How May I Serve YOU?

BYODT or How Much Tape Does It Take to Stick a Director to the Wall?

There was a fun “Prize Program” that went with our Candle Sale for the band. Yes, it was one of MY (Priority Fund Raising) sales. Here was the prize description at the bottom of the letter (highlight added).

AT THE ICE CREAM PARTY

CA$H BA$H

Tape the Directors to the Wall (BYODT)

Ice Cream – All You Can Eat

Variety of Door Prizes

Pig Races (Names drawn)

FUN…FUN…FUN

ICE CREAM PARTY for ALL who sell $100+

The Ice Cream Party was for all who sold over $100. There were about 50 people who qualified. The challenge was to eat all the ice cream, with the guarantee that if all the ice cream was gone, we would reschedule and do it again. NOTE: They didn’t eat all the ice cream. 

BUT there would be other fun that only those at the party would experience.

  • CA$H BA$H was a cash give away. Students would draw tickets for amounts of cash ranging from $1 to $50. 
  • DOOR PRIZES were random prize items I brought from my warehouse.
  • PIG RACES will need to be another story, but they were battery operated pigs that wriggled and grunted, or walked forward. There was zero control. Names were drawn for participants. Winners got cash or door prizes.
  • BYODT (Bring Your Own Duck Tape) was to be a highlight. Here’s how that went down…….

The students placed two chairs against the back wall in the band room; for Mr. Campbell and myself. And then, they had plenty of time to tape us to the wall with what they brought for the occasion

Obviously, I would require more tape. 

When they finished, they gently removed Mr. Campbell’s chair from under him. He slowly slid down to the floor. So they all went about adding more tape to me.

Then….

…instead of gradually pulling out the chair, it was kicked out from under me, the way you might do if you were hanging someone…. 

It was such a violent (relatively speaking) maneuver that it pulled me away from the wall and I went crashing to the floor. I landed hard and, yes, it hurt……but the kids were laughing so hard I covered it up and laughed along with them. 

And yes, they did help remove the tape from me and the wall. 

BYODT or How Much Tape Does It Take to Stick a Director to the Wall? Read More »

Pig races! What and why?

It is prize day at the end of a product fundraising project and part of the project includes pig races.

The pigs randomly walk and wiggle or stop and oink. Winners usually determined by battery strength. Students could earn their spot in the pig races based on a sales level. Winners received small cash (or other) prizes. What they almost always wanted, and sometimes received — was their winning pig.

Pig races! What and why? Read More »

Rossini Intro, Theme and Variations

John Gardner

I just found this recording, which may be one of the last times I played a piece of this level. I recorded it privately using a recorded accompaniment. To my former students, I would asy “find the wrong note” … but I did almost lose a couple, although one of those was so far above the staff…..

Anyway, there is a short “Introduction” followed by the “Theme” and then gradually increasingly difficult “Variations”.

Endurance was never my strength. Technical proficiency may have been. Enjoy. Comment.

Here are some other  recordings/performances on John Gardner’s Soundcloud page, including my college senior recital.

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Fundraising and Fire Fighting

By John Gardner

When a university business professor asked me to describe my management style, I called myself a fire fighter. That went contrary to his experience in management at Fuji, a Japanese company with a very methodical style. My father was a career fire fighter, which is why I chose that comparison.

Fire and Ice copyProduct fundraising (school food and gifts sales) in the Fall is a lot like fire fighting on the scene. Just when you think things are under control, hot spots flare-up. Fire fighters must address them quickly and effectively. So must fundraisers.

School / Group Hot Spots

The fundraising group does take some heat from the community because they are selling  as well as what they sell; product selection, price, size, quality and usefulness. A local choir director referred to fundraising products as “trinket sales”.

The group can also find hot spots from faculty and staff. Teachers don’t want extra work or disruptions to the day. Unloading trucks, distributing product, and disposing of the extra trash is not the janitor’s primary responsibility. True. Bus drivers have to transport the children and their fundraising products on product delivery day. Students carrying more move slower and bus drivers have a schedule to keep. True.

When I made a delivery for one of my reps and walked into the middle school office, I found a hot spot secretary rolling her eyes, but in conversation with her, I learned she was the one going to have to count and account for all the money that was about to come in. Plus, she gets to field the calls to the office over the next few days from parents complaining about errors, breakage, shortages, etc.

Donuts or cookies can go a long way with secretaries, teachers and custodians. Bus drivers are more difficult because they don’t come into the building.

Late deliveries almost always spark a flare-up. Schools have planned their sale as part of their overall school calendar, so when delivery is late, they end up delivering fundraising product when they were supposed to be inviting people to the book fair or selling chili supper tickets.

