One of the blessings of working in my district is that I have had the opportunity to become a peer-observer, even during my first year. While I have been aware of the profound effects of observation in music (watching master conductors with ensembles), I was not aware of how valuable it would be to watch other teachers in my building. 


Observing others causes me to take a step back and realize that my class makes up just a fraction of a students' time at school. It is reassuring to know that other teachers deal with the same students and often experience issues that are similar to what I have faced. Also, through watching others, I have come to realize what a different experience it is for students to come into a class where they MUST participate. Even if a student is soft-spoken in choir (or band), the student has to participate. This is much different than the classes in which a student might easily blend in with others. 


Finally, through noticing the educational process that others use to teach, I am able to refine my own skills as a teacher. I am able to better align my classes to fit within the larger context of a school. This allows the experience that a student has in my class easier to understand in the context of her whole day. 


-Andrew Beard


Endnote: While I cannot pretend to know everything about Peer Coaching, I will share the process that I use when watching others and how I talk to them after the fact. I write down in Objective terms what is happening in the class. I try to include the time at which most things happen (i.e. At 11:42 you asked "What is the answer" and Tom said "Four."). Then, on the side of this list of objective observations, I will include questions for the teacher ("Why did you answer in that way?" "How do you know that students had the knowledge to complete that", etc...). In this way, I am able to enter into dialogue with the teacher as someone who is interested in learning and not as one who is trying to judge their teaching. When the teacher being observed sees this, he will be much more likely to engage in meaningful dialogue.

As I continue to reflect in my first two months of teaching, I have started to notice what pushes my buttons- this week, it was incessant chatter during rehearsal.

If students are goofing around during rehearsal time and time again, one's natural inclination might be to get mad at the students.  "Why aren't you paying attention?! You're distracting everyone!  If I have to tell you one more time..." But should I really be mad at my students? No- I should be "mad" at myself for not having better classroom management. 

Why are students goofing around? Oh, she's probably bored.  Why is she bored?  She plays percussion and hasn't been assigned to either of the last two pieces I was rehearsing.  Hmm... maybe I should find something for my percussionists to do when they're sitting... 

These are the internal conversations I need to have.  I am still young enough to vividly remember rehearsals as a trumpet player in middle school.  I was used to getting the melody- if I had a "boring" part on a lyrical piece, my mind was anywhere but in that rehearsal. If I, the student who knew he wanted to be a band director since middle school, still find myself antsy in professional ensemble rehearsals, surely I shouldn't blame my own students.

Yes, some students have ADHD.  Yes, some students are being disrespectful of other students, teachers, and the learning environment. Yes, we all have "off" days.  But I still think our focus should revolve around our ability as teachers to foster an environment where students are engaged and excited about what they are learning.

-Dan Leeman

Technology has created new concert etiquette challenges...


While checking my Facebook page, I noticed one of my younger brothers friends post: