WBDI JOURNAL - January – 2008
Submitted by Judith E. Grimes, Dec. 31st, 2007

Dear Professor Grimes,

I am a senior in college majoring in music education.  In high school I was an avid cross country runner as well as a band geek.  Since entering college, I have had to give up cross country for music.  I miss cross country and as an educator in the public school system I would like to coach as well as teach music.  Do you think this is possible?

                      Wanting Too Much

Dear Wanting Too Much,

It is true that in college most music education programs are so demanding that it is difficult to participate in other activities.  It is also difficult to teach band with its many co-curricular activities and to also be a coach, HOWEVER, teachers_do it everyday! 

A recent graduate from Elmhurst College spent three days a week after school helping the track team during her student teaching. The two activities (music and track) gave her an opportunity to work with additional teachers and to meet more students.  She excelled at both!

Many music teachers are great assets to their schools because they do things other than just music.  In fact, if you would mention your willingness to help the tennis team or the cross country team (or other) during an interview, in most cases it might even increase your changes for the job.  Administrators tend to think that all music teachers are only focused on music. You are refreshingly unique.  It is not about “wanting too much,” it is about “knowing what you want.” Once you know what you want, then work to coordinate your many talents.  This is NOT a problem, it is a fantastic possibility. 

Dear Professor Grimes,

I have always wanted to be a music teacher but I have this constant fear that my first job will be in a very small program with not enough students to make a complete band.  What if I have ten flutes and three percussionists?  How do I make the band program exciting so that other students will want to join if I only have a few students?

             Worried Student – Soon To Be Teacher

Dear Worried Student,

You have just described the ideal job!!  A small program will grow – just keep working, do fun musical activities and play good music.  At Elmhurst we recently started a clarinet quartet.
The teacher in charge worked really hard rehearsing the students and securing great arrangements for them to play.  At first they volunteered to provide music for concerts, special programs, art galleries, and weddings.  By Christmas they were in great demand and now for money.  The quartet did so well that next semester we will have three quartets!

A local band director with a small program wanted to start a jazz ensemble.  For the first year they played easy arrangements geared for groups with incomplete instrumentation. The band director made the students attend jazz festivals, clinics and college jazz concerts.  By the second year they were off and running. Now the school has two complete jazz ensembles and several combos.

It is something like the movie line “if you build it they will come.” If you build something wonderful with four students, four more and then four more will want to be a part of the magic.

And your other question – what if I have ten flutes and three percussionists – sounds like a great fife and drum corps to me. Secure musical arrangements that will work or write your own.  Have a great time making music with whatever you are dealt and the interest will grow!

Dear Professor Grimes,

I am in my last semester in college as a Music Education student.  I love what I do.  It is exciting to work with teachers in the field and to give lessons.  Even though I have had great experiences, I have had little responsibility.  What suggestions do you have so that I can be a better prepared “real” responsible and organized teacher?
                   Running Out Of Time

Dear Running Out of Time,

I assume that you have not yet done your student teaching?  This is a great way to apply everything you have learned.  You have done the homework and the class work – now do the real work.  Volunteer to assist summer band camps, help out in local programs, ask questions, and get involved.  Look for a mentor (someone who is successfully doing exactly what you plan to do) – and tell the mentor how you feel.  A good mentor will share stories of their personal growth bridging your position today with their position today.  You apprehensions are not a bad thing; they show that you have put serious thought into the situation.  Some young teachers don’t even wake up until half way through their first semester of teaching.  You are ahead of the game. Good luck!!!!

Dear Professor Grimes,

I just finished my first semester as a “real” teacher.  Things went really well, but I worked so hard that I felt like I had no life other than my job.  Perhaps I will feel better after Christmas break, but I am concerned that even though I really love teaching children, I will not get to see the world, live in different parts of the country and travel.

