Three things that will help you hit the "reset" button mid-year
Ah….winter break. Every December (and also in February, because I live and work in New England), I’ve always gotten the “itch” to just be done. Done with teaching. Done waking up early and driving to work in the dark (and then back home in the dark if I leave past 4:30). Done with it all. So, like many of you, I welcome the small break for the holiday season with open arms and an eagerness to not have to think so much. I’ve been this way for as long as I can remember. I feel fortunate to have, for the most part, always loved my job and the students I teach. This is why I also get the urge to hit the “reset” button on things I’m not 100% happy about when I get back into the swing of things. Sure, I love what I do. However, there is always something that can be better: right? Something to aspire to?
If you’re reading this, I’m guessing it’s because you might also need a reset of your own. Maybe some of your general music classes feel like they’re spiraling out of control, and you’re not sure how to rein your students back in. Or maybe you thought you would be further along by now with one of your ensembles and your students are not quite where you had imagined at this point of the year. Maybe, despite the break, you’re still feeling a little overwhelmed and really just need some help.
Enter in the mid-year (or after holiday/winter/spring break) reset. A wonderful, magical time to turn things around.
The great news is that it’s never too late to reset. The other good news is that you have complete control over what you want to reset and the extent to which you would like to change things. There are no awards for who resets the “most” or who does it the fastest.
So, are you ready to hit that reset button? Here are some areas that I’ve chosen to reset (no pressure to do this all at once!) throughout the years that have always had the greatest impact on me, my students, and my overall quality of life as an educator. Dive into one or two and see where it takes you. Don’t like how your reset is going? No worries, try it again. As I always say, if it’s not practical and helpful, you won’t stick with it. So, be patient, and enjoy the (reset) ride!
Reset Recommendation #1: Reset your Classroom Routines and Community
I’ve always felt like a really good reset always started by tackling my classroom procedures and re-establishing positive community norms. Whenever you're dealing with individual behavioral challenges or the classroom community not honoring the agreements made at the beginning of the school year, building strong relationships with your students is key. Good procedures and rehabilitation of community expectations allow you to be proactive and not reactive when challenges arise.
Take a moment to evaluate your current classroom procedures and overarching community vibe. Think about the routines you’ve set up, the protocols you’ve communicated, and even the habits you’ve unintentionally allowed to develop among your students (and yourself!). You can even do this collaboratively with students, which will help them get more involved in the process while taking ownership of their own roles and responsibilities within the community. Invite them into the conversation. They’ll be so glad you did. Here are some potential discussion questions to get the ball rolling. Take the pressure off by allowing students choice over how they give feedback. Anonymous surveys, think-pair-shares, student journal entries, online student polls and exit tickets…they all get the job done!
When do you feel the most frustrated during music class/rehearsal? What is happening when you feel this frustration? What do you think we can do differently to help everyone get back on track?
Are there specific situations that have come up that have tested your patience?
How connected do you feel to other students in our class/ensemble? How connected do you feel to me?
Thinking back to our classroom/ensemble norms that we all agreed to at the beginning of the school year, are there any norms or expectations that you think we need to get better at upholding?
Do you feel welcome and safe in our classroom?
What are some things our class can do better to make things go more smoothly? Are there any things you can strive to do better? What do you think I can do better as the teacher?
Use this information as you (collaboratively) re-rehearse routines, re-commit to community expectations, and re-establish a welcoming, organized, and engaging classroom.
Reset Recommendation #2: Reset your Assessment Practices
I spend quite a bit of time helping teachers (many of them my own graduate students) improving their assessment practices. A theme I continue to see pop us is that teachers are constantly feeling the push and pull of expectations held by administrators, parents and students and all the demands placed upon them in their jobs. Most music teachers are doing way too much—and this often leaves assessment in the dust (understandably so). If this is you, this is a great opportunity to do a mini-reset of your assessment practices. The “mini” part of this is intentional. Assessment overhaul is truly not realistic for most, so pick something small and try it out in a small way.
Don’t have much time to devote to assessment in class? Commit to adding in one piece of assessment per week/unit/rotation (whatever makes the most sense for you).
Only assessing your students in one way? Consider adding one or two additional ways for students to show you their learning.
Want to embed some student self-assessment but not sure how? Consider group self-assessment, exit surveys, video reflections, journals, or grade-level appropriate exit tickets. Carve 5-7 minutes out of class once in a while to make space for this.
The point is—whatever assessment issue you want to improve, pick one thing to focus on and start from there. Eventually, if you do it enough, it will become a permanent part of your assessment practices
Reset Recommendation #3: Reset your Support Network
I can’t tell you how many times I’ve collaborated with teachers through some sort of professional development offering, only to land on the topic of mentorship and teacher support. If I had a dollar for every time a teacher told me they never got a music mentor at the beginning of the year, or that they need more support and they don’t know who else to connect with, I’d be a gazillionaire.
Folks! Don’t throw in the towel. If you need a mentor, go get one. Don’t wait for one to be provided to you. Some of the best mentoring that happens are the relationships built by teachers who are proactive and reach out for help. I know many of you are feeling isolated and alone, but this doesn’t have to be the case. And, you don’t need to wait for the next school year to make it happen. Here are some recommendations for finding mentors:
Look to your state music education association, other music education associations, or your Department of Education to see if they have a program that you can join
Attend music education conferences and be proactive in finding your “tribe.” Some of my own mentees (and those I’ve been mentored by) were connections I made at conferences.
Ask your school district to connect with a music mentor who is also working in the district
Social media is a wonderful thing—crowdsource to find one!
Final Thoughts
Perhaps the most important thing to consider in all of this is your mindset as you enter into any sort of reset. There have been times when my negative mindset was not supporting my actual goals, and I flopped. Every time. Flip the switch. Believe that you and your students are capable of incredible things (afterall, that is the truth). Give yourself a pep talk. Create an action plan, and commit to YOU.
Cheers to you and all the wonderful things you do!
