!"  They immediately sang the second motive of Snail Snail with la and the new hand sign, they told ME that la was a step higher than so, then they proceeded to sight sign a new pattern from the board (first two times through "think it in your head, don't tell your friends the secret yet, but show me on your hands that you know what it says", last time sing and sign).  We transitioned easily into a so-la turn song and game and at the end of the lesson nearly every hand went up to tell me what our new "friend" is called, where it lives, that it's a step higher than so...

I love to hear my students guessing as we get close to a presentation moment: "I think it's ree!"  "No, it's doo!"  I just shrug (ala Brenda Keen) and say, "Guess you'll have to come back to find out!"

Successful, purposeful preparation is absolutely the hardest work and takes the most thought and time to plan but it is also absolutely worth it for a successful presentation moment: "I KNEW it!!"

From the Front Lines

Alright, so a moment to rant about the media and education.

First of all, before I say anything else, I just want to say that anyone ANYONE that is not a teacher, not in the classroom with the students teaching said curriculum really has about an ounce of worth to anything they say.  Blanket statements about "America's teachers failing students" about wanting to revoke teachers' tenure and so forth all make an uneducated (about education) person think that ALL or even MOST teachers are like this.  To this I say, "Give me a break!"

Finland's educational system is the best in the world according to this news report that has me ranting.  They spend less per student than we do and have a 2% drop out rate.  What the media doesn't report is: Is every SINGLE child educated?  Are special needs addressed? Are programs like Child Find in place to seek out children who deserve services but may have been forgotten or overlooked?  Do you care if every single child knows SOMETHING or do you want your few, your privileged to know EVERYTHING?  (Not to mention their country's population is the size of one of America's metropolitan areas...)  Unfortunately I don't know enough about Finland specifically to really attack their system.  But can I just say that part of the reason was because they had three teachers in every class?  Three, with probably smaller class sizes.  And we wonder why a teacher struggles to teach nearly 30 ten-year-olds in a single room where the desks and personalities barely fit and every child has a different learning style and ability.

It angers me that a politician would say, "You haven't met our higher standards; you aren't doing your job."  Higher standards without the resources are just like asking me to reach the top shelf without a stool.  I can jump and hop and stand on my head and I can get close and I can make improvements, but people, it is not physically possible for me to reach the top shelf without some assistance.  Teachers need high quality training, teachers need more quality educators to work with and fewer students to focus on at one time.  When this happens, Mr. Politician, then we will talk.

The statistic that states that 47% of today's teachers are in the bottom 1/3 of college graduates is alarming, but I think it says more about our society than it does about our teachers.  We have placed such an emphasis on technology, medicine, law, science, math and have looked down upon teaching as a "feminine" "weak" or "lesser" career choice.  And I can't say that I didn't also feel this pressure.  As the rest of my very best friends went off to grad school to get Master's degrees in music performance on their various instruments, I felt a huge pang of guilt...Would I be "settling" by being a teacher?  Could there be a "better" more worthy career of my time that would also pay me better?  Should I have been going back to school right away and finding something "better" to do?  47% of today's teachers are in the bottom 1/3 because the top 2/3 are under too much social pressure to choose something else, to not "waste their time" educating the next generation.  I'm sorry, America, but this not the fault of the educators.  I'd also like to know the statistic: How many of the other 53% are in the top 1/3?

I love being in the classroom.  I love interacting with students like my "Zeke" and "Sharpay" today who totally rocked their 6 or 7 lines.  Spradlin even had to specifically tell "Sharpay" to get out of character, she fit into it so well.  I love working with fourth graders who know where do goes on the staff before I tell them and who get sooo excited playing "We're on the King's Land" and our newest challenge "The Cup Game".  I wouldn't trade it for anything.  I am working my tail off to be the very best teacher I can.  And watching my colleagues run circles accommodating, differentiating, accelerating, tutoring, testing, assessing, grading, reporting, communicating, reporting, planning just makes me want to say to Mr. Politician, "Come spend a day in our shoes.  And then, and only then can you say whatever you want."

"No, we don't wanna go to recess!"

What?  The highlight of my day was working with my lead actors for High School Musical who on Friday had nothing memorized and today had nearly every line from scene 1 memorized, who had fun learning who to act, and once I released them to go back to recess they all proclaimed "No, we don't want to go recess!"  I'm not sure I've ever heard a child say THIS before!  Great day with hard working children!

