When I began teaching long ago in the olden days, I was a stickler for points. Everything was graded. Everything had a point value. There was even extra credit back in the early 1990's Traughber JHS Band. Over time I began to shift my thinking when I realized that some of these grades were measuring nothing except behavior... and grading really didn't even improve that behavior!
I also embraced the idea that it is a parent's job to raise their children and my job is to give them the best possible environment to learn about music. After this "a-ha" moment my stress and frustration were greatly reduced. Do not misunderstand. We work on character development a great deal in my classes. It is truly the ultimate end game. We emphasize grit, perseverance, quality, empathy...I'll go on in more detail in a different post. When students embrace these experiences through the band and come away better for it then we have succeeded. But, one teacher cannot carry the responsibility of character and behavior development for every child they work with. It is overwhelming. So what did I grade? Things I stopped grading included: attendance, practice minutes, homework, returning documents on time, bringing in items to help the class or activities, bringing instrument and supplies to class, taking private lessons (extra credit), classroom behavior and attitude. (Behavior issues are now handled through the school-wide behavior plan.) Things I continued to grade or began grading included: playing tests, performance mastery, written tests, note identification games, performance contribution, performance reflections. Most of these have a rubric so students and parents understand how grades are determined. Grading and homework are, of course, deeply connected. Homework is supposed to be the practice toward mastery. So why was I grading students on practice minutes? Should a child who takes less time to master a technique or concept be penalized if they need fewer practice minutes? Should a child be rewarded who takes twice as long to practice an etude because they have weaker technique and need more minutes? I realized I was grading compliance when I graded practice minutes. Plus, they were mostly fake anyway. I shifted gears and developed this policy for homework: Homework The amount of practice necessary for student success is for students and parents to determine and will be reflected in the student's ability to perform quizzes, tests and concert music. The number of sessions recorded will be visible in Smartmusic for parent review. We recommend 3-5 times per week. It is important for students to establish a practice routine and to have specific goals each time they practice. Students will also have Smartmusic practice homework which will be completed on a computer. I also determined that if something is important and I want students to demonstrate knowledge or skill then it is important enough to test. We have playing tests every single week with every single student. The more grades I have, the more accurate the final grade will be in reflecting knowledge and skill mastery. With 20+ grades, a few weak tests won't sink a student and a few musical miracles won't save anyone. I also want students to be in the habit of testing. It is just part of the band culture in our building. They tend to take the testing seriously and become better test performers as they grow accustomed to the process. We try to do one recorded test on Smartmusic and one live in-class test each week. The live tests do use some class time but we make them very short and move quickly down the line. You can learn much about a student from hearing them perform one carefully chosen measure. Playing Tests Students will frequently perform individual playing assessments in class. In addition, students will have weekly Smartmusic playing assessments which will be completed on a computer. Students will take these assessments in class, use a practice room during their own time or may subscribe to Smartmusic and submit work from home, depending upon the assessment. Students may always do re-takes on their playing tests until they reach a level of mastery. One of the most important parts of grading is the policy of No Zeros & No Failing Tests Allowed. It is too easy for a child to blow off an assignment for a zero or slop through it for an F. I will initiate the need for work completion and retests as needed. There is no escape and no excuse we accept. Despite some student's best effort to bomb, they will have a solid grade and they will improve! This means we pull them in during their beloved lunchtime, homeroom, before school, and after school. We will test in class if we must, but it will get done. I tell students that they are each far too important to allow a zero or failure. The teacher will have discretion with regards to encouraging, requiring or denying retest opportunities depending upon the context of the test and the class calendar. This post is not a "one size fits all" solution. It is a few ideas that have developed over many years. We should each know why we assign work, if it is effective and if the grades reflect the student's actual knowledge and skill mastery. Here are several of my favorite podcast and blog sites. Enjoy!https://www.onandoffthepodium.com/
Thoughts on teaching band by Wendy Hart Higdon https://www.teachingmusicandmore.com Music educator Keith Ozsvath is passionate about helping other teachers improve their craft by designing and leading practical professional development. He’s a dad, coffee addict, runner, Northwoods fisherman, and recovering trombonist. http://www.thebandmasters.com/ Don Stinson and Steve Pyter sit down and talk with some of the most influential and effective music educators in the field. http://www.markjconnor.com/eb-podcast Mark J. Connor hosts this podcast featuring conversations with teachers, composers, and performers of music for winds and percussion. http://www.marchingroundtable.com/ All things marching arts. Great resources for all directors. professionalmusiceducator.com Music education podcast and blog. http://www.amusedcast.org/ A podcast and blog site. Self-described as: AMusEd is four music teachers, all just out of our first five years of teaching. We discuss current issues in music education; offer resources, tips, and tricks; and catalog our growth and missteps made as young teachers. Each of us brings experience from a different angle of music education. Olin teaches collegiate marching and concert bands; John teaches high school band and orchestra; Susanna teaches high school choir; and Veronica is our catch all for the rest, having taught elementary general music, band and strings, as well as middle school band and choir. After Sectionals Three young Texas directors. Good stuff. http://programnotespodcast.com/ Program Notes: The Beginning Band Director Podcast. Discussing topics relevant to aspiring and new band directors Retention is a daily and ongoing process which happens in every rehearsal, every communication and every decision for your music program. The director is the one person who can control the most elements of any music program. Students’ time, talent and energy are valuable. If you want high levels of student retention, then respecting those resources must be a part of the daily operations of the program.
