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Tuesday, March 6, 2018

5 Things to Stop Saying to Music Teachers

In the spirit of Music In Our Schools Month, today I'm sharing some of the things I've heard people say to me that bother me as a music teacher. And I know from talking with colleagues that I'm not alone! I hope these thoughts help at least one person see how their words may be unintentionally hurting and belittling music teachers, and learn how to more effectively and respectfully work together!


"I loved that concert- the kids were so cute!"

Sure, this is definitely a well-meaning comment. But for music teachers, cuteness is not the goal with musical performances. Saying the performers were "cute" is actually quite demeaning- we have put a lot of effort into their level of skill as performers, so we would hope that those skills would be noticed more than the little smiles or fancy outfits they had while performing them.

Instead of telling us that the students were cute, we would love to hear a compliment about the performance itself. Something like, "The students were singing so clearly", or "I was so impressed with how well they performed such difficult music", or even "The students were so focused on stage" are all wonderful ways to acknowledge the preparation of the teacher and the students.

"Music should be a fun break!"

Actually this comment is most often directed to students by other school staff but it's worth including here because of how it is taken by music teachers. And there are times when I've had coworkers and administrators say this to me in the context of saying that I shouldn't be experiencing behavior difficulties in music class because it is a "fun break" akin to recess. When other staff say that music is a fun break from their "academics", it puts music in a separate category from their other, more serious school subjects. There's definitely nothing wrong with acknowledging that music class is a change of pace from math class. And yes, we agree that music is and should be fun. But don't you think other subjects should be fun too? There's an implication that because music class is fun, it is less rigorous. We think all learning should be both fun AND rigorous, and every subject should be its own unique learning experience, because of the nature of each subject, that appeals to different personalities and styles of learning. With our subject being so marginalized and degraded, we as a profession have had to work hard to focus on both fun and rigor in our classrooms. If you'd ever like to have a discussion about how we use games and songs to develop skills and teach concepts, we'd love to share!

"Could you teach them this song about ___ today? We are learning about it in ___ class this week and I found this cute song on YouTube."

*deep breaths* First of all, making last-minute suggestions to another teacher about what to teach in their lesson implies that you either think we are magicians who can take any song material and use it to teach whatever concept students need to learn that day on the spot, or you think we don't have a lesson plan (at least not one that is worthwhile). Now, most of us music teachers love to integrate music with other subjects (and we hope you love to integrate your subjects with others, including music, as well). And we fully support the idea of deepening student understanding of important skills and concepts through cross-curricular teaching. But if that's what we're going for, two things need to happen: 1) we need to sit down and have a conversation well in advance so we can both make adjustments to our curriculum sequencing to line up the timing of particular lesson content, and 2) this needs to be a two-way street: I'd love to talk about how to reinforce the concept of meter through your poetry unit, or how to help distinguish beat and rhythm through your lessons on syllables.

The second problem is that you're assuming you have enough of an understanding of music pedagogy to suggest appropriate material for my lessons. By suggesting that we use this "cute song" you stumbled upon that happens to incorporate a concept you're working on, you're implying that all musical material is of equal value as a teaching tool. It's not. We music teachers are very intentional with the songs we teach our students- we can't use just any song to teach the skills we need. And the reality is that most likely that song you stumbled upon that talks about recycling or George Washington or multiplication facts was written with the lyrics as the starting point and the musical material- the melody, rhythm, form, etc- was secondary. Most of the songs that get suggested to me this way are actually just different words set to "I'm a Little Teapot", "Twinkle, Twinkle", or "Mary Had a Little Lamb" (and often clumsily). If we do sit down in advance to arrange a cross-curricular connection in our lessons, you can expect us to probably use more musically meaningful material.

"Oh by the way, we need the students to sing these 5 songs at this public event next week."

This one is similar to the last comment- see above for the problems with last-minute suggestions and suggestions from non-music teachers of musical material to use in music lessons- but this one has the added element of assuming that musical performances can be thrown together without much preparation time. We don't expect you to understand what all is involved in preparing students for a musical performance if you haven't done it yourself but trust us, it's a lot of work and requires a lot of advance planning. Ideally, you need to let the music teacher know months in advance (minimum) if there is anything you want the music teacher to prepare students for, but we also understand that last-minute requests do come in sometimes. If that happens, please just come and ask for our input into whether we can do it and how. Something like, "Hey I know this is last minute, but I just got an email from _____ asking if we could have our students perform at _____ next week. Is there anything the students could do that would be appropriate for this and would work into what you're doing?" would be a great way to approach the music teacher respectfully.

