How May I Serve YOU?

Students are not Starfish

1 Comment / Classroom Teacher, High Schools, Public Schools, Repost, Respect, Teaching, Uncategorized /

Starfish on the beachby John Gardner (via LinkedIn)

The starfish story (not my original) is about someone trying to make a difference and I think of it periodically when I find myself trying to balance that healthy, professional detachment from the lives of individual students with the reality and significance of those lives and my desire to make a difference by being more than “just” a classroom teacher.

Working with students is not a life or death proposition, of course, but some seem to get washed up on the beach. Here’s the story and 10 ways to make a difference. Those 10 ways represent my core beliefs in teaching and working with teens.

The man was out for a walk on the beach when he noticed a boy frantically picking things up and throwing them into the ocean. Curious, he approached the boy to discover that he was picking up starfish that had washed up on to the beach — and was throwing them back into the water.
“Son, what are you doing?” the man asked.
“The tide is going out and these starfish got left behind. I’m throwing them back into the water to save them.”
“But son, there are hundreds of miles of beach. You can’t possibly make a difference.”
As the boy picked up another starfish, he threw it into the water and then turned and said to the man,

“I made a difference to THAT one.”

———————————

Teen years can be trying times.  Parents may be fighting, separating, dating and remarrying, which means the teen now has to not only deal with a break up of a foundation in his/her life, but often now has to live in multiple households. Some have to adjust to step-siblings, job losses, financial struggles and more. Then, there are the complexities of school with seemingly unending pressures to perform, trying to get through the dating games, often without an anchor or example to follow. Influenced by increasingly negative social standards, or lack of standards….. teens can get caught in the rise and falling tides. Most learn how to negotiate life’s trying currents, but can turn the wrong way, make a miscalculation or poor decision — and find themselves high and dry on the beach…..and they need help. Not every student needs, wants or will accept a teacher’s help. Sometimes the teacher’s effort is both unappreciated and unsuccessful.

But try we must…because we CAN make a difference “to THAT one”.

Ten ways to make a difference:

  1. Be real. You can’t fake it with teens, they will see right through you. If you can’t be real, you should not be there. Please leave education.
  2. Be available. How easy is it for a teen to say to YOU, “Can I talk to you?”? What if it is not during class or immediately after school? In how many different ways are you available and do students know and understand that? Do they know if it is ok to email, call, text or instant message you? When a teen says they need to talk, somebody needs be available. Be that person. Consider your use of texting and social media.
  3. Be there. Yes, you’re “on duty” at school. What about when a student is in the hospital, at the funeral home, pitching in the softball/baseball game, getting baptized, being awarded Eagle Scout status, or when their garage-type band is playing at the coffee shop? Take your spouse or your kids and just be where you can when you can. They will notice.
  4. Trust them. If you want trust, you need to give some. I have a periodic discussion about trust, abusing it, losing it and the difficulty in earning it a second time. Read: “I WANT To Trust You“. Teens make mistakes and the trust area is one of those places where they can mess up. But help them learn. Take a reasonable chance. Yes, you’ll get burned some….but you will also empower leaders to rise up.
  5. Respect them. There is a good chance they will recognize and return it.
  6. Advocate for them. Of course you have students who are financially challenged and could benefit from music lessons, a better instrument, participation in a select ensemble or some other training. You won’t always succeed, but try to find funding to help. Call the employer to help him get that job. Write a letter to help her get that scholarship. Help them with college applications their parents can’t (or won’t).
  7. Listen, really listen. Teens typically think that people don’t listen. They think adults are quick to lecture, criticize and correct, but are slow to listen. You don’t always have to have the answer. Sometimes there isn’t an obvious answer. Sometimes listening is the answer, because in allowing them to share, you enable them to find their own answer. Unless they are sharing something illegal, dangerous, hear them out. Don’t argue. Don’t interrupt. Don’t pre-judge. And when you can, share your wisdom, experience, expertise and advice.
  8. Expect and Encourage Excellence. Students will complain when the load is heavy and the challenge is significant, but they know, even when they won’t admit, that achieving excellence requires work. They want to achieve and succeed. Being there for them doesn’t mean lowering your standards. Make them stretch. They’ll appreciate you eventually, even if not today.
  9. Don’t assume. A question I ask often is, “You okay?” Simple question….and sometimes they shrug it off, but there have been many times for me that this gives them the opening to ask for help.
  10. Don’t give up. It can be difficult, disappointing and even deflating when teens mess up. Don’t give up on them. That’s what the rest of society wants to do sometimes…. They will be disappointed that they disappointed you, but your unconditional support (not approving what they do) is vitally important to them.

