How May I Serve YOU?

Carefully consider your financial support

Communication, Fundraising, News and Happenings, Personal experience, Social Media, Social Media /

donationsDonations

I made two very small political donations to out-of-my-district candidates I couldn’t vote for, but whose positions I liked. Two complaints.

First, they make the $10-$20 donation process difficult as all the ‘defaults’ during the process are for a higher amount that automatically repeats monthly or quarterly. Ohhhhh, the lists those donations put me on. 

I also donated to PragerU, a cause and operation I support, even though I don’t benefit directly from all their children’s books and programming. I have watched and learned from several of their 5-minute videos on various topics and enjoy some of the interviews and programming shows they provide. I will probably donate to them again. But wow….do they ever have me on their list(s) now. Opportunities to support this cause or that one, to have my donation doubled or tripled (but only today)….. And they even use the USPS. 

Of course, we all know that if you click on something in Y-ville or F-whatchamacallit… that you are doomed for an almost never-ending onslaught of similar things to watch, read or support. 

The only entity I support significantly and regularly is my church and some of the specially targeted mission programs it supports. I won’t get into the thousands of missionaries or of the emergency services and help in times of disaster and for people in need — because that is not my main focus of this post. 

Just today (so far) and it is not even noon yet…. I have been asked to support, via email, text, and the tentacles of social media:

  • both presidential candidates (one just wants $1, yeah right). But today, not tomorrow.
  • both vice presidential candidates “if I can afford it”
  • a senator, who “for less than a cup of Joe – just $5” will make the senate his political color
  • PragerU
  • Daily Wire
  • Israel

Not today (yet), but I periodically hear from:

  • my university (I do enjoy the student callers)…
  • my university’s school of music – I even sent postcards to prospects on their behalf
  • My university’s philanthropic dept
  • several candidates (both major parties)

Newsmax (and others) want me to ‘vote’ or participate in a poll, but I’m confident those will lead to a donation opportunity. 

Recently, I received a letter with the return address of President Donald J. Trump. I was going to post it on Facebook (denied) on Instagram (denied) and X (denied). Maybe there really was something wrong with the way I took the pic….but that is why I did not include it in this post.

Most who offer audio or video podcasts advertise and also offer a subscription for a variety of benefits. There was one I really liked, but she stopped all “free” and went subscription only. I didn’t follow. But NOW… she’s back. 

I use Unroll Me app to reduce emails….somewhat successfully.

Sending “STOP” on texts is a joke. That just confirms the number and adds me to to other lists. 

If you donate everything away, will the government replace it? 

What’s your story? How do you avoid/reduce them? Or can you? Advice appreciated. Attackers not.

 

Carefully consider your financial support Read More »

I wanted to be a band director

Assistant Directing, College Prep, Family, Job Search, Music Department, Personal experience, Repost, Respect, Teaching, Teaching Music /

In 7th grade, attending a band clinic at Morehead State University, I made the definite decision that I wanted to be a band director. No one on either side of my family had been to college, so I was clueless in many aspects of what it would take.

My band director, James Copenhaver, pulled me aside one day to explain:

You want to be a band director. That means you’re going to need to go to college, but your family can’t pay for you to go (My parents were divorced and my polio-surviving mother was raising five children.)

Your grades are okay, but not good enough for academic scholarships. You’re not athletic, so that is out.

The best chance for you to get to college is to become good enough on that clarinet that by the time you graduate, a college will pay for you to come. You’ve got four years.

It worked.

I wanted to be a band director Read More »

My first employee quit a secure job to work straight commission

Leave a Comment / Business strategies, Fundraising, Income Opportunity, Job Search, Personal experience, Sales and Marketing, Selling in the Schoolhouse, Small Business /

i-quitBefore I left my first sales job, I had worked five years for a national manufacturing company which spent a lot of time making the case that, even though ours was a “draw-against-commission” job (straight commission with a regular check, in other words), we had the security of management and big business backing us up and that life on the outside competing as a “trunk-slammer” who represented a variety of manufacturers and importers was an extremely high-risk proposition.

