Entry 2) Contextual Factors

Entry 3) Teaching Unit

Entry 4) Learning Environment

Entry 5) Evaluations

Entry 6) Logs

Entry #6 : Professional Logs

Interactions with Families, Community, and Educational Personnel

Monday, January 17^th -   Band Parent Meeting

Attending my first band parenting meeting was very exciting. I was able to experience first-hand of the interaction between Washburn Rural’s Staff and the parents. Some of the topics discussed in this meeting were: the upcoming candy bar fundraiser, Expocentre concession both, upcoming concerts, and staffing needs for the 2011-2012 school year. In this meeting the parents who were in charge of certain events did most of the talking while the staff facilitated. As a result, in the particular meeting I didn’t have much interaction with the parents, but rather a great chance to observe the situation. 

Involvement in and Contributions to School and District Improvement

Wednesday, March 2^nd-Clinician and Mater Class with Steve Riley

I had the great opportunity to bring in Washburn Rural High School’s first percussion clinician. Before student teaching with this organization I was the percussion instructor there for about three years. Now that I would be there full time, I wanted to make my time and presence felt. I felt that bringing in a clinician would be a great chance to propel the group further. The reason for bringing in the clinician was for the students can get a chance to experience a percussionist who has been in the profession for many years, and have them hear advice from a different prospective. Also, we are playing on of his pieces, so what better way to prepare for contest then having the composer of the work come and give his comments.

I felt I prepared for this event very well, but there are always ways to improve in any situation. We had a bit of a problem with timing between each group, so next time I will work on having each ensemble that is being critiqued, have their area pre-set and watch the clock more closely. This can be achieved next time by just the day before presetting all the gear, to make for a smoother transition between each ensemble.

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Professional Development Experiences

January 2^nd – March 4^th – Student Teaching

Before student teaching  I had a lot of questions, and doubts about being involved in such a large music program in a large school, and having such involvement with this program. Fortunately, I worked with many of these kids previously, so they knew what kind of teacher I was, making for a smooth entry into the program. During this time I learned a great deal about myself as a music educator and what it takes to be successful. Meaning, confidence, tenacity, and passion for teaching is only 50 percent  of what we do as music educators. The other 50 percent is organization, preparation, detailed lesson plans, classroom management and knowing how your students learn. Prior to student teaching the I already possessed the confidence, tenacity, and passion for teaching, but not so much organization, preparation, detailed lesson plans, classroom management skills, which is only natural for the fact that I had never done it before. But in that eight week span through observations, trial and error, and staying humble I was able to combine all the concepts needed to be a great teacher, and made great progress. However, looking back on my first part of student teaching one comment keep coming out, “Say more with less words,” hearing this constant criticism I know this is one area I need to work on moving forward to my second portion of student teaching, and once I get out and have my own program.