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Relative Pitch is not Perfect

Leave a Comment / Classroom Teacher, College Prep, Music Department, Personal experience, Public Schools, Teaching /

Perfect pitch means you can hear a tone or multiple tones and identify them. There was a girl in undergrad music theory class at UK who had perfect pitch. She described it as painful if a vocal ensemble was to lose pitch, i.e. go flat/sharp. 

Another person I worked with professionally was a local band director wife. We could use her as a tuner, because she not only knew the pitch, but whether you were ever so slightly off. We would bring her in periodically to critique and the students always enjoyed trying to “trip her up”. But perfect means perfect and they never could. 

In one rehearsal, without a score in front of her, she made a comment like, “The Bb7 chord at letter E is both wrong and out of tune. The altos have the ‘D’ (your ‘B’) and one of you is playing a Bb and another of you is playing the right note, but quite sharply.” We checked. She was perfect.

I do not have perfect pitch, but good “relative” pitch. It serves me well in two general ways. First, as a clarinetist, I can usually “hear” the pitch before I play it and so can come in on the right note/partial and on pitch. Especially when listening to a clarinet, I can usually tell you the note, but more because I know the different timbres of notes. An open ‘G’ sounds different than a ‘Bb’, for example.

It also serves me well in rehearsals as I have keen “hearing eyes”. I can tell if what I’m hearing is what I’m looking at in the music score. I established that when I would say, “Someone is missing [specific note]. If you don’t fix it, I will find you”, they knew I could, so sometimes, when I stop the music, look down at the score (to figure out what I heard and where it might be coming from) and focus my attention toward a section of the group I might find someone with his/her hand already raised to confess, “It was me”. 

During a grad class, I had to stay after class one day because I was doing something the professor said I shouldn’t have been able to do and he wanted to find out how I was “cheating”. 

His researched position was that you could only retain and re-sound about 8-11 random tones. To make his point, he emphasized why phone numbers are broken down; 260-786-6554 vs 2607866554 or that credit card numbers are “batched” in 4’s because we can’t remember 16. 

Then for practical proof, he started playing series of tones. We were to sing them back and drop out when we missed. Not unlike a spelling bee, by the time he got to 12-13 tones, there were only two of us left. The other person dropped out and the professor, in a frustrated tone, asked me how I was “cheating”. 

Working 1-1 after class, he noticed (I didn’t even know I was doing it) I was fingering my pencil. His conclusion, and I had none better to offer, was that I was “hearing tones in clarinet” and then “playing them back”. 

What I did was not unique. I know of others who have trained their ears to hear specific pitches, such as an ‘open G’ on trumpet or a vocal “do” on ‘c’. 

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11 Things Small Business and Fire Departments Should Have In Common

Leave a Comment / Classroom Teacher, High Schools, Music Department, Public Schools, Sales and Marketing, Small Business, Storytelling, Teaching, Teaching Music /

My dad was a 32-yr career firefighter, retiring as an Assistant Chief for a moderately sized, full-time department that had about 10 stations throughout the city. I recall a childhood time when my siblings and I were vising him at the firehouse. When the alarm sounded, he abruptly pointed to the wall, and said

“Stand right there ’til someone comes for you.”

Immediately, 10 doors (5 front, 5 rear) open, the intercom is announcing location and status, and people are hustling from every direction Twenty seconds later, the building is open, empty and quiet. One of the dispatchers invited us into his area while our mother scrambled to come pick us up.

As a small business owner, I believe some of my Dad’s Fire Department practices could help Small Business when it comes to putting out fires. Here are 11 things Small Business and Fire Departments should have in common.

