Something to consider. I like how he calls music a foreign language and said "the kids just interpreted it for you."
Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts
Thursday, May 19, 2011
Sunday, November 21, 2010
"You Know What's Easy?"
"Nothing."
It's a saying that my parents lovingly said to each other, and still say, when they are faced with challenges of things going wrong. It makes a lot of sense to me now, as I have tried to establish some things at my middle school band program that have been met with some mixed reviews from students and parents. The main thrust of this post will be about my experiences with my attempts to have high standards and a thorough system of accountability, and kids quitting band because of it.
In order to fully grasp this, you need a little background information to set up the stories about quitting: In college, they taught us all these creative, educationally and pedagogically sound ways to enhance band, to make it more than just deficit style teaching. These methods include things like comprehensive musicianship teaching presentations, student centered questioning, and other activities that help students learn and do music that are a bit more than "no, that's wrong, play it again."
A big component of this new way of thinking about band is assessment. We were taught that it is crucial for music education to show that it is a serious, academic subject just like anything else, in order to appease administrators who are looking for evaluation tools, and to advocate for music programs by showing that we are not just an extracurricular, we are a core subject. Music (or band) is not just an activity where students are just given As if they show up. It's a course that requires lots of hard work that can and should be assessed and evaluated. So we have evaluation tools and assessments such as playing tests and practice reports.
I do believe in that, I really do. And as I sat in my undergraduate desk, I was so excited to get out there and give kids that well-rounded, comprehensive music education. Then I got a job, and now I'm trying to make it work, and it is tough (you know what's easy?)
My students, who have never experienced any sort of accountability, responsibility, or assessment, are suddenly getting smacked in the face with all this stuff that I'm introducing to them that I was taught in college. We're doing daily listening logs, playing tests, fingering worksheets, studying the rhythm tree, and other things that are completely foreign to them. They are used to barely scraping by at a sub-mediocre level, and the director singing their parts at them enough times to essentially memorize the few songs they are working on. They aren't used to being asked to figure things out for themselves, to work hard, and be held accountable for their playing. You've probably read me say that enough times now over the past few months.
The thing that really worked against me was, with all these assessments, some kids' grades suffered, because they turned in hardly any practice reports, if any, put forth no effort on listening log answers, and did not prepare at all for playing tests. But they idea that they are ingrained with is that you just get an A in band, right? That's what my they thought, that's what the parents thought, and that is naively not what I thought. I still believe in a band program based on comprehensive musicianship, assessment, and the like, but I made a big mistake in thinking it would work flawlessly from day one. It's something you have to build up and do piece by piece. I still think it was ok to do for me to start some of these new things, but I shouldn't have made it impact grades so severely from the beginning.
Because I had a bit of a revolution on my hands. Around progress report time, I heard rumblings about students quitting. I talked with some upset parents and some upset 8th graders about why their mid-term grade was what it was and how they can pick it up. Many of them did not make that effort, and when report cards came out, many students had earned Ds and Cs, which was the coup d'grace of their band careers. The best musician in the band quit, the worst behavior problem in the band quit (hallelujah?), and another 8th grader. Morale was low, from both me and the band.
I began to see that I made a real mistake. I still believed in the changes I was making, but I did not implement them in a way that would make the transition feasible for many of my students. After 3 years of a totally different system, they were unable and unwilling to jump into mine, baptism-by-fire style. So I carefully amended many grades, raising Ds to Cs and Cs to Bs, all the while trying to not compromise the solid A that most students earned. But it was too late. How could I slap my kids in the face with this new system, give them Ds and Cs for it, and then expect them to stay in this elective?
As I write this, I realize that the essence of my problem is that I am trying hard to find that balance of fun and high standards/accountability. They can coexist. They should. Some of my students don't know it yet. It's not fun to be lost every time you come to band. But it's also not fun to see a bar set too high for where the students are at this point. They weren't ready, and I just didn't realize it.
How can I create a fun, healthy, safe educational environment where standards are high and there are many systems of accountability without students feeling constantly pressured? I want the best for them. I want them to learn a ton and perform well, all the while having fun. Any teachers or anybody out there, how do you inspire and motivate your students to work hard to meet high standards while making it fun and achievable? This may be a dilemma that is solved with time, as the rebellious 8th graders are phased out, and my own kids are raised up through the program.
That's the perfect plan to turn things around, isn't it? Do as much as you can with the kids you inherited and then grow some super players who love band, love working hard, love music, and don't want to disappoint you. But then again, you know what's easy?
More on the subject of 5th grade band and motivation in the weeks to come!
It's a saying that my parents lovingly said to each other, and still say, when they are faced with challenges of things going wrong. It makes a lot of sense to me now, as I have tried to establish some things at my middle school band program that have been met with some mixed reviews from students and parents. The main thrust of this post will be about my experiences with my attempts to have high standards and a thorough system of accountability, and kids quitting band because of it.
