. . . or things I didn’t understand that save a LOT of headaches. The whole process of becoming a teacher, let alone a music teacher, is incredibly overwhelming. First, you focus on surviving your undergrad. Then you apply and hope you get into an education program. When you’re accepted, you spend the next few years practicing what you think is the perfect formula for being a teacher. This won’t surprise you much, but these years hardly prepare you for your first year as a teacher. Even though I found my degree helpful, it wasn’t the value that I needed when I was getting ready to jump into the classroom. Here are some things I wish I knew as a first year music teacher. Initial Routines I probably sound like a broken record, but routines are important, especially with little ones! Start from day 1! If you start too late, you will spend lots of time undoing the habits that have already been created. The first two months of school, I am very strict with our routines and procedures. For example, how to line up, how to carry instruments, where to sit and when, etc. These are CRUCIAL. It provides a sense of structure for your kids. Plus it creates organization that becomes automatic, which will save you a lot of headaches. Transitions Some littles do very well with transitions. But a lot of them need way more guidance and fewer surprises. They are already trying to get used to being away from home, new people in their space, a new environment . . . that can be a lot when you are 5! Knowing protocols and when to activate them provide stability so they can focus on you and what you say. Prep the Non-curriculum Things, too Knowing how important routines are, take your time in prepping yourself before school starts. Think and map out what your expectations are for transitions and how you will accomplish them. For example, this year I got a brand new smartboard. Instead of lining up beside the smart board where little fingers will touch, I have them line up on the back side of my piano. Now to get to the line, is a whole different story. Some older classes may be capable of following the person in front of them or waiting their turn. I have to work incredibly hard at the start of the year to have them line up civilly. This looks like the color of dots that they are sitting on. I may call them by row, column, color, etc. This becomes important when instruments are out and around. DON’T SWAY Your life will be easier if what you say goes. If you only enforce your routines 80% of the time, your students will run with the other 20%. That momentum will change to 25%, then 30%. Pretty soon the students will be doing their versions of your expectations and then be surprised when you try to go back to your intended expectations. Have a reason for everything you say. Your voice will be valued. The students will trust you and pay better attention. If you start to change your mind about something, be absolutely sure that’s what you want/need. Then communicate to the students clearly, the change of expectation and then practice it. Have a reason for the change. Take it From Me. . . These last few years, I have really worked to develop systems that work in my classroom. Each year it gets a little bit easier as the students get older. The closer we stick to routines, the more space and time we have to learn and interact with music. As an added bonus, you know that things will run more smoothly with a substitute. Provide key statements in your sub plan that trigger each protocol and the students will follow through. BE STRATEGIC!! I wish I had known that in my first year as a music teacher.