"We're changing your class schedule because the classroom teachers need their prep time."

There are two things in this sentence that set off huge alarm bells in music teachers' brains: the phrase "classroom teachers" and the overarching concept of "prep time" and who gets it when and how. First let's talk about how we categorize teachers/staff with our vocabulary. I have never understood the term "classroom teachers" being used to refer to non-specialist teachers. I teach in a classroom... Please stop using that term. It makes it sound like you don't think my class is a "real" class. If you really must refer to the teachers in elementary schools who teach in just one grade level rather than teaching one subject to a wider range of ages, then the best term I've come up with is "homeroom teachers". The distinguishing factor in most schools is that they have one "homeroom" group of students for whom they are primarily responsible rather than splitting their time between classes, so it makes some sense.

OK, now let's talk about the issue of prep/ planning time. I don't have a problem with being flexible and making adjustments to things to accommodate special events etc and ultimately benefit the students. But if the primary reason for changing a schedule, or making any other decision, is to benefit a particular teacher or group of teachers (particularly when it is to the detriment of another teacher or group of teachers), that's not what I'd call best practice.

Now I also understand that there are things called contracts and unions and all of that and certain guidelines have to be followed. And I understand that because of those realities sometimes situations like this come up. I also believe that it's important to protect the rights of teachers and consider teachers' needs in making decisions. But too often when these things happen, it is presented to music (and other specialist) teachers in a way that communicates a hierarchy of teachers, and that the homeroom teachers need planning/prep time more than others do. It's important to understand that we are on high alert for these things because we have so often been treated as less important. It's also helpful to understand that it is pretty standard in music teaching to end up "giving up prep time" to do things like set up the stage for a production, run auditions for soloists, or prepare students for a special performance. Of course teachers of all kinds do "extra" work and go above and beyond the call of duty for their students, but the difference is that ours has historically gone unrecognized.

The basic point is this: treat all teachers as part of the same team, and as equally important members of that team. It's much easier for us to do what's best for the school as a whole, and our students in particular, when everyone treats each other as equals.

Now it's your turn: what are the things that people say to you as a music teacher that you wish they'd stop saying? Click here to sign up for the Organized Chaos newsletter!

37 comments :

  1. I just heard this one last week..."Oh, you just teach music, not reading or math or anything like that." As if music were sub-par to other subjects.

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    1. That's just so blatant! My goodness.

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    2. I would have said, "Actually, I DO teach reading and math and science and social studies and all that...I just teach it a different way." If I'm feeling particularly salty, I might add that some of their students who are having trouble in a certain subject might "get it" when it's taught using musical concepts.

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  2. I always have people assume I play the piano and they'll ask me to accompany them last-minute... and when I tell them I don't play they get all condescending.

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    1. It's funny to think about the assumptions people make about what a music teacher "should" or "shouldn't" do (even within our own profession). But even more than that people have no idea how difficult accompanying is! I am a piano player myself and I would still never say yes to accompanying last-minute like that- it's too stressful to do on the spot!

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    2. Piano for elementary music teaching is an important skill to demonstrate musical themes and lightly play along. Still, some music teachers often do not have the skill to play piano at the performance level. I play most of the Brass/Woodwinds and Bass/Guitar, and piano is my weakest instrument. (My first encounter with the piano was my freshman year in college.) I make no promises to students or faculty about my piano playing. When they ask, I tell them that I use the piano for demonstration and theory and that I am not a pianist. They usually are incredulous because I have a Masters in Music and working on my Doctorate, but they forget that functional piano is not the same as performance piano. Since I play so many other instruments regularly, I realized I didn't have time to master the piano and was okay with using the piano for demonstration purposes only. With the current resources at our disposal, we have ready-made piano accompaniments at the push of a button. I have rarely been in a situation where no accompaniment track exists. I also have relationships with professional musicians that play with my special programs and school events. It is usually an exchange such as recommendations for lessons, or our PTA pays them directly. I believe the music teacher should be free to conduct the ensemble and not have to worry about the distraction of playing the piano while leading.

