How a Music Minor Helps Me Teach

As I continue to read Mike Schmoker's curriculum book Focus, I reflect on my own practices in the classroom and what makes a good teacher. According to Schmoker, a good teacher repeatedly uses an organized lesson plan format that allows for large group instruction that uses student progress before moving on to guided practice and finally, independent practice. 

I agree that strong instruction does make a good teacher, but there are also many other attributes that an effective teacher possesses. Part of this includes being able to connect with students and create relationships. Relationships require the teacher to often be patient and understanding from where their coming from and where they want to go. Teachers have to be patient when they are asking for formative assessments and realize that their students aren't ready to move on.

I admit, school came easily to me, so when students have difficulty understanding, I could easily get frustrated. This especially came through when I helped my high school classmates with their math homework. How did I learn to become patient? 

My mother invested in music lessons for my siblings and I at a young age. I was obsessed with learning how to play guitar. The unfortunate reality is that music does not come easily to me. I watched student after student progress faster and farther than I could. All those times that I become frustrated with my friends for not understanding math and now I can relate.

Being able to relate to my students has allowed me to be more patient. When my students can't help but vocalize, "I don't get! This is too confusing," I've learned not to take it personally and not to rush through the confusing. So what does a teacher do in this situation?

1. Calm the the students down. I tell them that it's okay to be confused, explain how confusion can lead to greater understanding, and that I understand their confusion.

2. Slow down. Don't rush through the confusion. Instead, take your time. Use the confusion as an opportunity to complete teacher-think-aloud. Walk students through the confusion, and don't be afraid of being confused yourself.  Show students how to struggle through difficult assignments or topics. 

3. Be patient. Think back on a time when you were frustrated and confused. That's how our students may be feeling.

4. Last, but not least: Congratulate your students for persevering through a difficult assignment. Acknowledge that they've worked hard.