Salesperson Hot Spots

When they ask for a guaranteed delivery date, the good sales rep will use a calendar and worked backward from that date and then added an extra week to take care of the unexpected. Unfortunately, the rookie rep will sometimes promise things he/she shouldn’t to get the sale and then, as they say…..heat rises. So when the salesperson commits the company, the manager or distributor “takes the heat”.

Another hot spot is substitutions and back orders. When people get their [big store] ad, they rush to get that special deal only to find the item “didn’t come in” or came in “limited quantity”. Sometimes there is the “rain check” (back order?) and other times pictured items have been replaced (substitution?) The customer grumbles but usually waits, lives without, or takes the substitution.

There are the tally or packing errors, even if the error was that the dyslexic customer wrote the item number backward. And, of course, I noticed long ago that most of the ‘shortage’ claims were for chocolates, not candles. Hmmm.

Never mind that there are 300 orders containing 4000 pieces of product. Do you realize a 1% error in packing means that you could mis-pack 40 items? now, those 40 errors can include bad handwriting mis-interpreted or the human problem of ignoring the scanning system (scanning bar codes to verify order accuracy). My error rate is much lower than that….by the way.

Distributor Hot Spots

The fundraising distributor office gets the calls from the end customer, the group and the sales rep. That’s a triple whammy from the down line. Then there are the internal employee problems (quitters, sickly, and even dishonest). Here are some things I recommend to significantly reduce the calls (or at least the problems) from the end customer and the group:

  1. keep a copy of all orders. The multi-part order form makes this easy. When someone claims a “shortage”, we pull the order form and have found that we weren’t making nearly the errors previously accused of. instead of “short”, we find that many got what they ordered, just not what they wanted. Or they got what we interpreted to their non-existent item number…and since
  2. mark questionable items on the customer copy of the order form, they are usually apologizing when they call because they realize THEY made a stupid mistake.
  3. print YOUR toll free number on the pack slip or collection envelope. When they call the school and claim they’re short, 1) the secretary relays the message and we cannot confirm, 2) as soon as the school secretary takes the fourth irate parent call, you and your company have probably lost a customer. When the customer calls US, we can deal directly with the customer and 1) determine that it was a customer error, in which case customer is both apologetic and appreciative that we are handling THEIR error and 2) when we ask the school later how things went, we tend to hear,”I never heard a complaint.”
  4. scan for order accuracy verification on the packing line. When the school claims a ‘shortage’ or a ‘missing order’, we can show them a report indicating all orders were scanned and all orders scanned correctly. Few will ever question a bar code scanner.

Human Resources / Personnel Hot Spots

  • Temp Agency hires, including no shows, dishonest or undependable.
  • Senior Citizens – great workers, dependable….but consider extra breaks.
  • College Students – are you willing to work around class schedules?

I once had a team of 4 college students. They were great to have around and worked well — when they worked, but they were constantly calling me at the last minute to tell me about a study group or other conflict. I had told them I would try to work around their schedules, but at one point, brought them in to my office and explained that….

“You need to treat this opportunity as if it were a real job.”

  • Home School Students/Parents – good choices, but for only half days.

Supplier / Vendor Hot Spots

  • Didn’t order or produce enough product, even though sometimes that is due to distributor under-projecting or under-ordering too.
  • Have problems with their suppliers, raw materials, slow boat from China, etc.

Dealing with Hot Spots

  1. Put it in perspective. Fundraising is seldom fatal. You don’t have people inside a burning building.

    In the early ’90s, one of my sales reps had a daughter killed in a college van excursion. I took that October pre-cell-phone call from the police trying to locate a dying girl’s father.

    In 1996, at the end of September, my business partner had two of three children killed in an auto accident.

    Consider those perspectives when you encounter late deliveries, substitutions, back orders or computer/software problems.

  2. Keep your cool, especially when the heat is on. Can you imagine the Fire Chief screaming at the fire fighters even when the fire seems out of control? We can learn something from those folks, as well as from the 911 dispatcher or the airline pilot.
  3. If there is a fire on the river bridge, put out the hot spot, don’t nuke the bridge that you may need to get back across later. You never know who you might be buying product from or who may become your new sales rep — or your new customer.
  4. Don’t call in the 5-alarm to get the cat out of the tree. If you always act as if everything is an extreme emergency, those you call get accustomed to that and eventually react accordingly. Don’t call it an emergency until it really is. Don’t cry wolf until you see the furry animal at the door.  If you establish a calm reputation, then when you really are in a critical situation, you can know that your situation will get higher priority treatment.
  5. Most damage can be repaired, and sometimes the structure is even in better shape after the fire. One of my best long-time large sale school customers almost threw me out of the building the first time I met her. Some of our most loyal customers are those who had the most significant or problems, which we worked through together.

