Vintage or just Old
Cleaning some mouthpieces I used in college (@ 50 yrs ago). The Kaspar seems to be especially valuable on a selling site, but that is not my purpose in the cleanup.
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I thrive on their youthful enthusiasm
I was looking for this symbol when I found I had used it on a post from some years ago. Yes, it is not always the teacher who impacts a student.
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Insurance rates are crazy
Just listened to a podcast from dailywire.com, that included a segment on insurance rates.“Avg” car INSURANCE is now $212/MONTH.
I pay $29.33.
“26% increase this year = biggest in 50 yrs”.
I have an older car, but what does a new one do that makes it worth an additional $2100+/yr to insure? Hope you’re below avg in that regard. I’ll keep driving my 10-year-old Camry with its mid-80K miles. Oh, my car payment is $0, btw.
Curious to hear what you pay.
Avg homeowners insurance is $1700, up 46% since pre-covid. That’s a lotta percentage.
I pay $1100, which was closer to avg that I expected, given home prices in places like NY, CA, etc. They told me I’m at recommended, which is double average. I feel better already. ???
Because of the sue-crazy world we live in, I carry an UMBRELLA policy that is not as expensive as you might think.
BUT….the foundation work we’re having done is NOT covered…..unless I can “prove a specific event” that caused that problem.
Insurance companies know how to play the numbers.
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Students are not Starfish
by John Gardner (via LinkedIn)
The starfish story (not my original) is about someone trying to make a difference and I think of it periodically when I find myself trying to balance that healthy, professional detachment from the lives of individual students with the reality and significance of those lives and my desire to make a difference by being more than “just” a classroom teacher.
Working with students is not a life or death proposition, of course, but some seem to get washed up on the beach. Here’s the story and 10 ways to make a difference. Those 10 ways represent my core beliefs in teaching and working with teens.
The man was out for a walk on the beach when he noticed a boy frantically picking things up and throwing them into the ocean. Curious, he approached the boy to discover that he was picking up starfish that had washed up on to the beach — and was throwing them back into the water.
“Son, what are you doing?” the man asked.
“The tide is going out and these starfish got left behind. I’m throwing them back into the water to save them.”
“But son, there are hundreds of miles of beach. You can’t possibly make a difference.”
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.”
———————————
Teen years can be trying times. Parents may be fighting, separating, dating and remarrying, which means the teen now has to not only deal with a break up of a foundation in his/her life, but often now has to live in multiple households. Some have to adjust to step-siblings, job losses, financial struggles and more. Then, there are the complexities of school with seemingly unending pressures to perform, trying to get through the dating games, often without an anchor or example to follow. Influenced by increasingly negative social standards, or lack of standards….. teens can get caught in the rise and falling tides. Most learn how to negotiate life’s trying currents, but can turn the wrong way, make a miscalculation or poor decision — and find themselves high and dry on the beach…..and they need help. Not every student needs, wants or will accept a teacher’s help. Sometimes the teacher’s effort is both unappreciated and unsuccessful.
But try we must…because we CAN make a difference “to THAT one”.
Ten ways to make a difference:
- Be real. You can’t fake it with teens, they will see right through you. If you can’t be real, you should not be there. Please leave education.
- Be available. How easy is it for a teen to say to YOU, “Can I talk to you?”? What if it is not during class or immediately after school? In how many different ways are you available and do students know and understand that? Do they know if it is ok to email, call, text or instant message you? When a teen says they need to talk, somebody needs be available. Be that person. Consider your use of texting and social media.
- Be there. Yes, you’re “on duty” at school. What about when a student is in the hospital, at the funeral home, pitching in the softball/baseball game, getting baptized, being awarded Eagle Scout status, or when their garage-type band is playing at the coffee shop? Take your spouse or your kids and just be where you can when you can. They will notice.
- Trust them. If you want trust, you need to give some. I have a periodic discussion about trust, abusing it, losing it and the difficulty in earning it a second time. Read: “I WANT To Trust You“. Teens make mistakes and the trust area is one of those places where they can mess up. But help them learn. Take a reasonable chance. Yes, you’ll get burned some….but you will also empower leaders to rise up.
- Respect them. There is a good chance they will recognize and return it.
- Advocate for them. Of course you have students who are financially challenged and could benefit from music lessons, a better instrument, participation in a select ensemble or some other training. You won’t always succeed, but try to find funding to help. Call the employer to help him get that job. Write a letter to help her get that scholarship. Help them with college applications their parents can’t (or won’t).
- Listen, really listen. Teens typically think that people don’t listen. They think adults are quick to lecture, criticize and correct, but are slow to listen. You don’t always have to have the answer. Sometimes there isn’t an obvious answer. Sometimes listening is the answer, because in allowing them to share, you enable them to find their own answer. Unless they are sharing something illegal, dangerous, hear them out. Don’t argue. Don’t interrupt. Don’t pre-judge. And when you can, share your wisdom, experience, expertise and advice.
