K-5 to K-12--Part 1: Observations

I had 10 years of K-5 teaching under my belt last year and was comfortably living "the dream."  I knew the routine for shoe-tying, nose picking, puking, elementary musicals, and all other fun elementary experiences.  AND THEN THEY MADE ME K-12!!!! 

Horror, panic--no wait a minute, I GOT THIS!  No I don't.  NO I DON'T.  Breathe, just breathe.  Everything will be okay . . . . . . . maybe.  I hope?  No, I CAN do this. . . . perhaps?

Such were the roller coaster thoughts of my brain as my whole teaching world was changed.

Flash forward:  I have successfully "survived" 7 months of being K-12 (elementary and choir).  It has been a ton of work, not gonna lie.  But, I thought I would write a blog post about my observations as a "first year" K-12 teacher.  I hope to add other K-12 posts in the future.  Perhaps it will offer some hope or help to those of your in similar situations.  If nothing else, I hope it offers the feeling that you aren't alone. 

Observations:

(Keep in mind I went from elementary to K-12, so my observations will be about the 7-12 land . . . )

1.  Hormones:  Be ready for a whiplash of emotions from a lot of your students.  

Downside:  It would be amazing if they stayed in the same mood for two days in a row so I could figure this thing out!  I've had to learn not to take their moods personally.  You would think I would know this from 10 years of prior teaching, but nope!  It's a new type of patience to not respond to the ebb and flow of their teenage worlds.  Not to mention teaching students who tower over me . . .

Upside:  They understand emotions more when they sing.  They can connect with the music.  They get the goose bumps when something musically beautiful happens.  And they want to sings songs about love that my elementary kids always thought were "gross." 

2.  Words:  They know how to explain their thoughts better now.

Downside:  In elementary you tell a student to stop talking and they do.  In middle and high school they look at you and tell you they weren't talking to begin with.  (Ummmmm, then why were your lips moving when we weren't singing?)  And then they huff and puff for the rest of class and you are sure they are snap chatting evil things to their friends about you later that day.  I still haven't figured out Snap Chat . . . that's a lesson for another day! 

Upside:  They are smart.  Really smart.  I LOVE the ideas that some of them come up with.  Not to say elementary students don't, but I really love that some of them have such deep thoughts and passions now.  Politics.  Social justice.  Music.  Rap.  Fashion.  Sports.  Acting.  I love the connections I can make with my students about their interests.  And they get more of my jokes now!  Which they sometimes groan about, but hey, I'm just happy to have an informed audience!

3.  Friends:  Mean everything to them now.

Downside:  Their phones are their third arm.  And they don't seem to understand that they don't need them every second of the day.  If I have to tell one more person to put their phone away . . . Oh, and they make choices based on their friends rather than what they actually want to do.  I guess I forgot about that part of being a teenager. 

Upside:  Their friends motivate them.  Positive peer pressure is a great tool for getting students to learn and inspire each other.  Not gonna lie--I feel like I need to get more of the "positive" thing rolling in my 7-12 classes this year.  But I know it took me several years to really feel comfortable at K-5 and I have to expect something similar in the 7-12 realm. 

4.  Self-Awareness:  In other words, they are often only aware of themselves :)

Downside:  Think back to when you were a teenager.  Did you ever REALLY focus on what other people needed, or were you mostly concerned about yourself and how others saw you?  Teenagers are painfully aware of how others see them to the point that it is tough for me to watch.  I just want to tell them to be who they are and stop worrying about what other people think!! 

Upside:  They want to be loved and accepted by everyone--including you!  What have you done to make sure your students know you care about them?  Some things I have done:  gone to sporting events, sent post cards home about positive things I've appreciate about them, watched TV shows they like so I can talk about it with them, let them pick a One Direction song for our Pops Concert (please don't judge me!), shake their hand at the door (which they WILL adjust to, I promise), stretch to music they like on Fridays, etc.  AND, I really enjoy it.  It's the best part about my job--that I get to build someone up who I genuinely care about (an may remember me in the future since I didn't stop teaching them in 5th grade)  :)


I have a gazillion more thoughts, but these were the few I chose to write about today.  I would love to hear from other K-12 teachers.  Or even secondary teachers--good advice is always welcome!