In order to fully grasp this, you need a little background information to set up the stories about quitting: In college, they taught us all these creative, educationally and pedagogically sound ways to enhance band, to make it more than just deficit style teaching. These methods include things like comprehensive musicianship teaching presentations, student centered questioning, and other activities that help students learn and do music that are a bit more than "no, that's wrong, play it again."
A big component of this new way of thinking about band is assessment. We were taught that it is crucial for music education to show that it is a serious, academic subject just like anything else, in order to appease administrators who are looking for evaluation tools, and to advocate for music programs by showing that we are not just an extracurricular, we are a core subject. Music (or band) is not just an activity where students are just given As if they show up. It's a course that requires lots of hard work that can and should be assessed and evaluated. So we have evaluation tools and assessments such as playing tests and practice reports.
I do believe in that, I really do. And as I sat in my undergraduate desk, I was so excited to get out there and give kids that well-rounded, comprehensive music education. Then I got a job, and now I'm trying to make it work, and it is tough (you know what's easy?)
My students, who have never experienced any sort of accountability, responsibility, or assessment, are suddenly getting smacked in the face with all this stuff that I'm introducing to them that I was taught in college. We're doing daily listening logs, playing tests, fingering worksheets, studying the rhythm tree, and other things that are completely foreign to them. They are used to barely scraping by at a sub-mediocre level, and the director singing their parts at them enough times to essentially memorize the few songs they are working on. They aren't used to being asked to figure things out for themselves, to work hard, and be held accountable for their playing. You've probably read me say that enough times now over the past few months.
The thing that really worked against me was, with all these assessments, some kids' grades suffered, because they turned in hardly any practice reports, if any, put forth no effort on listening log answers, and did not prepare at all for playing tests. But they idea that they are ingrained with is that you just get an A in band, right? That's what my they thought, that's what the parents thought, and that is naively not what I thought. I still believe in a band program based on comprehensive musicianship, assessment, and the like, but I made a big mistake in thinking it would work flawlessly from day one. It's something you have to build up and do piece by piece. I still think it was ok to do for me to start some of these new things, but I shouldn't have made it impact grades so severely from the beginning.
Because I had a bit of a revolution on my hands. Around progress report time, I heard rumblings about students quitting. I talked with some upset parents and some upset 8th graders about why their mid-term grade was what it was and how they can pick it up. Many of them did not make that effort, and when report cards came out, many students had earned Ds and Cs, which was the coup d'grace of their band careers. The best musician in the band quit, the worst behavior problem in the band quit (hallelujah?), and another 8th grader. Morale was low, from both me and the band.
I began to see that I made a real mistake. I still believed in the changes I was making, but I did not implement them in a way that would make the transition feasible for many of my students. After 3 years of a totally different system, they were unable and unwilling to jump into mine, baptism-by-fire style. So I carefully amended many grades, raising Ds to Cs and Cs to Bs, all the while trying to not compromise the solid A that most students earned. But it was too late. How could I slap my kids in the face with this new system, give them Ds and Cs for it, and then expect them to stay in this elective?
As I write this, I realize that the essence of my problem is that I am trying hard to find that balance of fun and high standards/accountability. They can coexist. They should. Some of my students don't know it yet. It's not fun to be lost every time you come to band. But it's also not fun to see a bar set too high for where the students are at this point. They weren't ready, and I just didn't realize it.
How can I create a fun, healthy, safe educational environment where standards are high and there are many systems of accountability without students feeling constantly pressured? I want the best for them. I want them to learn a ton and perform well, all the while having fun. Any teachers or anybody out there, how do you inspire and motivate your students to work hard to meet high standards while making it fun and achievable? This may be a dilemma that is solved with time, as the rebellious 8th graders are phased out, and my own kids are raised up through the program.
That's the perfect plan to turn things around, isn't it? Do as much as you can with the kids you inherited and then grow some super players who love band, love working hard, love music, and don't want to disappoint you. But then again, you know what's easy?
More on the subject of 5th grade band and motivation in the weeks to come!
Tuesday, November 2, 2010
Evaluations
Well I'm sure this is a topic that all of the bloggers here will be experiencing sometime if they haven't already. Evaluations. I have my first evaluation by my principal tomorrow. I'm not terribly concerned because he has been dropping in to the classroom already and watching a few minutes of class here and there, and I can usually keep focused without getting too nervous that he's watching me teach. But there is that little part of me that, well, goes back to college and student teaching when I think about getting evaluated tomorrow. I get nervous and start thinking of how disappointing or just plain terrible I might come across to my principal, just like I felt when I used to get evaluated by my professors or cooperating teachers.
I find it difficult to teach when people are just sitting there watching me (I cannot understand how some teachers can handle student teachers just watching and critiquing all the time!!). I start to question everything I'm about to say and it really gets me unfocused and not myself.