Transitions: Creating a Magical Musical Classroom

So I've known since I saw my first Cecile Johnson lesson sequence that that is what I wanted to be when I grew up.  If you've ever seen her teach, or someone like her teach, you know that her transitions happen so flawlessly, even as an informed future teacher, or as a current teacher you see and feel that every song, every activity is all one continuous activity.  I watched her teach from the moment students walked in until the moment they walked out of her room and I watched things like phone calls, announcements, ridiculously disruptive children, you name it, not even seem to put a dent in your focus.  I believe someone has described her teaching as a swan swimming: on the surface they look flawless and beautiful, underneath the water they are paddling furiously.  After watching her teach I remember all I could think was that it just felt magical, changing a rhythm on the board into the next song's rhythm, making her greeting sequence fit flawlessly into her objectives of the day, teaching a new dance or game one layer at a time "first round of the game..." "second round of the game..."  Every single activity had a pedagogical purpose, was formatted like a game in children's eyes.  Her students will never know exactly what she's doing but children are bright, intuitive, and children know when something great has taken place, even if they can't put their finger on it.

I watched Cecile do this for ten weeks the spring before last.  I knew I wanted that for myself but didn't have a clear picture of how to create that in my own teaching, my own classroom.  Level I of Kodaly training set me up for understanding Prepare, Present, Practice, Assess, REPEAT.  And a year of teaching got me into the zone of thinking: these activities will take approximately 5 minutes, 10 minutes, 45 minutes, 30 if I am strategic with passing out materials, etc.  It also got me into long-term planning mode and made me stronger at juggling rhythmic concepts simultaneously with melodic ones, overlapping them so that neither is completely abandoned in sacrifice of another.  While I had to have all of that foundation to progress, the real magic in my classroom has come as a result of Level II training...

Week four of applying what I learned last year on children that already knew my procedures and expectations and what I learned in Level II and already I have found that planning effective transitions has cut down on my behavior issues immensely.  In fact, there are maybe three students (out of 400) in four weeks that I even felt remotely out of control of their behaviors.  And luckily with two of the three I had plenty of time to visit with them later, rescuing our rapport.  The third, I'm having to experiment with every time they come into my classroom.  They're one of those that doesn't follow normal protocol.  As long as I can teach the other students in the class, we have been successful....for now.

But now getting to the meat, the magic I have been alluding to.  My strongest grade level at present is second grade: they came with a fabulous foundation and lessons are 30 minutes long.  I have a lot to cover, have written successful transitions and get to teach the same lessons with five different groups, so by the last group, I am approaching that zone of whoa.  The most incredible part is watching the kids as we learn, work, play for 30 minutes straight, they get their cue from a song to line up, the song ends, and they silently wait for me to award their stars for the day.  Their faces show me they understand intuitively that something magical has taken place.  Last week in this very lucky fifth lesson group, a bilingual student said, "Thank you for your class."  In the bus line another in the same group said, "I love your class" accompanied by a great side hug.  Yesterday, after an atrociously stressful week, topped with a six-day headache spree, the same group of students all had giant smiles, silently waiting for their lesson conclusion so that THEY could be the one who told me the "new friend" we learned this week [repeat sign, two lines and two dots! repeat sign; and Over and Over OstinatO].  Another child in this group exclaimed incredulously on the way out, "You are the best teacher of song!"

In this moment, I didn't have to try to remember why I stayed on Monday until 6:30 with the Festival selection committee, Tuesday until 5:00 with Site-based, why I stayed until 4:45 on Wednesday at a faculty meeting, why I stressed all week about getting lessons written for next week, plans made for teaching and organizing High School Musical, why I sacrificed working out for vegging out so my poor brain could rest, why I spent so much time counting field trip money and collecting forms and submitting numbers and starting all over again for fourth grade.  In that moment yesterday, seeing the smiles and hearing that comment of that one very sweet but very honest little boy, I knew: God has placed me exactly where I am supposed to be, serving the exact children that I am supposed to be serving for right now.  Thank you God for that.

Thank you, Cecile Johnson for inspiring me to work my tail off toward achieving greatness in my classroom "only the best" every day, and thank you Brenda Keen for showing me the tools I needed to get there, to have that magical moment at the end of a lesson filled with great transitions.  For any music teachers out there that haven't taken Kodaly training, or aren't to Level II yet, just do it.  All the stress, tears, stomach aches, lack of sleep, tuition money, three weeks of each summer, they're all worth it for what you can achieve for some very deserving children.  I know I still have a lot of work to do, progress to make both with my children and with my own teaching, but seeing how far I've already come and feeling like I am so much on the right path building a foundation that will last a lifetime of teaching makes all that work seem like less of a mountain.