Fire Departments

  • The Facility is well cared for. There are assignments (often seniority based) for sweeping/moping, washing/waxing, cooking, dishes, janitorial, supply maintenance, inventory and more. Rookies get the grunt jobs, but everybody has assignments and responsibilities with accountability.
  • Saving time is paramount.Vehicles are always facing the door for quick departure. Driver doors are left opened. Boots and pants are kept close to the truck (or the bed) and set for the firefighter to step into the boots and pull up the pants. Coats and helmets are on the truck to be added en route. When the bell rings, things happen and seconds count.
  • Equipment is organized and ready. Hoses have been carefully cleaned, inspected and rolled, and tools have been cleaned and stored so everyone knows where they are. Tire pressures, water levels and fuel have all been checked and readied. Efficient access is essential.
  • Skill sets are in place for lots of contingencies (types of fires, whether people are at risk, etc). Sometimes things don’t go the way they’re supposed to.
  • Practice, practice, practice. They practice driving through the streets (need to know every street, location of every fire hydrant), practice moving through smoke and fire, climb ladders, spray water, use the tools, lots of speed tests, inspections and homework. Ready to perform.
  • Group and Individual Goals plus Assignments are clearly defined, understood and bought into. There is no discussion about who gets to shoot the water cannon or hook up the hoses. They already know who is primary and secondary in hose control or who is going up the ladder first. Avoid unnecessary drama.
  • Coordination, Collaboration and Communication are essential. Control the traffic lights, mobilize police, roll the ambulance if needed or in doubt, notify the hospital and street departments, hold the trains, and get the business owner on the line. My dad always said, “We’ll be there in under 90 seconds”.
  • The Chain of Command is absolute. On a fire fun, the police are in support mode. Everyone has expertise and input, but primary is to trust and obey, for there’s no other way.
  • The only pic I have of my dad at a fire and he is there in street clothes. As the Asst off-duty Chief, he’s there getting his hands dirty.

    Firefighters know who they work for and will sacrifice to serve. When someone calls 911, firefighters will do what firefighters did on 9/11.

  • No firefighter is ever left behind.Period.
  • When the gig is over, get ready for the next one. The trip back to the firehouse can be exhausting, but some things can’t wait until tomorrow.

————————————————–

Small Business

  • The Facility is well cared for. What does your work area look like at the end of a day? Are there water bottles, messy desks, stacks of mail and reports? Unless you have a fantastic janitorial staff, make assignments. Delegate. What is your expectation for facility cleanliness and functionality?
  • Saving time is paramount. When it is time to start, is everything ready? Is there an agenda, task list or to-do list for the day?
  • Equipment is organized and ready. Desks are clean, waste baskets empty, floors swept, restrooms supplied, light bulbs in, etc? When that important phone call comes in, you don’t want to have to spend time getting ready to handle it.
  • Skill sets are in place for contingencies. Have you cross trained employees so that you can still function if the secretary, receptionist or warehouse manager are out sick or otherwise unavailable? Can you still answer phones, respond to emails, texts, faxes or social media messages, know where to find records when needed to answer a customer call or complaint, load or unload the truck and know where to place or retrieve product?
  • Practice, practice, practice. Schools have monthly fire drills even though there hasn’t been a school fire-related death in over 60 years. They also practice tornado drills and, increasingly, active shooter drills. Hopefully they never encounter any of those, but if they do — they have a better chance survival because they practiced. Having a list of procedures or contingencies is good, but nothing is better than practice. Practice your cross-trained assignments.
  • Are Group and Individual Goals plus Assignments clearly defined, understood and bought into? When a fire fighter makes a mistake on scene, someone can die. Business is not usually life and death, but do your order fulfillment personnel understand what happens when they make mistakes?

One of the most effective practices I put into place was to bring in a salesperson to talk to our order fulfillment crew and explain to them what happens to his customer, his income and even their jobs when orders go out with too many errors.

  • Coordination, Collaboration and Communication are essential. You have administration, management, office and warehouse staff….do all the appropriate people know what you are doing? Do you?
  • The Chain of Command is absolute. Everybody needs to be on the same team, but there can only be one coach. Encourage and welcome input, but make sure the team understands that once a decision happens, debate ends and action begins.
  • Employees know who they work for and will sacrifice to serve. If they won’t go above and beyond for you, then you have a different problem. Strive to instill pride and earn loyalty.
  • No customer is ever left behind. Period.
  • When the gig is over, get ready for the next one.

Meticulously planning and preparing for, and then efficiently and effectively fighting “fires” is something both fire fighters and small business owners should be good at. Business should be ready, but not always “putting out fires”.

The purpose of THIS post is to encourage you to be READY and SET so that when the alarm rings, you are prepared to GO!

Thanks for reading,
JohnGardner@VirtualMusicOffice.com

I wrote a tribute to my Dad, the firefighter, and included description and picture from the worst fire he ever fought…. the Beverly Hills Supper Club fire of 1977 that took the lives of 165 people, including my high school clarinet teacher. I also talk about his Fire Chief experience with accusations and responses to sexism and racism. Read more…. 

