Teaching Philosophy

The basis of my teaching philosophy is creating the “I can do this!” environment. The teacher guides the students by: modeling a positive climate in the classroom; creating a foundation of good citizenship; and providing a structure of creating artistic, functional, and valuable music. Haim G. Ginott said: “I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. It’s my personal approach that creates the climate.” These words remind me of the impact I make on my students each day, and keep me striving to be a better teacher.

A Positive Climate

It is my goal to build rapport and establish trust with every student I come into contact. I listen to the chatter in the hallway; I hear what the students say to each other, and I observe how they treat each other. I try to be aware of their temperament.

Build Rapport

It is very important to make a connection with your students based on their state of mind from the specific interactions with you. Forming a bond makes classroom management a lot easier. Create opportunities for the students to be trusted and to trust you.

Checking-In

I ask them how they are feeling, what’s going on, how was the day is going, what happened after school yesterday, how was lunch, etc. I let be it known that I care about their lives. I check-in with a student who has been absent by saying: “Glad you’re back!” or “Hope you feel better!” or “We missed you!”

Encourage Others

It is very important to praise and celebrate student progress informally during class. I employ motivational strategies to build poise and self-reliance. I use technical drills and routines to build confidence as well as technique. We become a team, and we make progress as a unit. Celebrate, praise, and give simple compliments (from the heart) during class.

Show Compassion

Always take the time to acknowledge when a student takes steps in the right direction. Your joy is like oxygen to their fire. Be joyful in real time as it happens, because each conquered obstacle, each solved problem, each forward step is valuable! Whenever possible, ignore minor student provocations.

Straight Talk

I keep it “real” with my students. They can tell if you are not sincere. Example: “You are getting better at this skill, but you know . . . you can do much better than this, right? Let me show how.” I celebrate them with bold statements like, “Wow! Way to go! That’s exactly what we need!” Children know when you are telling the truth to them, so I don’t hold back. Show the students that you believe in their ability to grow and make progress. Poor behavior is handled directly with the student, not out loud in public in front of peers.

Good Citizens Make Good Music

Leestown’s code for conduct and character, The Leestown Way, articulates many of the basic concepts my students must adopt in our classroom. I am a huge believer in building students’ self-reliance so that they can give a good effort, possibly make mistakes, and learn from the experience. These behavioral guidelines create a level playing field for the classroom, so that everyone can see we all go through struggles and we all deserve to overcome them.

The Leestown Way

R – E – S – P – E – C – T

Remember Basic Kindness.

Encourage Others - We will provide sincere and thoughtful encouragement to each other.

Stand Together - Together we are strong and accountable to each other as musicians.

Play Fair - We are an orchestra. We are a family of musicians. We are a team.

Extend a Hand - We give advice to each other in pairs and small groups.

Cause No Harm - Each instrument has value and needs support.

Think First.

Class Rules – Keep it simple.

1. When Mr. Wilson is teaching or playing, I will listen silently.

2. When a student is playing or speaking, I will be still, quiet, and when he or she is finished, I will encourage him or her.

Provide Structure

I am convinced that students wish to succeed. They crave structure and they take comfort in adopting it and being successful. However in music class, we must teach structures, routines, and procedures, and then almost immediately, we teach how to respond when things do not go as expected and fall outside of the learned structure. This is pure dynamic energy and creative excitement…if the teacher can “feed” it to the students appropriately and effectively. This comes, of course, with experience in dealing with your students on a day to day, year to year basis. But, it is exactly the reason why so many music teachers are happy to come to their jobs every day.

Strategy

I run a fast paced lesson plan that does not allow time for behavior problems or disruptions.

1. I demonstrate an “energy” and a passion for learning, with an understanding that I am not perfect and that I can always improve.

2. I employ routines and drills (derived from the music) to break up the flow of rehearsal to fight off frustration, fatigue, and distractions. I attempt to turn musical problems or features into puzzles and challenges. We work from bell to bell. No down time. The constant engagement of the students’ bodies, hearts, and minds is satisfying and stimulating. They learn to love it!

3. I use the “Growth Mindset” to deal with challenges in the learning of music and playing the instruments. I have tried to change the paradigm of teaching my class from: “This is really difficult music and without a lot hard work and some pain, you will not be successful!” to another approach: “This music is a great work art that students around the country play every year, and it is your turn. We will learn how to do each fantastic part bit by bit and step and step. Let’s get started!”

1. I can always improve.

2. Mistakes help me learn.

3. I can learn anything that I want to.

4. I like to challenge myself.

5. My effort and attitude makes all the difference.

6. I am inspired by people who succeed.

7. I persevere when I am frustrated.

4. A huge part of building confidence is “normalizing” mistakes. I tell them that it’s normal to struggle. We learn to adjust our expectations and persevere through the measure-by-measure challenges. We develop grit. The students are allowed UNLIMITED second chances.

Teaching music in a “we can do it” environment is very gratifying. Helping students to be problem solvers using music as the content is a great way to help them in other academic areas. I strive to teach students to approach problems with positive and creative mindsets both inside my room and in their outside lives. Every day, I try to envision what would be the greatest thing that could happen today for each class and then I work with the students to try to make that happen. It’s really satisfying to see some of those visions come true and to see the pride of happy children being successful.

What a joy it is to go to work at Leestown!! The students are caring and generous. They are bright and resourceful. This is my dream job, because I get to give everything . . . everything that I have to offer, every day . . . to someone . . . and they will kindly . . . accept it. What more could you ask for in a vocation? To give and it be received with joy and hope.