Catch you next time I have something Noteworthy!

9 Vocal Health Tips for Music Teachers

By Philip, Frank [No restrictions], via Wikimedia Commons

     One of the most challenging things for a new music teacher is figuring out how to keep their voice healthy.  Since I've been in the trenches for 11 years now, with plenty of vocal health struggles, I thought I would share some things I have learned.

1.  Drink plenty of water.

     And you may even want to add some electrolytes if you have low blood pressure.  Try using large water bottles that show how much water you are drinking so you can make sure to get at minimum 6-8 glasses of water each day.  I personally need more than 8!  Also, drinking room temperature water is more beneficial than hot or cold water.

2.  Warm Up.

     Humming on the way to work can go a long way.  If you don't have time for a real warm-up, trying warming up the first few minutes with your first class. 

3.  Amplify your voice.

     Microphones are awesome!  You can talk and sing quietly and your students can still hear you.  I have had a traditional wireless microphone and an infrared microphone.  Both have advantages and disadvantages, but they both make cool spaceship and Darth Vadar noises (which is all that really matters . . .).  In reality, amplification is shown to increase our students' focus on what we are teaching.  We are just as important as classroom teachers, so make sure you are included when new technology comes to the building.  You can also try to fund a project through Donors Choose or another fundraising method. 

4.  Only talk when your students are silent.

     Easier said than done.  Beginning teachers often talk over their students (including yours truly).  Don't do it.  Have a cue that requires little or no talking from you such as a bell or a clapping pattern, play it ONCE and then wait for silence.  It will take a while for students (and you) to adjust, but in the end, all of you will be happier.  Remember that many people lose their voice because of how they are talking/yelling, not how they are singing.  Are you talking without stress?

5.  Frontal voice placement.

     I at one point in college, I was singing with my voice placed in the back of my throat.  It didn't necessarily sound like it, but I was.  My voice teachers didn't notice it, but boy did I!  My voice hurt to sing.  When I was at grad school, we had a music theater person come in and they talked about how forward their vocal placement was and had us do some exercises with them.  This was a game changer for me!  My voice lasts longer and my range is wider when I sing with frontal placement.  Find someone who can help you if you can't figure it out yourself.

6.  Hang up signs to remind yourself.

     Certain things like drinking water and being quiet until the students are quiet aren't easy to remember when one student wants to show you their tooth fell out, two students get called to the office, you are being observed, and you have a new lesson in front of you.  Hang signs up in your room somewhere that will help you to remember whatever it is that most often causes you to lose your voice.  Be proactive!

7.  Don't be afraid to have a non-singing back-up plan!

     We all have days when our voices aren't cooperating.  If you are sick, don't be afraid to deviate from your golden lesson plan and give your students something else for a change.  I have music bingo games they play (and love) as well as a set of sing-along packets I made from Music K-8 magazine.  And BONUS:  these also make great sub activities for non-musical subs.  They still have value too--the bingo games reinforce note names and the music packets allow students to experience more types of music and increase their reading fluency (your principle will love it if you throw that term out there!). 

6.  Treat acid reflux, allergies, and asthma.

     I have been "blessed" with all of the above.  They were absolutely killing my vocal cords and I had no idea.  It wasn't until I talked with my doctor about how and when I lose my voice that I realized how much it was related to my overall health.  When and what you eat and even how you wash your sheets can make a big difference.  Make sure you talk with a doctor to get these regulated the best you can.  (Nasal spray is great!) 