The manager who hired me left the company during my fourth year to go work for an importer that competed with my manufacturing company employer. A few months into his new job he called me…

John, you gotta get outta there. There are too many stupid people out here making too much money trying to do what you have already been trained to do. Make the jump, you’ll be fine.

He sent me information and I started researching the contract I was under. This process went on for several months. I started making plans and connections. Then I got another call from Bob,

John, have you left yet?

No, but I have one foot out the door.

Well, never mind. Don’t go. I’m back!

He had been hired back as upper-level management. I did resign and was one of the very few who did so to start working independently in the same business, who did NOT get challenged on the contract — and my theory as to why — is that Bob, did not want to have to answer in court that he was, in fact, the one who told me to leave and advised me to do exactly what I did. I’m glad they hired him back.

My wife and I ate beans and cornbread for a few months, but we got our business up and running and never looked back.

As I made the rounds to some of my former customers to tell them that I was still in business, but would be operating under another name, George, an Assistant Middle School Principal and Athletic Director started asking me a lot of questions and expressed an interest in coming to work for me in my new business.

But George, you have tenure, a Masters Degree and a Principal’s License. I can’t pay you anything until you sell something. Take a couple weeks to think about it.

A few weeks later I called George,

Just checking in to answer questions and see what I can do to help reduce your stress as you consider your options.

I’m not under stress anymore. I just resigned.

I know it took him a couple years to match the income he walked away from, but I underestimated the thrill of helping get an operation off the ground. George was a faithful and successful sales rep for me for twenty years until his retirement a few years ago.

My first employee quit a secure job to work straight commission Read More »

Narrative from a teacher evaluation

Assistant Directing, Classroom Teacher, Personal experience, Teaching, Teaching Music, Technology in the Classroom /

evaluationI was looking for something else and stumbled across this…. the narrative portion of a teacher eval on me about a year after they tried to pink-slip me. It was likely a scheduled observation and one of those times you find out what students think of you — because they can make it go really well or horribly wrong. Not sure why they insert the name so often. I find that distracting. Apparently, this was early as we were learning the piece, “Africa: Ceremony, Song, and Ritual”. I should point out that the artifacts passed around and the email read came from David’s summer studies in Ghana.

VIII. NARRATIVE (March 2007)

As I entered Mr. Gardner’s class, I immediately noticed the projector displaying announcements. Specifically, the following were scrolling: Leadership Truths, Characteristics of Quality, Birthdays, and the agenda for each day of the week. In addition, Mr. Gardner used the speakers in the band room to play audio of the African piece that has been the focus of instruction. When the bell rang, Mr. Gardner turned on the lights; students immediately became quiet. Mr. Gardner began to lead students in a warm-up activity. He used the projector during this time. Mr. Gardner’s band room is orderly and conducive to learning. During the last warm-up exercise, Mr. Gardner requested that a senior conduct. Next, Mr. Gardner assigned the following exercise: students were to submit five suggestions that could improve the African piece. He allowed students to make suggestions regarding his performance, as well. Next, Mr. Gardner shared some African artifacts with students. They passed the artifacts around the room while Mr. Gardner read aloud an email message from a study-abroad student in Africa. Students were very attentive during this time. Next, the band started performing the piece; this piece is relatively new to the students. Mr. Gardner balanced praise with constructive criticism. Mr. Gardner transitioned into a rhythm exercise. He allowed students to choose the object they were to use to demonstrate rhythm. Students enjoyed the exercise. Mr. Gardner uses modeling to support his direct instruction. It should be noted that when there are students talking during Mr. Gardner’s direct instruction, other students remind those who are talking to be quiet. Mr. Gardner led students again through the piece. At the end of the period, students were quiet and attentive during announcements. Mr. Gardner praised students as they left, and he reminded them to submit the “suggestion sheet.”
Other good points will be listed below.
1. Mr. Gardner’s class is engaging. Students enjoy the learning environment and are
clearly motivated by the instruction and varied strategies.
2. Mr. Gardner has a passion for teaching that translates into excitement for the students.
Suggestions I would make will be listed below.
1. None at this time.