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  3. I'm a music teacher and a gifted support teacher...we had an unexpected meeting with parents of a gifted student, and the third grade teacher said, "Well, I'm not getting covered to come to the meeting - but really there should be a teacher in attendance." Hmmm, I guess I'm not a teacher??? (and I've taken several graduate level classes about working with gifted students)

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    1. I get so riled up when people use the word "teacher" to mean just a small portion of teachers. It's so degrading! We have to continue to counter those comments because I doubt most people intend malice when they do it but it really does reveal some serious bias!

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  4. Have you ever been asked "Do you have a 2-year degree or a 4-year degree?" People don't realize that many, if not most, of us have a Master's degree or higher. Not to mention the additional hours needed to practice our primary instrument(s) in order to perform a recital AS WELL AS student teaching!

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    1. I've definitely encountered people who don't realize how much education and training we have to have for our jobs! It's crazy.

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  5. I'm a junior at Fairfield University going into music education. I have been super sensitive about the fact that I am pursuing music education, since people do not understand its importance. This article made me feel much better and I am proud to go into this field, thank you!

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    1. That's awesome- welcome to the wonderful world of music teaching!! Yes, there are definitely challenges, but it is absolutely a wonderful profession that I wouldn't trade for anything. Thanks so much for taking the time to comment. My day has been made :) Best wishes as you finish your degree, and feel free to reach out any time if you'd like to chat!

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  6. Comment from administrator as we prepare for Christmas musical at our elementary school:"Don't worry. Nobody cares anyway. All they really want is to see their kid on stage."
    How's that for personal and professional affirmation?

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    1. That is so discouraging! I've heard that same type of comment before as well. In my better moments I have to believe that they are trying to comfort us because they think it will make us less stressed, but seriously?!? If they would stop to think surely they would realize how demeaning this sentiment is!!

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    2. I was told my first year before a holiday music program by a school administrator(Dean of students.) Well, it doesn't have to be good. The parents commented that the program was more versatile with song, dance and great expression than previous shows.

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    3. I'm glad you had some parents give you some positive feedback to validate your efforts- it is so discouraging when administration makes it clear that your efforts are unimportant to them!

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  7. I've been teaching music for 28 years, eight at the secondary Band/Choral and have taught elementary General Music for the past twenty years. I moved to a small town and was asked "Do you have to have a degree for what you teach!" Granted, it was the lowest comment that I've ever received to date regarding my chosen profession, it occurred then that we must be our own best advocates. I realized at that time, that I became a music teacher because I was impassioned by music, and therefore never questioned its importance or legitimacy nor did I know how to explain it's importance to a non music person. Over the years, I have become better and better at the process. At the beginning of concerts I talk about what the students are leaning through performing what process the students needed to take to learn and how it crosses over to other areas...but teaching music for its own sake is the message.

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    1. YES. As much as in an ideal world everyone would understand the importance of music, the reality is we have to be the advocates! I wrote a couple of posts on this topic after talking honestly with some non-music administrators about their perspectives on how we can best advocate for our subject area/ programs. Search for "A Music Teacher's Guide to Fostering Mutual Respect" if you want to read those. Thank you for sharing your thoughts! I think it's helpful for us to be able to commiserate over all of the disrespectful / ignorant comments we have to deal with, but the next step should be advocacy!

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  8. The concert is finished, so I guess it's smooth sailing now.
    No one thinks about curriculum and report cards. I'm also a band teacher...after the spring concert we still have the Memorial Day parade and perform as part of the graduation ceremony, but yup, it's smooth sailing.

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    1. Right! People just do not stop to consider that we do all the things other teachers do in addition to those public events they see!

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  9. your class doesn't matter because it doesn't count on the report card!! WHAT!! I hear this all the time form the older kids because that is what their parents tell them. It is so frustrating and upsetting. It goes along with, we don't come to conferences to talk to the special teachers, who cares about their classes. Yikes!

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    1. I've never worked in a school where music wasn't on the report card (absurd in itself), but I've heard similar comments based on the fact that music is not on standardized tests. Yikes indeed!

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  10. I am a general music/choral elementary teacher in two public schools holding a multiple subject credential with a supplemental in music. During the recession several years ago, when many teachers were being laid off, I found myself on "the list" during the first year of lay-offs in my district when they decided to cut the elementary music program. The district was also trying not to honor seniority if you had not been in a "regular classroom" for a certain number of years. A high level district staff member decided to meet personally with everyone on the list and actually asked me, "After all, when was the last time you were in a real classroom?" (I did say, "two minutes ago!").