9.  If your voice continues to struggle or hurts regularly when you sing, see an ENT with a singing expertise.

     I had nodes in college.  Let's just say yelling at the top of your lungs during a basketball game when you are a vocal major is NOT highly recommended :)  It wasn't just because of that, but I had to take an entire semester off from singing.  It was so hard to do, but I can tell you I have never appreciated singing more than the first note I sang when the semester was over.  I am more conscious of when my voice is stressed now and try to pinpoint the cause rather than just "get better."  Sometimes taking a rest is needed.  Plus, it is challenging to sing with proper technique when you begin losing your voice, so be aware of that.  

     You will undoubtedly lose your voice at some point, but keeping your voice as healthy as possible makes a big difference.  May the odds of your vocal health be ever in your favor!  Catch you next time I have something noteworthy!

Teacher Talent Show Ideas

     Recently I've been thinking about talent shows.  It may not be that time of year for you, but I wanted to share some ideas in case you are looking for something to do with other teachers in your talent show! 
     We have a talent show at our elementary every year near the end of the year.  I love getting to see what kids choose to perform!!  As much as the students love seeing their friends perform, their absolute favorite thing is to see their teachers perform!  This can pose a challenge since some teachers are not super excited about getting outside of their comfort zone.  Granted, I have seen a group of male teachers perform as KISS and the Spice Girls!  But since not everyone is that comfortable up in from of people, here are a couple of ideas that perhaps even a shy teacher may consider:

Teacher Talent Show Ideas

1.  Recorders--teach them Hot Cross Buns or something else simple.  Dressing up silly is a MUST of course!

2. Pop See Ko--If you haven't signed up for GoNoodle, you need to!  You can check it out yourself here, or check out this blog I wrote about it awhile back.  Pop See Ko is one of my students' favorite chants and last year we changed it into our teacher talent act.  It took about 15 minutes to prepare.  Each grade of teachers created their own dance move and we started with kindergarten and went up, and even had our principal come out in the hotdog outfit at the end (see the video below)!  Then we invited the students to do their own "Pop See Ko."  It's kind of hard to explain on a blog, so log in and check it out!

3.  Dancing in the dark--as STICK FIGURE PEOPLE!  We did this a couple of years ago and boy was it a hit!  This option helps shy teachers because they know people can't see who they are.  It was so much fun and silly at the same time.  (Tip:  Make sure it's completely dark!)  I wish I had a good video of our simplified version for you, but here's a way over the top version:



And here's directions on how to do it!

4.  Lastly, I can already sense a Whip Nae Nae act coming this year . . . anybody else?



Why do we do these crazy things?  For the students.  Catch you next time I have something Noteworthy!

Kodaly Level I vs. Orff Level I

     I am currently taking my Kodaly Level I course at Central Michigan University and learning so much about the Kodaly process!  That being said, I also learned a TON from my Orff level I class at VanderCook College of Music.  (I have also trained a bit in Education Through Music and Music Learning Theory--perhaps another blog post in the future!).  So, I thought I would throw out a few thoughts about the differences and similarities between the two.  This is just my opinion and please keep in mind that I have only taken one level in each methodology, so I am by no means declaring myself an expert :)

Kodaly and Orff Similarities:

1.  Great music, mostly based on folk songs and nursery rhymes. 
2.  Great people in the classes.
3.  Great and knowledgeable teachers of the levels.
4.  Movement activities.
5.  Singing activities.
6.  Games.
7.  Music notation (though one does a better job of explaining sequencing).
8.  Folk dancing.
9.  Makes you want to take Level II.
10.  Gives you great connections to ask questions in the future.
11.  Solfege.

Things I liked about Orff a little more:

1.  Instruments.
Kids light up when they are playing them, and even the biggest stinker in the class is finally glued to you so they won't lose their chance to play a barred instrument.  Also, let's face it, some people are great musicians but not great singers.  I worry that Kodaly might miss those students a little in the early grades.