Narrative from a teacher evaluation Read More »

Bullying, Band and Best Practices

4 Comments / Classroom Teacher, College Prep, High Schools, Music Department, Parenting, Respect, School Security, Teaching, Teaching Music /

By John Gardner

Bullying In Band

UPDATE: Be sure to read the parent comments at the end of this article.

Over a decade after high school graduation, he told his parents he was bullied as a high school freshman, not telling them at the time because he feared they’d make a big deal of it.

He DID go to a teacher who ignored or brushed aside his emotional plea. In his valedictorian speech at graduation three years later, when he listed the “Top 10 Things I Learned in High School”, one of them was…..

“….that my head really does fit in a gym locker.”

Still no response. This was before all the more recent publicity of the terribly negative lifetime impact that bullying can have….but

…there is no excuse for inaction. EVER!

Fortunately, this story doesn’t end tragically…. but that doesn’t make it right.

Bullying in Band…..surely not, right? …

Bullying, Band and Best PracticesRead More »

Bullying, Band and Best Practices Read More »

Safety, Transparency and Reputation when Coaching Students

Leave a Comment / Classroom Teacher, College Prep, Communication, Consulting, High Schools, Parenting, School Security, Teaching Music /

By John Gardner

transparencyFor a short time during my earliest teen years, without concern about walking to and into his home, I studied piano with a single guy who lived a few blocks away. During high school freshman year, I took lessons with a college girl who came to our school and went with me into a sound-proofed practice room. Later in high school, I would travel weekly to an area band director’s home for instruction. Concerns about safety transparency and reputation never came up.

But times are different now. Priests, coaches, and teachers are convicted of having inappropriate relationships with children and students, creating a sensitive and suspicious society that dissuades good teachers and students from participating in the time-tested tradition of individualized instruction.

The concept of innocent until proven guilty does not apply. No one can afford even an accusation. A School of Performing Arts that provides private lessons for area children put windows in all the classroom doors, instituted a parental sign-in/out procedure, and has a staff member walk in on every lesson every time. Band directors schedule lessons in busy offices or in large ensemble rooms full of distractions. College students video lessons with middle/high school students, not only for critique but also for security.

One band director told me that

…you don’t have to be guilty….an accusation can destroy a reputation and/or cost your job. And unfortunately, even after proven innocent, the doubts, questions and hesitations can continue to damage a reputation that took decades to build. Teachers have to be soooo careful.

The very nature of individualized music instruction almost mandates that student and teacher be alone in a room with a closed door. How do we take the legitimate safety concerns that student, parent, and teacher share along with the teacher’s concern for reputation (and employment) and still provide specialized, accelerated training?

SAFETY is everyone’s concern even if from different perspectives. Be aware and be careful.

TEACHERS…

  • invite parents to sit in or be nearby during lessons.
    • My experience: When I teach 1-1 lessons in my home, parents can relax in my living room while I work with the student in the dining room. A 6th grader’s mother would bring a book and sit in the room.
  • leave a door open or at least ensure it is unlocked and/or has a window. Enable anyone to walk in on you. That delay while you get up to open the door from the inside can cause undue suspicion or concern (and increase interruption time).
  • schedule lessons when others are around. Avoid evenings or non-school days when teaching at school or make sure someone else is home if the student is coming to your home studio. Do everything reasonable to remove any question andensure both student and parent are comfortable. Keep in mind that teens are increasingly cautioned to beware of one-on-one situations with adults. Respect that.
    • My experience: When a mother requested I work with her student over holiday break, I scheduled it at school along with an appointment for another teacher to drop something off to me during the lesson time. I left the band room door opened and set up the chairs in clear view from the hallway so passing janitors could see and hear.
  • video or audio record the session. Make sure everyone knows. Place the camera so both teacher and student are visible, but NOT in a way that makes the student uncomfortable or could set you up for a different kind of complaint.
    • My experience: When I teach lessons via Skype, I ask that the camera be pointed so that I can see either fingers, embouchure or both, so I am usually looking at a profile view of the student’s top front. When girls start adjusting their clothes, there is some discomfort. Be aware, empathetic, and be careful. Explain your reasoning — or move the camera to remove the discomfort.
  • if you have a regular coaching schedule, post the schedule. If you have a website with a calendar, parents (and students) are better reminded and informed.

