Tips for Mentors
Please read this whole page before starting to Mentor.
Director: Mr. Sarver - Contact him: call or text his cell 650-483-5261, or email asarver@earthlink.net
Absences: If you cannot Mentor on your day due to another event or illness, try to find a substitute who can play the same instrument. In advance as soon as possible, tell Mr. Sarver (call or text his cell 650-483-5261, or email asarver@earthlink.net), and tell your students.
Logistics:
We will be on Zoom and In Person at Carlmont on different days. Please tell us the option that works with your schedule and transportation, when you sign up.
For Zoom (4:45 - 5:30 pm):
You will need internet access that supports video and audio.
We may request you to Rename including a code for your instrument group so we can sort easily into Breakout Rooms.
Please log in 10 minutes early so we can sort everyone before your Mentoring sessions.
There will be adult supervision dropping in and out of Breakout Rooms. If you need help, ask.
Be familiar with Zoom controls, especially audio settings, so you can help the elementary students if they need it.
Video is important for teaching; ask students to turn their video on, but only have their audio on when they are playing for you.
Suggest to your students how to set up their Zoom device and a music stand so they can watch the Zoom and read their music to play their instrument. The students may have music books or sheet music or access to Smart Music.
To teach through the Zoom screen, be animated and engaging with your students, address them by name, give everyone a turn to show what they can do.
For In Person (4:15 - 5:00 pm) in the Carlmont Music Room F20:
Bring your instrument so you can demonstrate technique or play a new tune for the students to echo.
Communicate: Talk to your students about what you expect and what you need. Talk to their parents if they show up about what is happening during Mentoring and what practice the students should be doing. Talk to the other Mentors about their tips and working together. Ask for help if you need it.
Mentoring:
You are ready to combine two arts: the art of making music and the art of teaching. Being "in charge" brings with it a new set of responsibilities, so have a flexible, well-organized plan. The more confident you are about your preparation, the easier it will be to tutor the children.
Meet your students. Let them know that they are important and that you are proud to be their teacher. Learn their names. Tell them what to expect. Include something enjoyable and exciting that will stimulate the students' effort and serve as an immediate and tangible goal. This could be an opportunity for public performance, like a mini-recital for another Mentoring section (the flute group can play 3 songs for the clarinets one week and the clarinets can play songs for the flutes the next week). Immediately establish proper discipline and rapport. Spot the potential leaders and assign them certain responsibilities. Communicate your good will and your students will reciprocate.
Use teaching techniques and methods with which you are familiar. Use less lecture and more hands-on playing music. Stick with the methods you know best. Remember what worked when you were first learning. Use positive reinforcement. Use lots of encouragement and helpful comments (“how to” rather than “how not to”).
Be mature. Be aware that not only your performance as a teacher but also your behavior as a teenager will be observed by your students, the supervisor, and the parents. Keep any controversial opinions to yourself and watch your language in general. Dress neatly.
Level of Music: You will start with practicing what they have been learning in their school instrumental classes. You do not want to work ahead in their school music book, because then they will be bored in the school classes. (Remember that there are other students who are not getting Mentoring.) You can bring in supplementary pieces. You need to select music that is appropriate to your students' current level of development, which will be rank beginner for most of the 4th graders, still beginner for most of the 5th graders, and more advanced for Middle-schoolers. In the beginning, your students will sound better, gain more satisfaction, and learn more by playing a simple, familiar song suited to their abilities than they would by struggling their way through a complex unknown piece to stretch their skills.
Classroom control: The best way to establish control is to let the students know immediately that you are there for the business of teaching music. You do this by your actions. Remind individuals of your standards of behavior the first time they deviate from them. Go over a few basic rules of etiquette and warming-up procedures the first day. Statements such as "play only your instrument," "raise your hand for attention," and "get your instrument ready and go to your seat to warm up" may help set the tone for your class. You can smile, enjoy teaching, and listen to feedback from the students while maintaining a sense of purpose in the group. A sense of humor is a valuable asset, but you may want to be somewhat serious at first. I like to explain that the fun in music comes from playing well which takes practice.
Plan what to teach: Have a variety of strategies planned for the first day so you can deal with a different experience level in the group than what you expected, or a wider range of skills across your students. Give the students long- and short-term performance goals. They are there to play music, so play music. Minimize talking: Begin with some quick warmups for tone and technique. Decide what level of music will be within their capabilities but still present some challenges. Listen carefully to determine what deficiencies and strengths, in the group and in individuals, you will be gently addressing immediately. Do not be surprised if the students have not yet learned the fundamentals of music: You may have to teach them essentials such as notes, key signatures or tempo and phrase markings. You will help them learn how to take care of their valuable instrument (not use it as a sword), properly hold it, tune it, play it, and clean it. Reinforce posture, embouchure, counting. Be ready to explain anything in simple terms. Keep your instrument handy so that you can demonstrate notes and musical techniques for students and so they can see that you are a player too. Be a role model.
Evaluate: After the first class, evaluate your performance as a teacher and plan for the next class. What worked? Was there a kind of ambience in the classroom that was conducive to your musical goals? What music will you work on next week?
Trying moments: All teachers face them. There are days when half your students don't have their music, and days when the students are bouncing off the walls. At times like these, the only answer is to be patient. You are a professional, and all professionals go through some "down" moments. It may help to remember some of your successes. Find solutions to problems rather than dwelling on them. Talk to other Mentors – they are a valuable resource. They are sympathetic; they have been there themselves; they have figured out solutions.
Class Clowns: Are there individuals who consistently behave in a distracting manner? You may wish to give them as much positive attention as you can so they do not act up to get negative attention. Make it easier for them to succeed than to fail. This is a voluntary situation on both sides: if they really do not want to be in the class, they can drop out (but make sure that the parents know).
Disparity between student skill levels: You will have a wide range of skill levels. When you can work with the whole group, do it. If you have more than one Mentor, we can divide your students into levels in separate breakout rooms and have one group work on reinforcing basic skills while the other group works on new techniques. If you are alone as a Mentor, set one group to practicing a simple piece by themselves while you work with the other group for 3 to 5 minutes, then switch. Set a timer if you need to switch.