 

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5 Considerations to Making a leap of Faith

Leave a Comment / Classroom Teacher, High Schools, Marching Band, Music Department, Music Performance, Repost, Respect, Teaching, Teaching Music /

Leap of faithby John Gardner

This graphic illustrates a scenario we all face, individually, in business, in school as well as in music ensembles. Most of us, at least once, have been to the edge, looked down, looked across and pondered the possibilities. It is easy to say you want to get better, but how do you make that leap to the other side?

Realize that not everyone WANTS to get to the other side.

Many are satisfied with the way things are, represented by this marching band member attitude:

I am okay where I am. I am not last chair, I can play my part reasonably well, I can pass the playing test. I see those people on the other side…..so much pressure, so much work, and for what? Band is a good social group. It is a good place to find a date, to make friends, to feel connected. I enjoy the bus rides, the longer the better. The band parent provided food at competitions is good and I like the freedom during the down time to hang with my friends and watch some other bands.

You are, after all, standing on solid ground. It is safe where you are. You KNOW where you are and are in your comfort zone. You look over the edge and see danger. You could fall, you could fail. You could get hurt.

WANT it….with everything that is within you.

You hear the musician who plays the more difficult solo or watch the marching band put on a crowd cheering performance. You see the elation at the award ceremony and YOU WANT THAT.

In “The Return of the Jedi”, as Luke Skywalker finally stands before his ultimate enemy, the Emperor says to the young Jedi who is viewing and considering his weapon,

You want this, don’t you?

Know that small, safe, baby steps won’t make it.

If you stand on the edge, look down and take a step, you will fall. The gap is wider than that and will require a running start LEAP.

Practice and Prepare to Perform!

Olympians don’t just show up at the games. Basketball players spend hours behind the scenes practicing boring free throws and doing exhausting repetitive fundamentals up and down the floor. The ice skater doesn’t decide at the start of the performance that a quad would be a good idea.

There is no short cut to success. You must be willing to pay the price.

The ice skater going for the quad is literally a “leap of faith”. There is never a guarantee of success, but repetitive practice, falling down, getting hurt, figuring out what went wrong and working harder to get better…..are necessary ingredients to establish confidence and competence to make the jump. A phrase I have used in rehearsals,

Like the ice skater who misses the quad, missing notes (steps, sets) in performance can hurt.

A good cartoon by Tone Deaf Comics illustrates part of this idea.

One more time

Commit to go….and then GO!

No more standing at the edge. No more looking down. No more considering the consequences of failure. Back up, focus on the other side, set your mind and then RUN hard at the edge. When the Israelites were crossing the river Jordan, the waters did not part until the priests feet touched the water, the point at which they demonstrated both faith and commitment (Joshua 3:14).

Once you commit to go, you have to “go all out”. Know where you’re going, practice and prepare, commit and go.

 

 

leap-of-faith-2

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Puppy Dogs and Clarinets

Leave a Comment / Classroom Teacher, College Prep, High Schools, Music Department, Personal experience, Public Schools, Sales and Marketing, Small Business, Teaching, Teaching Music /

By John Gardner

white labrador retriever puppy dogThere is a sales technique called the “Puppy Dog” close. It gets is name from the puppy dog at the pet shop scenario:

A mother and young child go into a pet store to buy a dog. They find one, but mamma says it is too expensive.

The wise sales clerk invites the mother and child to take the puppy home for the night….with the offer to bring it back the next day if they don’t think it is worth the price.

They will NOT likely bring the puppy back.

I fell for that sales close with a car once. My wife wasn’t with me when I stopped on the lot (intentional, so I had a way out of a pressure sales situation). The smart salesperson invited me to drive the car home to show her. SOLD!

Classic music Sax tenor saxophone and clarinet in blackI used the “Puppy Dog” approach with a clarinet student (I will call her Sally). The first time I heard her play was in a middle school concert. I didn’t know Sally, but I noticed her. It was 2-3 yrs later when I convinced her parents to let her study privately with me. She had incredible musicianship but was hindered by a mediocre instrument.

When I would ask about a step up instrument, she always responded about how busy her parents were. Knowing her father’s occupation, I knew PRICE was NOT the issue.

The music dealer let me borrow a top of the line clarinet for a day, with return privilege that I was not expecting to utilize.

