University of Minnesota-Twin Cities
February 13, 2001
Ferguson, Room 107
Executive Officers Present: Steve Schmitz, Tark Katzenmeyer, Lynn Marano, Carrie Backman
Active Members Present: Nick Castonguay, Molly Colten, Jen Josephson, Josh Anderson, Rachel Rogness,
Betsy Kerns, Christina Milo, Jennifer O'Hare, Sarah Martinson, Rebecca May,
Josh Underwood, Janis Nash, Chad Bieniek, Liz Pemberton, Paul Terry, Sarah
Suarde
**Thank you for attending this informative clinic. Sorry if anyone was missed.
7:05 Meeting adjourned under direction of Clark Sheldon and Lynn Marano
1. Sheldon discussed his background and mentioned that it is something we bring with us, whether it was very positive or very negative.
2. He explained the cycle of teaching attitudes most beginning teacher experience throughout the year. The middle of the year is often met by dissapointment and distress when the reality of a situation doesn't meet your original expectations. Realize that much of your job as a teacher is management, not music-related.
3. Clark went through his list of "10 Things I Wish I Had Known Before My First Teaching Job"
a. Know that your students aren't in music for the same reason you are in it. Though you can inspire them,
hopefully, most sign up for your class because of parent coersion, their friends or that it will be fun.
b. Good intentions don't count in the classroom. Know where to draw the line so kids don't take advantage
and you don't get hurt.
c. You need to look out for yourself. You are the only advocate for yourself and your program. Build
personal connections with other faculty and staff; you will need things from them (such as lesson time
from their classtime) and it will be harder for them to say "no" if they know you.
d. Know your situation. Ask questions to help to get to know the previous teacher, the town, the students
and the school.
e. Beware of the power of laziness and mediocrity. You will encounter teacher that suffer from both. Be
Be careful how you deal with them and that you don't approach these.
f. Classroom management is more of a teaching issue, than a behavioral issu. If kids are engaged, they will
behave. Many kids who misbehave are often very intelligent, but are simply bored.
g. You are the catalyst. Your group's performance is the direct result of you. Don't expect anything from
your group you haven't taught them. If you want to teach them something new, you must explain WHY.
h. Know how to teach the instruments. Though fairly obvious, nou need to know these nuts and bolts
before any actual music-making can occur. This must be done in rehearsal and in lessons.
i. Telling is not teaching! Music is very hand-on, so performance is indication of content learned.
j. The literature you select has the single biggest effect on your group's success. Be careful not to over-
program; one or two pieces slightly above the ability level is acceptable, but too many can simply lead to
frustration. Behonest about your band's technical ability level. Always increase your knowledge of stu-
dent literature, not just music you have performed.
k. Be willing to be unpopular. Teachers who try too hard to be the students' friend often end up being
neither. It is our job to be sure they learn
l. NETWORK! Professional connections are vital to growth and survival as a teacher. No one ever knows
it all. Observe many teachers; good ones would be better.
4. Question was asked about parent/teacher conflicts. Answer: You must know WHY you do what you do, be
confident in your stance, and be able to explain it readily.
Question was asked concerning Mr. Sheldon's exact teaching situation. He is in a unique situation in which
he teaches middle school orchestra in the morning and teaches mostly beginning cello and bass in the afternoon at 7 different elementary schools.
5. Meeting adjourned 7:45
*Enjoy the MMEA Conference. Please take note of sessions that were particularly good so we can share ideas for next year's clinicians and discuss the sessions at meetings.
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