2.  Recorders
I think Kodaly also does recorders, but I liked that I got to start learning how to play the recorder in Level I of Orff.  I'm guessing Kodaly doesn't do them until Level III since they are so sequenced :)

3.  Movement
Creative movement is an essential element to Orff and I LOVE the expression that comes from these activities in Orff.  In Orff, we had part of the day dedicated just to movement every day.  There are movement activities in Kodaly, but they seem less playful and aren't asking the students to come up with their own creations.  Again, this may happen in later levels for Kodaly, and I'm just comparing the Level I classes.

4.  K-5 in Level I
Orff Level I can be applied K-5, whereas Kodaly Level I is for K-1.  This makes it a bit more appealing for music teachers who are starting out and want tools to help their entire student body.

 

Things I liked about Kodaly a little more: 

1.  Sequencing, sequencing, sequencing.
If you don't know what order to teach things in and how to go about it, this class will save you years of grief.  So detailed and it makes sense.  If you want to learn more about sequencing in the Orff world, take Orff Curriculum and Design--which was a fantastic class and totally worth taking I might add.  But I still think there are a couple of more in-between details explained in the Kodaly method. 

2.  Prepare, present, practice.
This goes along with the sequencing.  I just love the idea that it's okay to keep practicing something over and over again to really nail it!  Sometimes I feel like my Orff curriculum jumps a little too fast for students to know what we were doing.

3.  Singing and Solfege.
I love the emphasis on the music literacy and musicianship of the teacher themselves.  At first I was a little annoyed by it (being honest here, please don't hold that against me).  Solfege class tests your sight-reading and coordination abilities.  Singing in a choir again after a decade of not doing so--heavenly!!  I forgot how much I love alto lines . . . no seriously, I am in love with singing alto.  I can't believe I forgot how much I loved making music just for my own satisfaction.  Kodaly has brought that back out in me!

Final Thoughts:

     Whatever your style of elementary music teaching is, taking a levels course will GREATLY improve your teaching.  Please consider taking a level in Kodaly or Orff.  Perhaps what I've noted above will help you choose which one is right for you!  My personal philosophy is to study as many methodologies as possible and steal the best stuff from each one!!  I guess that makes me an Orff/Kodaly/ETM/MLT splat teacher, but I don't think my students mind.  They just know they are loved and making great music.
     Catch you next time I have something noteworthy!

Music Games Road Trip

     Well, I may not be on vacation, but I'm headed out on part of a musical road trip hosted by My Musical Menagerie. 

     This week's focus is games!  There are so many great games out there for music learning.  This year, I have focused on creating games to help students learn the proper names for notes and to show they understand music terminology.  Truthfully, I also like to include some games that are just for fun and enjoying the music you are listening to (see #5)!  Here are some of my current favorite games:
     1.  Music Note Bingo Bundle--Lots of great levels to name the proper names of notes so students can proper music terminology.  Great for non-music subs too.

     2.  Music Undercover--Great for stations or just to play with a partner as review.

     3.  Music Monster Match--Test to see if your students understand the relationships between notes and their rest counterparts.  It's like concentration with a monstrous twist that students love.  It can be played as a whole class or in partners/groups. 

     4.  Note Naming Bingo Triple Bundle--Teach you students how to name just the spaces, just the lines, or put them together!  It's up to you!  A great review for students who have been introduced to note naming.  It can be used with the treble or bass clef.

     5.   The Broom Game:  This is the game I close every year out with because students can get their energy out and have a blast!  Put three chairs at the end of an alley formation (2 lines facing each other).  Put one person in each chair with the person on the middle chair getting the broom.  That student can choose to hand it to the person sitting on either side of him/her.  Whoever gets the broom goes to the middle chair.  The remaining two students (including the student who used to have the broom) connect hands and gallop down the center.  The lines move forward (the lines end up facing the chairs) and two new people are seated on the chairs.  I usually put Rhythmically Moving CDs on while we are playing this game and the students love it.  If you want to make it more tricky, only allow them to pass the broom at the end of a phrase!  If you want to win your students over, put their favorite pop song on as a surprise :)
     One last thing, all of these games listed above will be 25% off through Wednesday!  I also really like:
Lindsay Jervis' Steal the Bacon 
Malinda Phillips' Annoying Aliens
Amy Abbott's Swat that Fly!
     If you want to read about more games that are on sale, check out other posts by clicking on the road trip logo at the top of this post!
     Catch you next time I have something noteworthy!