I took the clarinet to Sally’s band rehearsal at the high school, instructing her to play it in the rehearsal and then to take it home that night to practice with at home and either return the clarinet or payment the next day. She handed me the check for payment in full.

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10 Tips for Business and Education Professionals

Leave a Comment / Band as a Business, Business strategies, Communication, Sales and Marketing, Small Business, Teaching, Virtual/Local Services /

Email inboxBy John Gardner

Social Media post 

“I’m fairly certain that you’re the only high school band director in this part of the state that actually responds to e-mails from the public.”

Response

Thanks. I try to respond to most emails quickly. Comes from decades in the BUSINESS world. No matter what business you are in, including the business of education, answering email is basic courtesy-101.

From a business perspective

As a business owner, I am generally responding to a variety of email

– VENDORS. (Educational equivalent = Administrators). You NEED vendors and their cooperation and quick responses can ensure that you continue to get the products, services and support needed. A vendor can cut you off (fire you) and force you to look elsewhere for an opportunity to generate income.

– CUSTOMERS. (Educational equivalent = Students/Parents). You NEED customers to survive in business. An unhappy customer takes his/her business elsewhere. A disgruntled student gossips or quits band. A Parent withdraws support, pulls the child out of the program or contacts an administrator to complain.

– BUSINESS OWNERS. (Educational equivalent = Band Directors). Sometimes businesses who compete can also collaborate. For example, in the fundraising business, I will respond to a request from a competitor who needs some brochures that the vendor is temporarily out of, but I have on hand. And then, when one of my vendors is backordered on a product, I will ask a competitor if I can purchase some of their stock. A Band Director should always respond quickly to another Band Director.

QUICK & EASY EMAIL TIPS

…

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How I use Google Voice for my Small Business

Leave a Comment / Consulting, How May I Serve YOU?, Internet web design and ecommerce, Managed hosting, Virtual Assistant, Virtual/Local Services /

By John Gardner

Phone Word CollageWhen I started my VirtualMusicOffice, I wanted a phone number other than my home or cell phone. I didn’t want to add a monthly phone bill. I wanted to screen calls and take calls on either my home phone or cell phone, and to know before I picked up that it was a business call. If I missed a call, I wanted a professional voice mail message for my caller and a way to have immediate access to the message from a variety of methods that would

Google Voice logo

not require listening to it on my phone. Because I conduct my business virtually anywhere, but including locally, I wanted a local phone number. From several options, including subscription and free, I selected Google Voice.

In the signup process, I was able to search for phone number options by area code and zip code. I wanted a local phone number and was able to get a prefix from a small town 5 miles away from Huntington. Some of the calls I get are because people recognize the prefix.

I set my account so that a call would ring simultaneously to both my home AND cell phone. Prior to answering the call, I can see that the Caller ID indicates it is a Virtual Music Office (VMO) call. Google Voice prompts the caller (option) to say his/her name, so the first thing I hear when I answer is,

“You have a call from…..”

…and then I can choose to take the call or not.

Voice Mail and messages. The caller hears the message I recorded for the VMO call — NOT the messages on my cell or phone phones. That’s a good thing.

Message notifications. I have my account for multiple notifications:

  1. …text to my phone that I have a message with a transcript. So I can SEE the message without having to listen to it. That is handy if I am in a meeting or somewhere phone use would be a distraction.
  2. …email to my Gmail address. From that email I can read and/or listen to the message. (Sometimes, especially if the caller fails to speak clearly, the transcription might contain nonsense word(s).
  3. …Google Voice account. From the list of messages I can edit the transcription to fix any nonsense words. From this list I can….
    • Call. The system calls your phone and then connects you to the caller, so they don’t see your home/cell number.
    • Text. Again, the text comes from your Voice (not your private) number.
    • Email.
    • Block caller.
    • …and more

=============

I’d like to be your Virtual Assistant. Check me out at VirtualMusicOffice.com/about

 

 

 

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Band Students Make Better Employees

1 Comment / How May I Serve YOU?, Job Search, Marching Band, Respect, Teaching, Teaching Music /

Hire MeBy John Gardner

Teens are looking for part-time jobs during high school. Common is the parental directive that he must at least pay the insurance and for the gas to drive the family car — or to purchase her own vehicle.

The challenge, for both the student and the employer is the complexity of band student’s schedule.

Band  students make better employees and employers find the payback for working around rehearsal and performance schedules is a win-win for the business too.

