Category: Classroom Teacher

Safety, Transparency and Reputation when Coaching Students

By John Gardner For a short while during my earliest teen years, without concern about walking to and into his home, I studied piano with a single guy who lived a few blocks away. During high school freshman year, I took

Posted in Classroom Teacher, College Prep, Communication, Consulting, High Schools, Parenting, School Security, Teaching Music Tagged with: , , , , , , ,

My Philosophy of Education and why I interact with students the way I do

I share these correspondences to make several points. I utilize a variety of technologies in communicating, informing, teaching and mentoring. I have earned my students’ trust and they are comfortable coming to me in times of crisis outside the subject I teach. I am making a LASTING IMPACT on these students’ lives! I don’t just teach music, but use music education to change people’s lives for the better.

Posted in Classroom Teacher, High Schools, Personal experience, Storytelling, Teaching, Teaching Music Tagged with: , , , , , , ,

Teacher to Student after Talking To Parent: Is It True?

Sometimes, engaging and talking to teens, outside the authoritative imbalance of parent/child or teacher/student is challenging. For some of the others, what follows is one of my favorite tactics.

Posted in Classroom Teacher, High Schools, Music Department, Personal experience, Public Schools, Storytelling, Teaching, Teaching Music

11 Things Small Business and Fire Departments Should Have In Common

Meticulously planning and preparing for, and then efficiently and effectively fighting “fires” is something both fire fighters and small business owners should be good at. Business should be ready, but not always “putting out fires”.

Posted in Classroom Teacher, High Schools, Music Department, Public Schools, Sales and Marketing, Small Business, Storytelling, Teaching, Teaching Music

Disappointment

What a disappointing, low benchmark for success you have.That may work for you in high school, but you will not get far in life with the expectation and satisfaction of meeting only the minimum.

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“Getting out of the rut” no longer works with teens

I came into a program that was stable, consistent, well-rounded — but with few exceptional accomplishments in marching band competition. I told them,

“If you keep doing the things you’ve been doing, you’ll keep getting the results you’ve been getting.”

I tried to use the analogy of “getting out of the rut”. It did NOT work. I now know why.

Posted in Assistant Directing, Classroom Teacher, High Schools, Teaching Music Tagged with: , , , ,

Common Core Standards for Sports

By John Gardner Sports in public schools cannot continue to assign and support labels like “winners” and “losers”. We don’t tolerate that in our classrooms, so why should it be acceptable in sports? Athletics should follow the academic practice –

Posted in Classroom Teacher, Communication, Consulting, High Schools, How May I Serve YOU?, Social Media, Teaching, Teaching Music Tagged with: , , , , ,

Teachers need to be more like good doctors than assembly line educators

By John Gardner I’ve written about “factory education”: indications you are teaching or in a factory school factory education with a look at Henry Ford’s assembly line I have never worked on a factory assembly line and the only time I’ve

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Students are not Starfish

As the boy picked up another starfish, he threw it into the water and then turned and said to the man,

“I made a difference to THAT one.”

Posted in Classroom Teacher, High Schools, Public Schools, Teaching, Uncategorized Tagged with: , , , ,

Looking for help defining an educational perspective

With family experience at school types that include public, elite, private, top-tier, Christian, Catholic, sacred, secular, Ivy-league, city, state, academy, college, university and boarding — one question is, where to begin?

Posted in Classroom Teacher, College Prep, Communication, Consulting, High Schools, How May I Serve YOU?, Teaching, Types of education Tagged with: , , , , , , , , , , ,