Reviewing My Resolutions

     Well, since it's about half way through the year, I thought it would be a good time to reflect on my resolutions (for better or worse!).  So I'm linking up with Mrs. Miracle's Music Room to review the goals I set waaaaaaaayyyy back in January:

Personal:  Devotions and prayer
     I have to say while this has increased in my life, I could still use more discipline.  Perhaps a continuing resolution for many years to come!

Professional:  Take a levels course.
     I'm SUPER excited that I will be taking Kodaly Level 1 at CMU in just a couple of weeks!!  I LOVE professional development opportunities because I know I will always walk away a better teacher because of them!

 

Classroom:  After-school music club
     Well . . . . I was interested in that whole "after-school music club" until I found out I was going from K-5 to K-12 next year.  I guess I will have to save that after school time for my own planning for now :)

Blog/TPT: Stay active/don't second guess. 
     I have decided to pace myself as a TPT seller because I have a husband and two young daughters at home.  I haven't put out as many new products as I would have liked to which is kind of disappointing.  But, in another way, I'm so proud of myself for spending time with my daughters as my main priority in life (although this whole K-12 thing is taking a lot of my time right now too). 
     Don't second guess.  Well, I think I still do that sometimes.  But a big step forward for me is that I will be presenting about Teachers Pay Teachers at the Michigan Music Conference.  Make sure to come see me if you are attending.  I would love to meet you!

 

Just for me:  Proactive about health.
     Without going into the boring details, I've had lots of nagging health issues for many years.  I DID stick to this resolution and am happy to say that going gluten-free has pretty much wiped out my migraine and stomach issues that I have had for years!!!  Now I can work-out again--which I have been doing regularly for a couple of months!!  So glad to have a healthier body :)

     I hope your year has also been blessed with great successes!  Feel free to share something wonderful that has happened to you or something that has made you proud of yourself!  If you would like to see other resolutions from music teachers, and how they are going, click here! 
     Catch you next time I have something noteworthy!

Book Review: "Classroom Management for Art, Music, and P.E. Teachers"

     A little over a week ago, I wrote out some of my summer goals, and though I still have 3 days of school left, I’ve already accomplished part of my summer bucket list!  I just finished reading “Classroom Management for Art, Music, and P.E. Teachers” by Michael Linsin.  In two days. 

     Here are some of my thoughts on this book:

1.     Every new music teacher should read this book.  It expresses much of what I have learned over the past ten years of teaching.  

2.     Michael Linsin, though a P.E. teacher, points out many of the realities of teaching music and how they differ from a classroom teacher.  It’s nice to hear from someone who can relate!

3.     His approach is calm and respectful to both the teacher and students.  This is paramount to me—that my students feel they are treated fairly and with respect.  

4.     Experienced teachers can benefit from it too.  It’s always good to hear someone else’s approach to teaching in a specials classroom (I say specials because of how it’s scheduled, but please know that I consider music to be a core class).  You may learn some new tricks, or you may just enjoy hearing someone else chime in to say that what you’ve been doing is a good idea.

    Some favorite quotes:

1.     “The purpose of your classroom management plan is to protect each student’s right to learn and enjoy being part of your class.  It’s a positive, not a negative.”

2.     “It’s in your positive relationships that the secrets of managing difficult students reside.”

3.     “Only proceed when your class is giving you what you want.”

     If your class hasn’t quite been doing what you want, check it out!  It’s a short read and you will likely find some helpful tips :)  Catch you next time I have something noteworthy!

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