                      Vagabond Musicator

Dear Vagabond,

Thank you for your honest letter.  Let me assure you that teaching music can be the best avenue to travel you may ever have.  First of all, there are many things that make travel possible - the biggest three are – June, July and August.  Secondly, look for conferences and professional meetings in different areas.  I just returned from the Mid-West International Band and Orchestra Clinic and music teachers from all over the world were in attendance.  Professional classes, seminars and meetings are a good way to travel – (sometimes your school will even support this financially.)  These opportunities allow you to meet people from different areas and even network to find other teaching opportunities.

Thirdly, consider student travel with different sized groups. Personally I enjoy student trips.  In the past three years I have enjoyed travel with my students to Australia, Jamaica and Europe.  It is a great bonding time for you and your students and the teacher usually travels for free. It doesn’t always have to be the entire ensemble. Small groups of students can be musically as rewarding as large organizations and usually much more manageable.

Finally, consider teaching opportunities all over the world.  For example, the Department of Defense has schools all over the world.  I recently visited a former student in Japan teaching band for one of these schools.  Teachers participating often exchange positions as well.  Other organizations also sponsor International Schools all over the world.

If you truly love teaching children then let this be your “tool” for travel.  Set goals for yourself and plan ahead.  Earmark NOW activities to look forward to for this coming summer and/or Spring Break.  Send me a postcard!!!!

Dear Professor Grimes,

Since I began teaching two years ago, I find that I have no time for myself.  How can I learn to balance my professional and personal life?  Is it possible to have a life and not compromise my students?

             Needing to Balance Better,

Dear Balance,

Your problem is real and not unlike a lot of beginning teachers.  Although I have no quick fixes, I can make a few recommendations.  First of all, be better organized each year.  Nothing takes as much time as the first year of teaching.  An experienced teacher can do a better job in less time.  Next, develop goals and objectives and measured activities to meet them.  Once you get the hit and miss out of it – you will have extra time.
Set aside time for you.  Refuse to book every night of the week for a band activity.  And finally, find a mentor – find someone that does what you do and still manages to have a life.  Better balance includes better organization, lots of energy, and employing help from others.

Dear Professor Grimes,

I am an adult student who recently went back to school to complete my degree so that I can finally be a band director.  My problem is that most of my courses require observation hours in the public schools and because I’m taking an overload my days are filled with classes. Where do I find the time to observe?

             Observationless

Dear Wanting to Observe,

This isn’t easy as you already know, but, there are ways to get observation hours.  In my area many school bands rehearse at 7:10 in the morning.  This will not interfere with your classes, just with your sleep.  There are many weekend festivals and clinics and summer band camps that you can volunteer to assist.   Not only are these activities great experiences for future teachers, but also good ways to get observation and participation hours. 

Dear Professor Grimes,

Due to a school reform effort and an uncooperative principal, all band classes in my middle school must be of the same grade level. This means that if students do not start band or orchestra in 6th grade then there is no opportunity for them to join later. In the past we have had a beginning program in grade six and also a combined beginning program for 7th and 8th graders.  The new reform illuminates the beginning 7th and 8th grade band and the beginning 7th and 8th grade orchestra.  What are my options?

    Not wanting to disappoint potential beginners,

Dear Not Wanting,

Change is always hard, but sometimes great new ideas can come when you are greatly disadvantaged.

I don’t know exactly what will work in your school but consider some of the following: (Before you begin, put some numbers together on how many students would not have the opportunity to be a part of band and orchestra with the new reform – numbers need to always accompany your ideas!) Administrators understand numbers!

(1) Institute a Summer Program that would accommodate the students not able to participate otherwise.  The program could also be after or before school.  This needs to be a formal program that the administration supports not just the director doing more for less.

(2) Work to establish two 7th and 8th grade groups. One could be an advanced level and the other intermediate – with a little extra work beginners could be absorbed in the intermediate level and students not yet ready for the advanced level could also benefit.

(3) Establish great communication with the 5th grade music teachers to make certain that more students are ready to begin instrumental music in grade six.

(4) Survey other schools with similar programs and put together information that illustrates how successful programs work in other schools.

HELP – ACTIVE BAND AND ORCHESTRA DIRECTORS – SEND US SOME GREAT IDEAS!!!   Thanks for writing.