Unwinding

This week, unwinding has been the greatest challenge.  It may be time to look at my life and restructure my out of school time to better suit my evening needs.  I had gotten really good last year at managing stress.  I know that the second my stress levels get out of control, so do I and no child deserves my overstressed wrath...even the ones that decide to be a toot that day and make all the choices I wish they wouldn't....

Although there's been a lot of negative wrapped up in the stress and just overall tons of pressure to get money turned in and counted accurately, permission forms turned in, student numbers accounted for, High School Musical scripts prepared, songs taught, blocking considered, new oboe students, chairing the site based committee, faculty meetings, teachers with concerns beyond my control, questions about scheduling, helping with Festival committee selections, ETC. my goal has been to remember that it is all about the kids.

This year I am pleased to say that lesson planning is not a source of stress; neither is teaching but especially my students are NOT stressful!  Somehow my lessons and teaching style has gotten like 20 times more engaging and behavior problems are a zero.  My transitions are becoming increasingly more seemless and my conclusions to lessons seem to be really helping things settle in and are increasing retention.  Worst thing my kids do?  Talk when they aren't supposed to usually when they're excited.  That's the worst thing?  The biggest sources of stress are the paperwork, organizing and working with the adults who are equally if not more stressed than I am!

So back to the kids--highlights of my day "Miss Lippold, I love your class" in the sweetest Spanish accent you've heard, a barrage of hugs and "Hello, Miss Lippold, Hi, Miss Lippold" almost to the point of exhaustion, a third grader who asked, "When are we gonna learn ree and doo?", a fourth grade class that was practically flawless from start to finish, and seeing the progress of two students I tutored last year: especially regarding their self-esteem.  What we are doing is valuable, what I am doing in my classroom is having an impact.  As long as I do my job and keep these precious children at the top of my priority list, a greater power will provide for the rest.  It's time I turn that over, lift it up so that I can focus my self and my love more fully toward my students.

Patience is a virtue

Children are amazing little beings.  They can also be little stinkers and no matter which they are being on a given day, they take an incredible amount of patience.  This week I felt my patience begin to run thin and I hope that I can check myself and get back on track before I fall into the trap of negativity.  Avoiding negative coworkers that not only whine about the kids but also about doing their job I think will be key to a successful year.  I will maintain the mantra that just because everyone around me hates their job, I don't have to hate mine.  And I can pray that their hearts will be lightened, that I can and that they can take the time to care for themselves and de-stress so that our students are spared the wrath of an impatient and stressed teacher.

I am overwhelmed by how much work needs to be done to get High School Musical ready in time, but at the same time am excited by how much we can teach from it.  I have doubts that supervisors and colleagues will doubt my musical judgement in agreeing to work with Nathan on this project; however, I can't help feeling that overall the sacrifice is worth what they'll get out of it and my traditional Kodaly training can commence as soon as the performance is behind us.

The highlight of my week?  A fifth grader that said for a week he didn't have money to go to opera and then showed up on Tuesday with $20 in cash he had earned by pet sitting for his aunt.  I am encouraging my students of every economic background to think creatively and be willing to put in some work and effort to participate instead of expecting the world to throw everything they need at them.  This student did a great job this week of proving that he was listening and reminding me how important my daily attitude is.

If we do something and it's not in love, than we have wasted our time.  Everything inspired in love and in God's name will be of value.  Lord, help me to love: my students, my coworkers, my supervisors this week and always.

Week Two

The best thing I can say about today is that it went by really fast!  My schedule is awesome.  Even though my mornings can be sort of tiring teaching straight from 8:30-11:30, it feels like I start teaching and then it's time for lunch; start teaching again and then it's time for my conference (and bus duty and home!)

Finding plenty of activities to do in my lessons makes a huge difference.  When I get in the mind set that I have so much stuff to do and only so much time to do it keeps my pacing up and makes the time fly even for me.  I'm sure it probably makes a difference for the kids too.  I'm trying to spend more time at the end of lessons wrapping things up and reviewing what we did.  I still want to get better at this to make it clear to them what they were trying to learn.