    I watched my dad ask his fire fighters to take axes and saws and cut into the side of a house — and asked him later why he was doing even more damage to the house. His explanation was that he had to do some minor damage to the house to get at the fire so he could save the rest of the structure.

    Always try to save the structure.

  6. Everyone is fighting the same fire from their individual perspectives and most are doing their best with the situation they have. They probably did not intentionally under order to cause damage. Vendors didn’t create dock strikes or problems with transport carriers in China ports. No one knew that the xyz widget would be so hot that it would be difficult to get adequate supply quickly. The computer programmer or IT guy did not intentionally cause a file, data or computer problem.
  7. Be positive when you can. Sometimes it seems that sales and customer service people only hear the bad stuff. Know that there is good happening as well.

VMO Word Cloud

 

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Burn me once…..but not twice

By John Gardner

I just got a friendly email reminder….

“Thank You for renewing….”

I did NOT want the renewal and called the vendor — and was told that when I signed up for that discounted first year rate that the “terms of service” stated that my membership/subscription would be “automatically renewed” at the regular price. BUSTED!

A few types of subscriptions/memberships that often work this way…

  • Magazine subscriptions
  • Domain names
  • Computer anti-virus programs
  • Job search sites
Fire and Ice copy
My mamma used to say, “Burn me once…..shame on YOU, Burn me twice…..shame on ME!

If this has ever happened to you, consider the following 5 suggestions to keep from getting burned…

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Thou shalt not type, text, touch or transport thy students.

By John Gardner

NOTE: I wrote this when I was still teaching. I retired last year. I have tried to change many of the tense from present to past — if I missed any, that is why.


Teacher Student LoveI get the reasons. We must protect our students…..and our teachers…. and our schools.  Almost weekly we hear a national news report of a student running off with a teacher or some variation of sexual misconduct. Sometimes, a school’s proactive response is to overreact with a series of policies summed up with:

Thou shalt not type, text, touch or transport thy students. 

  • Don’t give students your cell number. Too late.

What is the difference between whether they call my cell, office or home phone?

  • Don’t text with students. Busted.

What is the difference between text, twitter and email?

I didn’t initiate texts unless for a critical reason, but I would respond.

  • Avoid 1-1 encounters without witnesses. The word that comes to mind is reasonableness. As a music teacher, I periodically conducted individual playing or coaching sessions in a semi-sound-proofed practice room, away from observers – on purpose. On the other hand, when possible, I taught 1-1 lessons in the music office or large ensemble room where there will likely be people coming and going. I no longer teach in my home, using the high school or university for studio space.

Should I coach in the hallway?

  • Avoid physical contact. Yes, but sometimes there is something positively powerful about an appropriate touch; a handshake, high-five, hand on the shoulder or, yes, even a congratulatory or consoling student-initiated hug.

Is ALL touching over the line?

Typing. Generally Social Media Networking. When I mentioned in an evaluation meeting that I had over half the band on my Facebook “friend” list, I was cautioned to “be careful” but not told to disconnect. My personal policy on Facebook was that I would not issue friend requests to students, but would accept their invitations. Following that caution, however, I also created a band Facebook “page” that does not require “friending”.  I used both to make announcements, applaud achievers, encourage individuals or the band collective, and yes, sometimes, to have a conversation. Most of those conversations are schedule-related, but occasionally include counseling or consoling.

If it is okay to encourage, counsel or console a student in person, why is the media used challenged?

Texting. Is the problem the communication or the device? I periodically said to students, “You may contact me but do not abuse that.” ….and they didn’t. Nearly 100% of texts from students were about class, schedules, an idea or suggestion about the show (this year or next) or even a complaint that someone thinks I should hear. Unless I was asking a band question, I seldom initiated a text communication, but I did respond to most texts received. For many students, texting has replaced email as the preferred communication technique.

Is that wrong? Again, what (exactly) is the problem?

Touching. Yes. Yes. Especially a younger teacher must be extremely careful in this area. Perhaps I took advantage of the facts that I am old, fat, bald and ugly – and more a grandfatherly-type figure to exchange handshakes and high fives. Sometimes, in a loud crowded classroom when a student is trying to tell me something and I’m struggling to hear – I would put a hand on a shoulder; as in ‘come closer and speak louder’. I’ve also used the touch of a hand on the shoulder as a form of encouragement or congratulations. I have a perfect picture example (snapped by the girl’s grandfather as she received her senior recognition….and I have my hand on her shoulder) with the band behind me and the audience in front of me.