PARENTS…

  • check references. In addition to safety, you want to make sure you’re getting a good product (teacher). If the teacher is an outsider coming to the school, the school should have conducted a background check. Ask.
  • sit in or be in the area, at least periodically. Sitting in an adjacent room can provide reasonable privacy while often enabling you to hear your child play. They won’t do that for you at home, right? Bring a book.
  • for virtual lessons (via Skype, for example), be in the area. You don’t have to stand over the child’s shoulder, but listen in and even walk in a couple times….say hi to the teacher.

STUDENTS…

  • meet a new teacher for the first time with a parent and in public.
  • go with your gut.
  • if anything makes you uncomfortable, speak up or get out. Nearly 100% of the time, you are either mis-interpreting or the teacher is completely unaware and will respond and adjust. Don’t destroy an opportunity based on your misunderstanding a teacher’s oversight.
  • if a parent is dropping you off, have a cell phone to call if the teacher is not there, you finish early (or going over), or you otherwise need parental pick up.
    • My experience: It was during a storm and I was mid-lesson after school when the power went out. Emergency lighting came on, but not enough to continue.
  • if you are going to a lesson, tell your parents (or someone) when, where and for how long.
    • My experience: I’ve had an unnecessarily disgruntled parent when I scheduled some after school coaching with a student who never got around to communicating and mom didn’t know what was going on ’til the student didn’t get off the bus. My mistake was assuming the parent knew.

TRANSPARENCY helps everyone.

Sometimes there is a drop off in parental involvement and in student/parent communication during high school. Teens want more responsibility and independence and both parent and teacher should strive to help them in those areas. Assumptions often cause problems, however, and most issues I’ve ever experienced in the triangular relationship with parent and student elevate because somebody “assumed”. Several years ago, I gave each of my business office employees a personalized, engraved magnet that said, simply:

Assume Nothing!

TEACHERS…provide a list of expectations and policies.

  • Payment. How much, how often and what happens when they don’t. Are materials (music) included?
  • Cancellations when you cancel, when student cancels, how much notice and what if there isn’t any?
  • Minimum requirements; lessons per month, practice time, materials such as tuners or metronome, a functioning instrument with adequate supplies (reeds, etc)…
  • Privacy. Don’t share student/parent contact info or details about what happens during lessons. That is why they are called “private” lessons.
  • Communication. Be easy to contact. Determine whether your communication is to be with the student or parent. Any written communication with the student should be copied to a parent, when possible, including texts, emails or other types of media messages.

REPUTATIONS are slow to build and quick to crumble.

Students and parents need to realize how important that is to the teacher, especially when their very livelihood depends on it. Younger or single teachers need to be hyper-aware, but no one is too old, fat, bald or ugly for legitimate concern and caution.

Without an element of TRUST, this simply cannot work. Hopefully, the teacher has ‘earned’ some trust from both the student and the parental. It is unfortunate that we hear via national news when trust has been abused. That is horrible. But it is also a very, VERY small percentage of people. My advice to all…. in a nutshell:

Be Aware & Take Care!

Thanks for reading.

 

 

Safety, Transparency and Reputation when Coaching Students Read More »

Which budget do we cut?

Assistant Directing, Classroom Teacher, Communication, High Schools, Marching Band, Music Department, News and Happenings, Personal experience, Teaching /

I promised multiple stories. Here is Story #2. The first story is HERE.

Budget pigI was a music teacher in the system from 2005-2020 (retired). This happened during that time…not sure the year.

$ $ $ $ $

Word came to the instrumental dept that one of our two contracted summer sessions would be cut from the budget and band parents could take over funding to keep both sessions functioning.

I was tasked with making our case before the board. The “conversation” went something like this…..

Me: Our FIRST summer session starts before the end of the Spring semester when we start integrating incoming students and preparing for the local June parade. Do you want the band to represent the school in the HD parade?

Board: Of course, the band MUST march in the parade.

Me: Our SECOND summer session starts a few weeks before the Fall semester and is when the band learns music, marching fundamentals, and the performance show for football games and band competitions. Do you want the band at the football games?