Start with the End in Mind When creating rules, policies, calendars, etc. envision your ultimate goal for every student. If you want students to be long-term members, with independent musical growth, then keep that the focus. Do not get tied up in chasing trophies, creating burdensome schedules or unrealistic practice expectations. The program will never be more important to anyone than it is to you. Furthermore, your priority of the program will not be shared by every family. Decide what are reasonable expectations to meet the program’s’ goals and be willing to live with the consequences. Many directors will win a battle or two but lose the war when structuring the program. Quality Materials & Music We believe that 20% of the students will be “die-hard” band kids. These kids will love everything about the band almost all of the time. Maybe 10% will be “on the fence” and may only be there because a parent is insisting on it. These kids will resist or at best tolerate almost everything about band almost all of the time. The remaining 70% will be casually committed. These students like band if it fast-paced, social, rewarding and meaningful. How do we engage all of these students? High-quality literature. Selecting your literature should be an ongoing and careful process that evolves as the group develops. The better the quality of the music, the more your students will be engaged. Engaged students stay in band. Communication Make it easy for students, parents, and administrators to find information easily. Update websites and social media often so your band community has a reason to check in with these sites. Frustration in finding information often causes families to give up on a program. It is critical when communicating with families that you work toward solutions to issues or conflicts. Ultimatums end relationships. Is the program there for the student or is the student there for the program? Whatever your answer, that will be at the center of your communication. Keep in mind that reasonable flexibility helps students know that they are important to you and the program. Consistency Consistency in daily rehearsal structure, assessment procedures, routines and expectations will give students a sense of security and build a foundation of trust. That trust leads to strong relationships with students and families. A critical area of consistency is in setting a calendar of rehearsals and performances. The earlier this is set and the less it changes, the easier it will be for families to keep their children in your program. Chaos in the program creates chaos for families and is disrespectful of the students’ time and home schedule. We believe that by keeping retention in mind, not just at the end or the beginning of the year, we can better serve both our students and our program. The start of a school year is the perfect time to kick off a new idea or technique. Here is a challenge which has helped me become a better teacher.
Try something you have never done before. Take an art, dance or other skill-based class-either one or ongoing. Do a new sport or game. Try an instrument from a different family than your primary or start to sing. This isn't to add to your already full plate or to make you an expert in a new field. It is to help you truly understand what it is to be a novice again. We can say we understand but until we actually do something that is new and possibly awkward we cannot fully comprehend what our kids go through since most of us have not been beginner musicians for many years. Things which have become second nature to us are still developing in our kids. Now add a few elements in. You want to be good at this new thing. You have to do it in front of all of your friends (and possibly frenemies). You are being graded on it. And to top it off, the coach might be a little frustrated with you. The level of mental confusion, physical awkwardness and frustration can be overwhelming. This sounds like a combination of a total disaster and a situation adults would seldom put themselves in. This is what our kids go through every day in our class and probably others. A few years ago I began running to get healthier. I am not a great runner, to say the least. What I am is very competitive and very stubborn. But even with these traits, I would often be discouraged after a difficult run or a lack of improvement. As I ran I often thought about what kind of coaching is the most helpful. Would I be able to run better if someone was frustrated with me or disappointed in my lack of preparation or effort? I thought of all of the wrong ways I had reacted to struggling students over the years and it was an awakening. There are times when a little tough love is needed but those times are few and far between with young players. They usually know they are doing something incorrectly or if they haven't practiced. My lecturing or scolding is a waste of time. Now when I teach I work to remind myself of the struggle I feel when running (it is truly miserable) and do everything I can to be the coach I would like to have and the one my kids need now. A well-respected band director in our area wrote a post on social media which I found very concerning. This past weekend a judge at a marching band competition made very public negative remarks about the past quality of the program where this director had spent over two decades prior to his current position. The information, of course, got back to this director in a matter of hours. This judge's reputation is now damaged and the director is hurt.
So...here are thoughts on what I have had to learn the hard way over the last 26 years. I will quote my favorite teenage angst band from the 80's, The Smiths. It's so easy to laugh. It's so easy to hate. It takes strength to be gentle and kind. ~Morrisey One of the wisest things Margene Pappas taught me was to withhold judgment of a band, director or program until I understand their situation. No two programs have the exact same schedule, funds, admin support, parent support, lesson resources, student population, etc. Anyone who makes blanket negative statements about programs and directors who they do not have personal experience or relationships with is just an utter fool. And I have been an utter fool. My mouth often opened before my brain functioned. At 25 I was an expert-you just had to ask me. Learn from my mistakes and whether you hear a colleague say something ignorant, read an unbelievably naive question on Facebook or hear a band whose performance you find weak, help. Be the teacher and help. No one has ever looked better by making others look bad except maybe in a John Hughes movie. |
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