I still want to stay focused on my kids even though my lessons and newsletters and collecting money and permission slips for trips take so much time.  I appreciate so much conversations with coworkers about individual students that we are determined to make better, more confident people.

Still on a roll and feeling good about the way this year is starting....

Another amazing day...

I know that kids are still on their best behaviors since it's the beginning of the year and they aren't completely comfortable yet with their homeroom teachers or with their classmates, but seriously, another awesome day?  It feels good to have a great relationship with a boss.  I know she trusts me to do whatever she asks and I also know that she'll support me when I need it too.  I have a great feeling about her from my first interview and honestly she makes a lot of other things that frustrate me worth it.

Tomorrow Nathan and I start serious planning for High School Musical.  I am totally looking forward to it.  A huge project, but I know we'll get everything done.

And OMG, Level II + a year of experience has made lesson planning easier!!  I hope to get more long term plans in place tomorrow and continue to organize songs to help with this.  The faster I can get a plan that I feel good about together, the better!  

My high of the day?  Walking away from a meeting with an administrator praising the fact that I'm "always willing to try something new" and that's what she loves about me.  Well, and a great conversation with an amazing coworker who shares my deep passion for education, equality and high expectations!  So glad I can return return the favor for all he's done and is always so willing to do for me.  Loved the second grade smiles I saw this afternoon too.  Just a great day.

Adventures of a Second Year Music Teacher

I've been wanting to journal about the happenings in the classroom and I wish I would have done a better job of recording my time during my first year.  However, things always seemed too overwhelming.  It is my intention to use this blog as a place to write down the happenings of my second year.  I'm hoping that being able to write things down will help me keep my perspective on my KIDS and not on the adults and paperwork that go along with teaching youngsters.

To keep things easy at first and on most days I blog, I'm going to stick with my high, low, aha! trick I learned at a Wesley Foundation retreat.  The HIGH of my yesterday (the first day of school) was teaching/playing with bilingual first graders their first time to music.  Some of them nearly lost when Johnny worked with five hammers.  While my teacher instincts told me to not let them laugh and keep them orderly, I held that person back and let the kids be kids.  I really want to be better at that this year!  My LOW of these two days has been dealing with scheduling and some district conflicts that my principals and myself are caught in the middle of.  My heart tells me what's right; my head and coordinator tell me what's reasonable.  I'm trying to let this roll off since it really isn't my problem or conflict and simply do what I'm asked to do the best I know how to do it.

I LOVE TEACHING FIFTH GRADE THIS YEAR!  I see them coming down the hall and get super excited.  They know me, they know my expectations and they know they are there to work hard.  Love them.  All of them.  Even one of those kids that was tough at one point (okay lots of points last year...) gave me a big smile of recognition.  I have to find each of these kids a special job in High School Musical.  I want them all to feel the weight of their role and understand their responsibility to the whole group.

I loved spending time with a sweet 2nd grader during lunch today.  And I know that her home life is very different than the environment I was raised in.  But that sweet little tiny 2nd grader has a huge heart and it is unbelievable to watch her perk up and walk a little straighter with just an extra pat on the back.  Funny how a child who could drive me crazy by walking in haphazardly and not being able to sit still to save her life could win my heart in just a year.  I wonder how many more students that I originally drove me crazy will win me over.  I wonder at how many students I will cry to have leave me this year!  These relationships we teachers make with these students, they're what we're really all about.  Because a child will do almost anything for an adult they admire and respect and know values them in return.

Work will not be my life this year.  I have lots of things on the side I want to accomplish.  But this is the center right now of everything I'm doing.  I work out so I can feel good so I'll teach better.  I'm eating healthier for the same reasons.  I'm wanting to strive to keep my evenings clear of work for school so that I can come refreshed and excited to see my next class.  I'm looking forward to my continued work on my song collection so I can be better at lesson planning and ready for Level III.  And honestly, it all feels great.

God has placed so many children at my fingertips to touch, to teach, to love.  It is not just a desire for me but an absolute calling.  I have to do it.  It burns inside me, I yearn to make their lives better--if only for 30 minutes twice a week.

Best moment of today teaching: when a 2nd grade class (their first time to my music class) said when it was time to go "Oh, man!!" in chorus.  I can't even remember the last time this happened.  How awesome that they love my class and don't want to leave it.  I know I can balance all the fun and amazing things music has to offer with a great classroom management plan to keep it all running.  And I am so excited to embark on this 2010-2011 school year at Achziger with my great coworkers and most beloved students.