Board: Absolutely, the band MUST be at the football games.

Result: Funding continued for both summer sessions.

Note: We did not ask for gift cards.

Which budget do we cut? Read More »

When Law Enforcement Got Involved in My Fundraiser

Leave a Comment / Fundraising, Personal experience, Sales and Marketing /

It was in one of my early years of fundraising on my own. I was working with an area elementary school and using a program that included chocolates manufactured in Wisconsin. The order taking and product delivery went fine. It was a day or two after I delivered the student-packaged orders that I took a tense call from the principal. 

[Mr. S] was a hard man to work with. When I started in fundraising, he was one of the many loyal customers of a long-entrenched and very successful competitor. I kept calling on him, however, and when things started changing with the company and rep he had been using, he asked me to stop by. I was probably one of the few who kept calling on him, so persistence paid in this case.

The phone call was that we had a problem and I needed to come to the school immediately. I did.

Someone [suspect] had called the school saying he bit into a chocolate and found a staple inside. Mr. S was ready to put the word out to return all the product and notify the newspaper. That would have been devastating to my young business and the fall out from something like that could ruin me. I would have had to pay for the product and the school’s profit loss from the returned product.

While I was sitting at his desk, I called the candy vendor and asked for the highest-ranking person I knew. I was told, “He’s in a meeting.” I think I used the words potential injury and lawsuit in the same sentence when I demanded they get him out of his meeting. They did. 

When I explained the situation, he said I would get another call momentarily. 

That call was from the in-house corporate attorney, who, as it turned out, had partial ownership in the company. He was terrific as he had been through stuff like this before and kept Mr. S and me informed and one step ahead of the situation all the way through. 

He explained to us the near impossibility of such a happening — that there are multiple metal detectors on each candy line, including one at the very end. He mentioned that staplers are not allowed in the candy rooms and that the detectors are mostly for any potential metal fragments from the machinery itself. 

From the product shipment and candy type, he was able to get a report of the manufacturing process on that line for that day and there had been no problem. 

He wanted us to call the person making the complaint and find out:

  1. Is he ok? (Yes)
  2. Was he injured? (No)
  3. Did he go to a doctor? (No)

We suggested he go to the doctor. (Would not)

  1. Where was he when he bit into the chocolate….including a detailed description of what happened?
    He was in a band rehearsal at a local golf club. Claimed he opened a box of caramel pecan chocolates and shared them with his friends. 
  2. Did anyone else find a staple in their chocolate? (No)
  3. Did he still have the piece of candy with the staple in it? (Yes — instructed to bring it to the school).

The lawyer advised me to go to the golf club rehearsal area to look for staples. Mr. S went with me. Not surprising for a reception room, there were staples on every post from where banners and streamers had been hung. We pulled a few from different areas and of differing varieties and sent those, as well as our “damaged” chocolate, NDA to Wisconsin. 

At this point, he told us his suspicion and advised how to proceed. The purpose of the “are you hurt” and “did you go to the doctor” questions would prevent the guy from claiming harm later. Collecting staples, including the one in the piece of chocolate, would enable analysis to determine several things. 

After the staples were analyzed, the lawyer called and confirmed that:

  1. Even though there are already no staplers in the candy making facility, none of the staples matched the types of staplers they had in the office areas.
  2. The staple in the piece of chocolate was a match to some of the staples we sent, meaning it came from the golf course and not the chocolate maker.

I was to call the man and ask what I could do to make it right for him, i.e. free chocolate and/or his money back. And, the manufacturer would pay for a trip to the doctor to have everything checked out. He refused to do that. 

The lawyer said,

“As soon as anything comes out of his mouth that sounds like he wants anything more than that — tell him he will hear next from the corporate attorney, who has already been in touch with federal authorities…and hang up immediately.”

Federal authorities were involved because of the multiple states involved.

During the conversation, in response to my asking how to make it right, the suspect said….

“A big screen TV would be good.”

Boom.

By this time Mr. S was convinced this was not a staple in the candy issue and was extremely appreciative of the way both I and the attorney handled the situation. 