Marching bands start training right after school is out in the Spring, if not before. During these early sessions, a challenge is to keep the newbies from giving up.

After enjoying top-of-the-heap status in middle school they start high school marching band at the bottom of the section with the lowest status and the least seniority. New skill requirements include memorizing music, horn angles, posture and feet-with-the-beat. Never before have they had to endure high temperature rehearsals that last 2-3-4 hours at a time, often standing with water and restroom breaks few and far between. Everybody (directors, staff, section leaders, seniors, upperclassmen) is telling them they’re messing up and pressuring (hopefully constructively) them to “get it”. They are thrust into a whole new level of physical activity with a strict discipline code. Some will quit and most will think about it as they try to answer the question, “What did I get myself into?”

“Band will be fun. It is fun being together during the football games, on the buses for those long trips, and for hours at competitions. But before you get to the fun part, you have to pay the price…..and there is no short cut, no easy way out, no discount. Pay the price and enjoy the results.”

By the time they are old enough to get a job, they have learned to pay the price. They have seen the benefits of dedication and are willing to commit to a job. Band students won’t quit the job because the manager gives them criticism because they understand that is what makes them better. And they learn that striving for excellence is a worthy goal.

Band students understand dedication, commitment
and that striving for excellence is a worthy goal.
——————–

At the age they are joining marching band, teens are battling with balancing the reality that they are not quite adults with the increasing desire for freedom, responsibility and individuality. Some rebel against parents, push back against teachers and are super-sensitive to peer-criticism. And yet, marching band requires they give up individual freedoms for the good of the cause, makes them earn responsibility and tells them they have to look, act and behave like everybody else – uniformity.

The first time they are thrust into a fast-paced, pressurized workplace environment, teens from the general school population will be more likely to throw a tantrum, quit — or get fired. Not band students.

Band students understand the value of,
and respect for chain of command.
——————–

Students are together in lots of different classroom mixes, but only for fifty minutes on school days for a semester or two. Band students can be together for 10-15 hours Monday through Thursday, plus 3 hours for a Friday night football game and 14 hours for a Saturday rehearsal/competition. Couples break up, personalities don’t mesh, they come from different parts of town and with different family and economic situations — but they learn to work together, a skill many non-band teens and a lot of adults never develop.

As I talk to teens (and even many of their parents), one of the most common reasons to quit a job is because of relationships with co-workers. Band students will be even more frustrated with the mediocrity and lack of cooperation and weak work ethic they will find in the workplace, but they will commit to making it work.

Band students know how to cooperate
and collaborate with those from
different backgrounds and capabilities.
——————–

In a part-time work environment there will be competition for hours, raises, promotions and responsibilities. The tendency is to look out for self and to heck with the other guy. Students compete within a band but they want everyone to do well. They compete with other bands but will wish them good luck as they pass on the way to the competition field. They will applaud for other bands – even those that beat them. Band students are team players and they understand sportsmanship.

Band students learn good sportsmanship.

——————–

By the time they’re ready for that first job (students usually turn 16 during sophomore or junior year), band students have already learned patience as marching band staff is teaching or fixing drill; perseverance and endurance through extreme temperatures, long rehearsals and so much more we teacher types throw at them.

They understand, through the system of seniority in most bands, that they will need to prove themselves and demonstrate strong work ethic to earn leadership positions or, when they get a job,  a raise.

Band students learn patience,
perseverance and endurance.
——————–

There is often a penalty for arriving late to a band rehearsal. When I was in a marching band, it was a lap around the field per minute late. Some bands use push-ups — or job assignments. Arrive late today and you get to take the water to the field tomorrow. And because there are always new things happening in a rehearsal, missing is never an option. Some bands will make you an alternate for an unexcused absence. So when band students get a job with a schedule, they are there — and on time.

Band students learn the value
of attendance and punctuality.
——————–

Bands rehearse scores of hours per minute of marching band show. Stretches, running and endurance exercises, fundamentals (yes, they already know how to march, right?) and then sets of drill over, and over. Do they get tired? Absolutely, but they understand the price of success and that there are no shortcuts to achieving it.

Band students learn that there are
no shortcuts to success.
——————–

Most years, prior to the final competition of the season, we allow seniors to talk to the band. They say a variety of things, but there are two predominant themes: 1) Band is family, and 2) band taught them responsibility with accountability.

