| |
| |
Foreword | |
| |
| |
Preface | |
| |
| |
About This Book | |
| |
| |
Acknowledgments | |
| |
| |
National Standards for Music Education | |
| |
| |
| |
Tips That Establish Effective Practice with Students | |
| |
| |
| |
Focus on Children | |
| |
| |
| |
Maintain Perspective | |
| |
| |
| |
Expose Students to All Genres of Music | |
| |
| |
| |
Not Everyone Wants to Be a Music Major | |
| |
| |
| |
Teach Students How to Listen | |
| |
| |
| |
Create Independent Sight-readers | |
| |
| |
| |
Encourage Solo and Ensemble Participation | |
| |
| |
| |
Teach Students to Conduct | |
| |
| |
| |
Teach Theory and History | |
| |
| |
| |
Teach Showmanship | |
| |
| |
| |
Teach Career Opportunities | |
| |
| |
Self-Assessment Guide, Part I | |
| |
| |
| |
Tips That Support Recruitment | |
| |
| |
| |
Set Realistic Recruitment Goals and Collect Data | |
| |
| |
| |
Work Closely with Classroom Teachers | |
| |
| |
| |
Partner with the Local Music Dealers; Establish Expectations | |
| |
| |
| |
Create a Standing-Room-Only Recruitment Meeting | |
| |
| |
| |
Recruitment Must Be Ongoing | |
| |
| |
| |
Kids Don't Learn at the Same Rate | |
| |
| |
Self-Assessment Guide, Part II | |
| |
| |
| |
Tips That Enhance Instruction | |
| |
| |
| |
Refine Your Philosophy | |
| |
| |
| |
Know What You Want and How You Are Going to Get There | |
| |
| |
| |
Teach for a Standing Ovation | |
| |
| |
| |
Be the First at Each Rehearsal and the Last to Leave | |
| |
| |
| |
Start Class on Time | |
| |
| |
| |
Stay within Established Times for After-School Rehearsals | |
| |
| |
| |
Plan Ahead (It's Not the Kids' Fault That It Rained All Week) | |
| |
| |
| |
Speed Kills | |
| |
| |
| |
You Want Students to Respect You More Than Like You | |
| |
| |
| |
Be a Master Motivator | |
| |
| |
| |
Teach Students to Be Competitive and Accountable | |
| |
| |
| |
Remove Stereotypes | |
| |
| |
| |
Take Charge of Your Schedule | |
| |
| |
| |
Learn Everyone's Name | |
| |
| |
| |
Learn How to Treat Students Fairly | |
| |
| |
| |
Be on the Lookout for Bullies | |
| |
| |
| |
Limit Your "Okays" | |
| |
| |
| |
Teach the Standards | |
| |
| |
| |
Utilize Technology | |
| |
| |
| |
Assess Student Progress | |
| |
| |
| |
Never Give More Than Three Directions at a Time | |
| |
| |
| |
Don't Rehearse the Violins While the Trombones Wait | |
| |
| |
| |
Don't Stand in the Same Place | |
| |
| |
| |
Continuously Improve Classroom Management | |
| |
| |
| |
Take a Course in Counseling | |
| |
| |
| |
Encourage Private Lessons | |
| |
| |
| |
Record Private Lessons | |
| |
| |
Summary: Another Perspective on Instruction and Professional Performance | |
| |
| |
Self-Assessment Guide, Part III | |
| |
| |
| |
Tips That Enhance the Profession | |
| |
| |
| |
Be an Advocate for the Arts | |
| |
| |
| |
Understand the Child of Poverty | |
| |
| |
| |
Promote the "Mozart Effect" | |
| |
| |
| |
Learn the Value of Public Relations | |
| |
| |
| |
Invite the Mayor to Conduct | |
| |
| |
| |
Befriend and Respect the Custodians | |
| |
| |
| |
Be Active in Your Community | |
| |
| |
| |
Write Grants | |
| |
| |
| |
Never Underestimate a Booster Club | |
| |
| |
| |
Create a Program for Performances | |
| |
| |
| |
Train Volunteers and Chaperones | |
| |
| |
| |
Sing, Dance, Create, and Perform | |
| |
| |
| |
Teach Audience Etiquette | |
| |
| |
| |
Pay Your Accompanists | |
| |
| |
| |
Understand the Needs of the Middle School Adolescent | |
| |
| |
| |
Get Along with the Coaches | |
| |
| |
| |
Engage the Community | |
| |
| |
| |
Make Ethical Decisions | |
| |
| |
| |
Organize Productive Fundraisers | |
| |
| |
| |
Learn How to Ask Questions | |
| |
| |
| |
Show Your Pride and Passion | |
| |
| |
| |
Create High-Quality Music with Preschoolers | |
| |
| |
| |
Emphasize the Multiple Intelligences | |
| |
| |
Self-Assessment Guide, Part IV | |
| |
| |
| |
Tips for Personal Growth | |
| |
| |
| |
Have a Life Outside School and Spend Quality Time with Your Family | |
| |
| |
| |
Don't Smoke | |
| |
| |
| |
Keep Fit | |
| |
| |
| |
Eat a Balanced Diet | |
| |
| |
| |
Don't Miss School Unless You Are Really Sick | |
| |
| |
| |
Maintain a Positive Attitude | |
| |
| |
| |
Don't Overlook the Little Details | |
| |
| |
| |
Don't Write Memos While Angry | |
| |
| |
| |
Commiserate, But Be Careful Where | |
| |
| |
| |
Know When to Leave | |
| |
| |
| |
Avoid the Dumb Mistakes That Can Get You Fired | |
| |
| |
Self-Assessment Guide, Part V | |
| |
| |
| |
Tips for Professional Growth | |
| |
| |
| |
Organize the Music Room and Office | |
| |
| |
| |
Write Notes, Return Phone Calls, and Reply to E-Mail | |
| |
| |
| |
Learn How to Deal With Conflict and Show Restraint | |
| |
| |
| |
Prepare Your Students and Yourself for the Future | |
| |
| |
| |
Know Your Audience | |
| |
| |
| |
Don't Procrastinate | |
| |
| |
| |
Avoid the "Geek" Stereotype | |
| |
| |
| |
Build a Team within the Music Department | |
| |
| |
| |
Always Make Your Principal Look Good | |
| |
| |
| |
Observe Each Other | |
| |
| |
| |
Guard against Burnout | |
| |
| |
| |
Read | |
| |
| |
| |
Give Professional Presentations | |
| |
| |
| |
Find a Mentor | |
| |
| |
| |
Perform | |
| |
| |
| |
Continually Improve Stage Presence | |
| |
| |
| |
Collaborate and Network | |
| |
| |
| |
Avoid the Status-Quo Syndrome | |
| |
| |
| |
Improve Your Leadership Skills | |
| |
| |
| |
Invest in Professional Attire | |
| |
| |
| |
Take Piano Lessons | |
| |
| |
| |
Take Classes and Attend Workshops | |
| |
| |
| |
Be Active in State and National Associations | |
| |
| |
Self-Assessment Guide, Part VI | |
| |
| |
Thanking My Music Teachers | |
| |
| |
Coda | |
| |
| |
References and Recommended Readings | |
| |
| |
About the Author | |