The attorney told us that we would hear back from someone about resolution within a day. 

It was just a couple hours. 

The next call I got was from a man who identified himself as a federal agent. He confirmed that this was fraud and extortion and asked if we wanted to press charges. 

No. The negative publicity would still have been harmful and the type of attention that could encourage school officials to ban product fundraising. 

The case was closed. And I did earn additional business at that school and with that principal. 

All of this happened over a two day period with the second day only because of the transport time to get the staples to Wisconsin for immediate analysis. 

When Law Enforcement Got Involved in My Fundraiser Read More »

The only time I was ever asked for a kickback

Leave a Comment / Fundraising, High Schools, Personal experience, Respect, Sales and Marketing, Selling in the Schoolhouse, Work from Home /

I was working for the national fundraising company and in my first few years as a full-time product fundraiser. I spent most of my time calling on larger groups such as total elementary and middle schools, bands, choirs, leagues.

It was a time when you could still walk into an elementary school, go to the office and ask the secretary if you can see the principal — and have at least some chance that you might. No security cameras, buzzing in, showing id and such. 

It was almost always okay to leave product samples. I would often leave something in the office for the secretary because everyone knows secretaries know everything about what is going on and have the power to get you (or prevent you from) the decision-makers. When I had chocolates available, those were especially appreciated. Principals and group decision-makers would usually accept chocolate samples. 

Other gifts were sometimes problematic. There was a choir director I had worked with for several years. At the time, I was working with a prize vendor who offered novelty phones (land-line, of course). I especially liked the coke phone as a student/seller prize. But I wanted to give this director a piano phone and he wouldn’t accept it — until he was in his last year ready to retire. It wasn’t a matter of “buying” his business (the phone cost @$20) but of genuinely showing appreciation to a long-loyal customer. 

Samples and small gifts were one thing. This story is about something else. I am not including the name of the town, school corporation, school, or individual. I want to emphasize that school teachers, sponsors and administrators are overwhelmingly highly-ethical people with a real desire to help students.

This visit was at a medium-sized elementary school with a principal I had yet to meet. He invited me into his office, closed the door, and sat behind his desk. He was an older guy who appeared to have put in enough time to retire. 

I was immediately shocked when he started telling me how he hated children, hated his faculty and staff….and, well, everything about his job. As a former teacher, I was simultaneously uncomfortable and angry as he continued. But then it got worse.

After what was supposed to be ice-breaking information gathering prior to giving me details to include or address in my “sales presentation”, he asked me a bizarre question that caught me totally off guard;

“If I sign up to do a fundraiser with you, what is in it for me?”

He couldn’t be asking what I thought he was, and I didn’t want to assume, so I implemented my excellent sales training by asking questions.

“You mean what is in it for your school? [Immediately continuing]….your school should earn about $xxx which will help fund some of the needs you already mentioned.”

“Well, yes…..but what about ME? This is going to be a sizable sale with a good amount of commission for you and I want to know what you would provide me in appreciation.”

At that point, I started putting my materials away, stood up, thanked him for his time, and told him I couldn’t work with him. 

As I made my way to open the office door, he mentioned something about confidentiality, and when I glanced back his facial expression was something in between anger and fear. 

I never went back. 

The only time I was ever asked for a kickback Read More »

Rossini

High Schools, Music Department, Personal experience, Repost, Solo Prep, Teaching Music, Technology in the Classroom, Throw Back Thursday /

Clarinet soloA few years ago, probably the last time I played thru a top-tier piece, I was alone on the local hs stage using Smart-accompaniment on a laptop and audio recording via phone…. I was probably preparing to assign it as I had made cuts for solo festival limits. I did flub the final 38-note run up to that high Ab (couldn’t hold onto it)…. but the rest of the 7-pages went well and fast, phone audio microphone considered.

Anyway… I recently shared the online link for someone to listen for some of the things we’re working on … (scales, arpeggios, chromatics, articulation, ornaments, etc). Told the parental I was going to look for the music. FOUND IT, well Joan did. No, not going to assign (yet), but do intend to use it for the above-mentioned fundamentals.

Rossini Read More »