Klarinet Archive - Posting 000272.txt from 2004/05

From: Robert Wood <instruments@-----.net>
Subj: Re: [kl] Re: Being the poor old Band Director
Date: Wed, 12 May 2004 22:08:06 -0400

To Karl Krelove: Very solid stuff-Karl. I always felt that nurturing a
student teacher was like giving birth to an almost fully grown child (in
front of a class).
My mentor, Hugh K. McElheny, put up with hours of my questioning, wild
miscalculations on my over eager part. We carefully planned each of my (
and his) classes together - he even gave up Saturday mornings to take me
out to Long Island suburban arts programs where I could gain experience
with different kids of students. I've dedicated everything good I've
done to him, and remembered his tough love, compassionate sympathy, and
astute judge of child development, whenever I taught young people how to
set their students on fire without immolating themselves instead in the
process.

I don't want to go on and on - but if anyone is interested in positive
techniques I used to establish a solid phalanx of militant, watchful,
supportive parents- I'll share it. On one occasion they delivered brass
knuckle treatment that sent two indifferent administrators into early
retirement, and my program kept it's status-giving meaningful enjoyable
musical learnings to every single person-including parents, teachers who
were interested- in that community- no more,no less. It was a way of
life for me- not a job. And now I'm publishing music that stems from
this belief.

Bob Wood

Karl Krelove wrote:

>I'm confused! Did Nick say he is in a student teaching assignment. None of
>this is truly his problem except as any of it is a result of his own
>deportment or behavior toward the kids he teaches. Whatever systemic
>weaknesses exist in this school district, they are the concern of the
>contracted staff member who is responsible for these classes/activities. A
>student teacher should not be trying to sort out a problem that existed
>before he got there and will in all likelihood continue long after he leaves
>and (hopefully) finds a job elsewhere.
>
>Based solely on Nicholas's description of the situation, which may or may
>not be at this point colored with a lot of emotional reaction, I'd go one
>step further. If the cooperating teacher (whose responsibilities include
>that band, student teacher or no) has offered no more useful help or input
>than Nicholas relates, he is seriously negligent in his performance as a
>cooperating teacher. And if Nicholas's supervising teacher at the college
>where he is enrolled isn't offering any help or useful support, he/she is
>abandoning his/her responsibility as well. No student teacher should be left
>to the wolves as completely as Nicholas suggests he has been, nor should he
>be left so much to his own devices if he finds himself in as much hot water
>as Nicholas feels he has gotten into.
>
>In no situation that I can imagine is it nor should it be a student
>teacher's responsibility to meet with administrators, board members or even
>parents to sort out any difficulty beyond his own shortcomings or weaknesses
>in delivering the instruction he is charged with delivering. If the system
>stinks, it's a problem for administrators, teachers (paid staff members) and
>parents to solve together. If the student teacher's approach and behavior
>are causing damage, the cooperating teacher has a responsibility both to
>protect him/her from the worst consequences of his/her own mistakes, and
>also (out of self-preservation) to protect the integrity of the program
>itself, which the cooperating teacher will need to take back when the
>student teacher leaves.
>
>All of that having been said, Nicholas, I read in your post a number of
>areas that you seem to be insecure about - not just how much to demand and
>press but how to do it in a constructive, productive way and how to react to
>parents' concerns. That anger-management counseling has even been suggested
>indicates that something has gone awry in your approach to the kids in the
>band you're teaching, and your own post says clearly that you aren't certain
>what to do when working in front of a large class. It can be a very
>difficult thing to learn - to be demanding without being belligerent or
>destructive. If you aren't getting useful help from your cooperating
>teacher, ask for it from your college supervisor. You sound as if you're a
>ping-pong ball that keeps bouncing around while other people beat you with
>their paddles. That's not a good learning experience for you and doesn't
>support a good one for your students, either.
>
>My 2 cents worth, if I understood Nicholas's original post accurately.
>
>Karl Krelove
>
>
>
>>-----Original Message-----
>>From: Thomas [mailto:thomas@-----.com]
>>Sent: Wednesday, May 12, 2004 4:58 PM
>>To: klarinet list
>>Subject: [kl] Re: Being the poor old Band Director
>>
>>
>>Nicholas: >>Thank You, Unfortunately the school district I teach
>>at, all the
>>money goes
>>to marching band and marching band is the core of the
>>instrumental program.
>>They expect so much out of it.
>>
>>Nicholas, you need to sit the administrators down and explain why it's NOT
>>the core of the program, and how they are throwing money at the wrong
>>animal. It's kind of like throwing money at the musical, and
>>expecting the
>>(classroom) chorus to be good.
>>
>>If they won't listen, find yourself another district for next year. Get
>>out while you still have your sanity!
>>
>>Lynn
>>
>>
>>
>>
>>
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