- Expect and Encourage Excellence. Students will complain when the load is heavy and the challenge is significant, but they know, even when they won’t admit, that achieving excellence requires work. They want to achieve and succeed. Being there for them doesn’t mean lowering your standards. Make them stretch. They’ll appreciate you eventually, even if not today.
- Don’t assume. A question I ask often is, “You okay?” Simple question….and sometimes they shrug it off, but there have been many times for me that this gives them the opening to ask for help.
- Don’t give up. It can be difficult, disappointing and even deflating when teens mess up. Don’t give up on them. That’s what the rest of society wants to do sometimes…. They will be disappointed that they disappointed you, but your unconditional support (not approving what they do) is vitally important to them.
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Valentine’s Day Stress and Teens
By John Gardner
This time of year can be stressful for those romantically attached, hoping to become, casually dating, good plutonic friends or single not by preference. I understand widowed or divorced, too…. but this post targets mostly high schoolers. If you have it all figured out, STOP HERE!
…
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From the River To The Sea
When you hear “from the river to the sea”….yes, that is what God promised… from the wilderness (Egypt) to Lebanon and from the Euphrates (Jordan) River to the Mediterranean Sea… “will be yours” and “no one will be able to stand against you”. -Deut 11:24-25 This map of the tribes of Israel pre-date anything called Palestine. The Al-Aqsa Mosque is built on top of a Jewish Temple. So who was there first? Yes, Israel conquered the land….but what land is there anywhere on earth that has not been conquered? China, maybe??
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Why an ‘A’ is not enough in music
I have used this video multiple times in ensemble rehearsals. Really makes a strong point in the difference in expectation and excellence level in music. Please listen to all of it.
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Relative Pitch is not Perfect
Perfect pitch means you can hear a tone or multiple tones and identify them. There was a girl in undergrad music theory class at UK who had perfect pitch. She described it as painful if a vocal ensemble was to lose pitch, i.e. go flat/sharp.
Another person I worked with professionally was a local band director wife. We could use her as a tuner, because she not only knew the pitch, but whether you were ever so slightly off. We would bring her in periodically to critique and the students always enjoyed trying to “trip her up”. But perfect means perfect and they never could.
In one rehearsal, without a score in front of her, she made a comment like, “The Bb7 chord at letter E is both wrong and out of tune. The altos have the ‘D’ (your ‘B’) and one of you is playing a Bb and another of you is playing the right note, but quite sharply.” We checked. She was perfect.
I do not have perfect pitch, but good “relative” pitch. It serves me well in two general ways. First, as a clarinetist, I can usually “hear” the pitch before I play it and so can come in on the right note/partial and on pitch. Especially when listening to a clarinet, I can usually tell you the note, but more because I know the different timbres of notes. An open ‘G’ sounds different than a ‘Bb’, for example.
It also serves me well in rehearsals as I have keen “hearing eyes”. I can tell if what I’m hearing is what I’m looking at in the music score. I established that when I would say, “Someone is missing [specific note]. If you don’t fix it, I will find you”, they knew I could, so sometimes, when I stop the music, look down at the score (to figure out what I heard and where it might be coming from) and focus my attention toward a section of the group I might find someone with his/her hand already raised to confess, “It was me”.
During a grad class, I had to stay after class one day because I was doing something the professor said I shouldn’t have been able to do and he wanted to find out how I was “cheating”.
His researched position was that you could only retain and re-sound about 8-11 random tones. To make his point, he emphasized why phone numbers are broken down; 260-786-6554 vs 2607866554 or that credit card numbers are “batched” in 4’s because we can’t remember 16.
Then for practical proof, he started playing series of tones. We were to sing them back and drop out when we missed. Not unlike a spelling bee, by the time he got to 12-13 tones, there were only two of us left. The other person dropped out and the professor, in a frustrated tone, asked me how I was “cheating”.
Working 1-1 after class, he noticed (I didn’t even know I was doing it) I was fingering my pencil. His conclusion, and I had none better to offer, was that I was “hearing tones in clarinet” and then “playing them back”.
What I did was not unique. I know of others who have trained their ears to hear specific pitches, such as an ‘open G’ on trumpet or a vocal “do” on ‘c’.
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11 Things Small Business and Fire Departments Should Have In Common
My dad was a 32-yr career firefighter, retiring as an Assistant Chief for a moderately sized, full-time department that had about 10 stations throughout the city. I recall a childhood time when my siblings and I were vising him at the firehouse. When the alarm sounded, he abruptly pointed to the wall, and said
“Stand right there ’til someone comes for you.”
Immediately, 10 doors (5 front, 5 rear) open, the intercom is announcing location and status, and people are hustling from every direction Twenty seconds later, the building is open, empty and quiet. One of the dispatchers invited us into his area while our mother scrambled to come pick us up.
As a small business owner, I believe some of my Dad’s Fire Department practices could help Small Business when it comes to putting out fires. Here are 11 things Small Business and Fire Departments should have in common.