    Thankfully, this community strongly supports music education and made such a showing at board meetings that the music program was not cut and all music teachers' jobs were saved. Our program was still hurt since music teachers were not replaced when they voluntarily left the district. We are currently still in the process of rebuilding the music program, but there definitely still are lingering feelings from some that music education is not done in a "real classroom."

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    1. Wow, that is terrible to hear! It's always shocking to encounter people in education who don't think twice about speaking to us as if we are lesser-than.

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  11. I hate when people call me "itinerant". A:Insinuating that I don't work as hard - it's absolutely different, but not less hard. B: Diminishing the value of my music degree, music honours specialist qualification, and the 17 or so years of private music lessons and practice time I put in to get into a music program in university. Why wouldn't I be teaching music? I have my own classroom, I am a music specialist (not itinerant), and it's no different than a dance teacher teaching dance! So thankful, however, that my board values music education.

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  12. Yes to all of the above. Thank you for writing this and for the comments. I have experienced all of this, sadly. When I retired last year, a homeroom teacher who frequently criticized the the 'special area' teachers (our jobs are easy and all we do is play games) wanted to apply for my general music position. (She doesn't have ANY musical background). Her comment to me was, "I wanted to apply for your job but you have to be certified." I had to walk away.

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    1. It's still shocking to me every time I hear people so blatantly disrespect our profession to our faces, even though it has happened to me and my colleagues so many times! So crazy. Thank you for your comment, and I hope you are enjoying a wonderful retirement!

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  13. I literally just had someone say "Oh, I figured they'd have gotten you to teach again with all of the Covid stuff." (I taught music many years ago, but our parish cut our program due to lack of funds so I went back in the classroom for an extended time and taught other subjects. Last year was my first year back in my first love-MUSIC!!!) I said, "Well, I never quit teaching.... I just teach a different subject now. Sigh....maybe one day people will understand music teachers are people too.

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    1. *sigh* My goodness. I'm glad you stood up for yourself and for our profession! The more we can have these conversations the better (hopefully) people will understand...

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  14. This was my first year teaching in public school (40 years private lessons). I was teaching completely digital (asynchronous) all year, as per my contract. I had a teacher (kindergarten) tell me: "Oh, I don't think hardly any of my students do your class. They find it too hard to figure out. I told them to just concentrate on their regular subjects."
    First: music is a regular subject.
    Second: The other three kindergarten classes didn't have a hard time with it.
    Third: I quite literally spent hours researching and planning out the lessons as best I could, to make it as kid friendly as possible.
    Fourth: My subject is important!
    I was so frustrated because one kindergarten class had 85% attendance all year long and this particular class had about 15% attendance. The kids in the 85% class did wonderful and learned so much, but the kids in the 15% class are going to be totally lost next year when they come to music in person. :(

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    1. Ugh the pandemic really made it painfully obvious which families and colleagues valued music and which did not.

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  15. I am definitely bookmarking this post. Thank you for articulating so well what so many of us face.

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  16. Hello! I just discovered your blog whilst searching for something online.Hello from a fellow music teacher. A few years ago, we had this new young TA start at our school. She was 18 and told me that she had Grade 5 piano and an A* at GCSE music and asked in a very patronising manner if I needed any help trying to set things up. Another time, she asked me, "So do you actually have any music qualifications?" I replied that I had a music degree, a Music teaching diploma, Grade 8 in 5 instruments and theory, a Grade 7 in piano, a year studying gamelan abroad in Indonesia and 15 years teaching experience. She looked really unimpressed and boasted to me about her Grade 5 piano again. It was so weird!
    Luckily, I do feel valued by the majority of staff at my school etc but occasionally, when I say I teach music, outside people say, "Ah, that must be fun!" in a way that suggests they have no idea how hard I work, how tired I am and how much stress there is on your voice constantly!

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    1. Oh my. The audacity of some people! It just doesn't make sense. Also sidenote, I would LOVE to hear more about your year studying Indonesian gamelan. That sounds incredible.

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  17. I was a "homeroom" teacher for 26 years before switching to become the music teacher. I can't understand how everyone isn't infinitely impressed with music teachers. The amount of skills and knowledge they need to possess, the value they bring to people's lives, it's astonishing to me. I just feel incredibly humbled to be learning how to be one.

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