To prepare for the evaluation, I had to fill out some paperwork about my lesson objectives, strategies, and plans. Then I had to meet with my principal to discuss them. As frustrated as I felt preparing to fill out those papers, I actually felt a sense of confidence when I was done filling them out. It made me think more about the big picture - the main objectives and goals I need to keep in mind for my band. And it made me feel like a competent teacher when I was writing things like "I will be using informal assessment during this class period by observing and listening to the students," or, "Students will improve their abilities to recognize and perform various rhythmic patterns through the use of rhythm flashcards," or, "Students will develop a better understanding of the importance of having good posture to create a quality tone."
Tomorrow, I'm hoping to just go for it. To act normally (...forget that he's there watching me) and just be the somewhat good teacher I think I can be. I'll let you know how it goes!
---UPDATE---
I just tried to pretend like he wasn't there, haha. I think I did okay. Nothing terrible happened. I'll update you after we meet to discuss the evaluation.
The only time I was really thinking about the fact that he was there was when a student walked up to me right in front of him right at the beginning of band and said "I forgot my snare drum again." (2nd day in a row) And i KNEW my principal would be looking for my response. How was I going to handle the situation??? So I was definitely on the spot. Well, I just went over to my gradebook across the room and said "Look, Billy Bob, this is the 2nd time in two days. And the 5th time this year already. What do you need to do to remind yourself? This is unacceptable so you need to do something to improve it!" I hope that was the right response......
I find it difficult to teach when people are just sitting there watching me (I cannot understand how some teachers can handle student teachers just watching and critiquing all the time!!). I start to question everything I'm about to say and it really gets me unfocused and not myself.
To prepare for the evaluation, I had to fill out some paperwork about my lesson objectives, strategies, and plans. Then I had to meet with my principal to discuss them. As frustrated as I felt preparing to fill out those papers, I actually felt a sense of confidence when I was done filling them out. It made me think more about the big picture - the main objectives and goals I need to keep in mind for my band. And it made me feel like a competent teacher when I was writing things like "I will be using informal assessment during this class period by observing and listening to the students," or, "Students will improve their abilities to recognize and perform various rhythmic patterns through the use of rhythm flashcards," or, "Students will develop a better understanding of the importance of having good posture to create a quality tone."
Tomorrow, I'm hoping to just go for it. To act normally (...forget that he's there watching me) and just be the somewhat good teacher I think I can be. I'll let you know how it goes!
---UPDATE---
I just tried to pretend like he wasn't there, haha. I think I did okay. Nothing terrible happened. I'll update you after we meet to discuss the evaluation.
The only time I was really thinking about the fact that he was there was when a student walked up to me right in front of him right at the beginning of band and said "I forgot my snare drum again." (2nd day in a row) And i KNEW my principal would be looking for my response. How was I going to handle the situation??? So I was definitely on the spot. Well, I just went over to my gradebook across the room and said "Look, Billy Bob, this is the 2nd time in two days. And the 5th time this year already. What do you need to do to remind yourself? This is unacceptable so you need to do something to improve it!" I hope that was the right response......
Sunday, October 17, 2010
Pleasant Surprises
As a first year teacher with a lot of plates spinning, I sometimes put off things that a. require lots of planning b. might be unpopular or c. I don't know how to do just yet. First quarter ends this week, and I have yet to really do any assessment with my middle schoolers. I was daunted because I have a full band with no pull out lessons. How do you do a performance assessment in a class of 48 kids? I have heard of people doing video or audio recording in a practice room with some success, but I just didn't get it together because it required prior planning and I didn't see my students jumping on board (and I'm not exactly popular with my 7-8th grade band yet). Assessment just kept getting pushed to the back burner.
My middle school cooperating teacher did a great form of assessment called "solo-tutti." In this arrangement, students alternate between playing an exercise in full ensemble and one student playing as a solo for assessment. There is a specific tempo and procedure, and the process goes on "auto-pilot" so the teacher can assess easily. Students are actively engaged the whole time because they need to make their entrance at the right time. My cooperating teacher did this in sort of a "sniper" style, where she would put kids on the spot, but I like to decide who will go before we begin to make the process a little smoother. The whole band can be assessed on, say, a Bb scale in 3-4 min. a day within a week. Of course, students have to be comfortable playing individually and be quiet as their peers play, but it is a good system for technical exercises with a goal of note accuracy (like scales).
Well, I introduced the idea in class on Friday, expecting a tepid response. Instead, I had students' eyes light up! "Can we play for you one at a time?? Great!" I had more volunteers to go on the first day than we had time for. We started assessment on both Bb and F scales because my students were so pumped about it. Wow, I guess I'm not the only one wishing I could give these students more attention. I thought they acted sullen in my class because they disliked me. And don't get me wrong, I am sure a few of my students don't like me! But I see now that they just want more attention and feedback than they receive in full band, which is exactly what I keep wishing I could give them. Wow! Really hoping that I can get some group lessons going. Have to keep exploring this with my administration over the course of the year. Wish me luck!
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