Fire Departments
- The Facility is well cared for. There are assignments (often seniority based) for sweeping/moping, washing/waxing, cooking, dishes, janitorial, supply maintenance, inventory and more. Rookies get the grunt jobs, but everybody has assignments and responsibilities with accountability.
- Saving time is paramount.Vehicles are always facing the door for quick departure. Driver doors are left opened. Boots and pants are kept close to the truck (or the bed) and set for the firefighter to step into the boots and pull up the pants. Coats and helmets are on the truck to be added en route. When the bell rings, things happen and seconds count.
- Equipment is organized and ready. Hoses have been carefully cleaned, inspected and rolled, and tools have been cleaned and stored so everyone knows where they are. Tire pressures, water levels and fuel have all been checked and readied. Efficient access is essential.
- Skill sets are in place for lots of contingencies (types of fires, whether people are at risk, etc). Sometimes things don’t go the way they’re supposed to.
- Practice, practice, practice. They practice driving through the streets (need to know every street, location of every fire hydrant), practice moving through smoke and fire, climb ladders, spray water, use the tools, lots of speed tests, inspections and homework. Ready to perform.
- Group and Individual Goals plus Assignments are clearly defined, understood and bought into. There is no discussion about who gets to shoot the water cannon or hook up the hoses. They already know who is primary and secondary in hose control or who is going up the ladder first. Avoid unnecessary drama.
- Coordination, Collaboration and Communication are essential. Control the traffic lights, mobilize police, roll the ambulance if needed or in doubt, notify the hospital and street departments, hold the trains, and get the business owner on the line. My dad always said, “We’ll be there in under 90 seconds”.
- The Chain of Command is absolute. On a fire fun, the police are in support mode. Everyone has expertise and input, but primary is to trust and obey, for there’s no other way.
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The only pic I have of my dad at a fire and he is there in street clothes. As the Asst off-duty Chief, he’s there getting his hands dirty. Firefighters know who they work for and will sacrifice to serve. When someone calls 911, firefighters will do what firefighters did on 9/11.
- No firefighter is ever left behind.Period.
- When the gig is over, get ready for the next one. The trip back to the firehouse can be exhausting, but some things can’t wait until tomorrow.
————————————————–
Small Business
- The Facility is well cared for. What does your work area look like at the end of a day? Are there water bottles, messy desks, stacks of mail and reports? Unless you have a fantastic janitorial staff, make assignments. Delegate. What is your expectation for facility cleanliness and functionality?
- Saving time is paramount. When it is time to start, is everything ready? Is there an agenda, task list or to-do list for the day?
- Equipment is organized and ready. Desks are clean, waste baskets empty, floors swept, restrooms supplied, light bulbs in, etc? When that important phone call comes in, you don’t want to have to spend time getting ready to handle it.
- Skill sets are in place for contingencies. Have you cross trained employees so that you can still function if the secretary, receptionist or warehouse manager are out sick or otherwise unavailable? Can you still answer phones, respond to emails, texts, faxes or social media messages, know where to find records when needed to answer a customer call or complaint, load or unload the truck and know where to place or retrieve product?
- Practice, practice, practice. Schools have monthly fire drills even though there hasn’t been a school fire-related death in over 60 years. They also practice tornado drills and, increasingly, active shooter drills. Hopefully they never encounter any of those, but if they do — they have a better chance survival because they practiced. Having a list of procedures or contingencies is good, but nothing is better than practice. Practice your cross-trained assignments.
- Are Group and Individual Goals plus Assignments clearly defined, understood and bought into? When a fire fighter makes a mistake on scene, someone can die. Business is not usually life and death, but do your order fulfillment personnel understand what happens when they make mistakes?
One of the most effective practices I put into place was to bring in a salesperson to talk to our order fulfillment crew and explain to them what happens to his customer, his income and even their jobs when orders go out with too many errors.
- Coordination, Collaboration and Communication are essential. You have administration, management, office and warehouse staff….do all the appropriate people know what you are doing? Do you?
- The Chain of Command is absolute. Everybody needs to be on the same team, but there can only be one coach. Encourage and welcome input, but make sure the team understands that once a decision happens, debate ends and action begins.
- Employees know who they work for and will sacrifice to serve. If they won’t go above and beyond for you, then you have a different problem. Strive to instill pride and earn loyalty.
- No customer is ever left behind. Period.
- When the gig is over, get ready for the next one.
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”.
The purpose of THIS post is to encourage you to be READY and SET so that when the alarm rings, you are prepared to GO!
Thanks for reading,
JohnGardner@VirtualMusicOffice.com
I wrote a tribute to my Dad, the firefighter, and included description and picture from the worst fire he ever fought…. the Beverly Hills Supper Club fire of 1977 that took the lives of 165 people, including my high school clarinet teacher. I also talk about his Fire Chief experience with accusations and responses to sexism and racism. Read more….
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