Band students learn
responsibility and accountability.
——————–

Where, outside of public education, is the focus on making the student (or employee) feel good about themselves at the expense of excellence? We read about schools eliminating valedictorians and class rank or even grades, so lower achievers don’t get a negative vibe.  

When my child was in first grade, the education fad of the day was a program called “writing to read”, where the emphasis was on the child being able to read whatever they wrote. Spelling, grammar, punctuation, etc…. were not corrected. Teachers emphasized that a child reader would have a higher self-esteem.

Students who have gone through a feel-good system can hit a brick wall when they get to college or into the workforce. Good band directors instill in their students that a healthy self-esteem comes through achieving excellence. In that pursuit, however, the student learns to accept criticism from directors, staff, seniors and section leaders – and they are willing to pay the price to get the prize. Here is a post I wrote about Excellence and Self Esteem.

Band students learn that self-esteem
is raised by achieving excellence
——————–

Because of their extreme rehearsal schedules on top of homework and, especially with the responsibilities of a job, band students develop good time management skills.

Band students develop time management skills
——————–

Band students make better employees. Hire them.

 

 

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Teen girls were my weakness

Leave a Comment / Classroom Teacher, Personal experience, Storytelling /

Ok. Ok. It is NOT what you’re thinking. C’mon, you know me better than that.

My problem was that I was having trouble hearing conversations, especially at school, which can be problematic. This intensified after a severe ear infection that never completely healed. My ears felt stopped up similar to what can happen when descending from a high altitude in a plane. There was a graduation ceremony, mid-infection, where I could not hear anyone. The other band director realized something was going on. Fortunately, school was out.

When a student, more often a girl, would come to me in a rehearsal, we would have to move into the office so I could hear without all the band noise.

One student explained it to another this way…..

He might ask you to repeat things a lot, and he doesn’t always get it right…..but you can be in another room and miss a note and he is on you immediately.

Voices were a problem. Wrong notes were not.

I was fitted for and received a moderately high-level pair of hearing aids.

They were supposed to be able to pull the voices out of the background noise, but that didn’t really work in a rehearsal setting. The band volume would often be painful. In church, I could hear the pastor better, but the congregational singing became too loud — so I stopped wearing them.

Fast forward two years past retirement, it was a large, noisy hotel meeting room with hundreds of people at tables of ten having conversations, which was the catalyst for unpacking the hearing aids and giving them another shot. There were several college friends at my table and I really wasn’t hearing any of them.

I got them out and tried to put them in….but something has died and the out-of-warranty repair cost would be several hundred dollars.

But there is good news.

Now that I am retired, part of my insurance covers an audiology exam AND a healthy allowance toward new hearing aids.

Stay tuned for updates.

Teen girls were my weakness Read More »

“Tell My Father”

Leave a Comment / High Schools, Music Department, Personal experience, Show Choir, Solo Prep, Teaching Music /

Son David sang this solo in several show choir solo competitions his senior year in high school (2001). It is an emotional solo from the musical “Civil War” about a son asking someone to “Tell My Father” about his death on the battlefield.

To increase the impact, David borrowed a reenactor Civil War uniform. He wouldn’t let me hear the song until he performed it.  I remember the first time I saw him walk toward the competition room, in “full uniform”….he walked, pridefully, in total character and ignoring stares from other students in the hallways. Dressing in ‘costume’ was not a common thing for solos.

And the first time he walked on stage, he confidently and effectively commanded audience reverence and respect. Each time he finished, it felt like there was an ever so slight gap, prior to applause, where the audience was wiping tears and unsure if applause was appropriate, especially after the final line.

After one of his performances, I heard a couple girls from another school talking in the hallway:

“I just heard this guy dressed in a Civil War uniform sing a song to his father and it made me cry.”

It made me, David’s father, cry every time.

Here are the lyrics:

Tell my father that his son
Didn’t run or surrender
That I bore his name with pride
As I tried to remember
You are judged by what you do
While passing through

As I rest ‘neath fields of green
Let him lean on your shoulder
Tell him how I spent my youth
So the truth could grow older
Tell my father, when you can
I was a man

Tell him we will meet again
Where the angels learn to fly
Tell him we will meet as men
For with honour did I die

Tell him I wore the blue
Proud and true, through the fire
Tell my father so he’ll know
I love him so

Tell him how I wore the blue
Just the way that he taught me
Tell my father not to cry
Then say goodbye

 

https://youtu.be/IJsOtK-DSmI

“Tell My Father” Read More »