Hugs….more rare and generally more carefully considered. Some examples, though. I periodically might exchange a hug at a graduate open house party where, usually, the student has graduated. I have received hugs after a successful solo contest performance or other such excitable moment.

I have offered hugs…. The girl stood inside the office (I sat at my desk across the room) and she was breaking down as she described and cried about her father’s verbal abuse and how badly it was hurting her. I did get out of my chair, walk over to her and offered an accepted hug.  Another time was following a marching rehearsal. I noticed a cluster of color guard girls and my first thought was that someone was hurt. When I investigated, there was a circle of encouragers trying to help the freshman who was sobbing uncontrollably and saying she couldn’t do it. I put my hand on her shoulder, she latched on to me with a significant squeeze and right there, in the middle of a dozen girls, there was a teacher-student hug happening.

Sometimes there is something about an appropriate touch that is difficult to put into words yet is worth thousands of them.

Careful, yes. Reasonable, of course. But elementary students aren’t the only ones who have love to share and who (sometimes) need a touch in return.

Am I wrong?

Transporting. When I was a young teacher, back in a previous century, I taught in a rural area and had one student who had parental permission to be in band as long as the parents didn’t have to do anything – including providing transportation to/from rehearsal. His clothes often had the stench of the family-owned chicken house, which is why this boy had few close friends (literally). I transported him often — and others when circumstances warranted.

In my later position, I transported students to the local university’s band rehearsals and concerts, to solo contest, to honor band rehearsals and more. I drove students when they forgot something for a band trip, have injured an ankle in a field rehearsal and couldn’t make the moderate walk back to the high school, locked a key in their car and needed to go home to get the backup, at midnight after returning from a contest when the parents forgot to pick them up and were not answering their phones, or when expected to walk home but it was raining. Policy says teachers cannot do that without written parental permission, administrator approval and another adult in the car. Guilty.

So what do I do with that midnight student?

Responding to a different post (see below) on the same topic, a student responded (on Facebook),

Sooo basically teachers are just teachers now and not people? What about all those stories people tell of an inspirational teacher they had who helped them through their difficult time and made it possible for them to be where they are now? Is that gone too?

How would you respond?

————-

VMO Business Card

 

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My first employee quit a secure job to work straight commission

i-quitBefore I left my first sales job, I had worked five years for a national manufacturing company. The company spent a lot of time making the case that, even though ours was a “draw-against-commission” job (straight commission with a regular check, in other words), we had the security of management and big business backing us up and that life on the outside competing as a “trunk-slammer” who represented a variety of manufacturers and importers was an extremely high-risk proposition.

Bob, the manager who hired me left the company during my fourth year to go work for an importer that competed with my manufacturing company employer. A few months into his new job he called me…

John, you gotta get outta there. There are too many stupid people out here making too much money trying to do what you have already been trained to do. Make the jump, you’ll be fine.

He sent me information and I started researching the contract I was under. This process went on for several months. I started making plans and connections. Then I got another call from Bob,

John, have you left yet?

No, but I have one foot out the door.

Well, never mind. Don’t go. I’m back!

He had been hired back as upper-level management. I did resign and was one of the very few who did so to start working independently in the same business, who did NOT get challenged on the contract — and my theory as to why — is that Bob, did not want to have to answer in court that he was, in fact, the one who told me to leave and advised me to do exactly what I did. I’m glad they hired him back.

My wife and I ate beans and cornbread for a few months, but we got our business up and running and never looked back.

As I made the rounds to some of my former customers to tell them that I was still in business, but would be operating under another name, George, an Assistant Middle School Principal and Athletic Director started asking me a lot of questions and expressed an interest in coming to work for me in my new business.

But George, you have tenure, a Masters Degree and a Principal’s License. I can’t pay you anything until you sell something. Take a couple weeks to think about it.

A few weeks later I called George,

Just checking in to answer questions and see what I can do to help reduce your stress as you consider your options.

I’m not under stress anymore. I just resigned.

I know it took him a couple years to match the income he walked away from, but I underestimated the thrill of helping get an operation off the ground. George was a faithful and successful sales rep for me for twenty years until his retirement a few years ago.

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Narrative from a teacher evaluation

evaluationI was looking for something else and stumbled across this…. the narrative portion of a teacher eval on me about a year after they tried to pink-slip me. It was likely a scheduled observation and one of those times you find out what students think of you — because they can make it go really well or horribly wrong. Not sure why they insert the name so often. I find that distracting. Apparently, this was early as we were learning the piece, “Africa: Ceremony, Song, and Ritual”. I should point out that the artifacts passed around and the email read came from David’s summer studies in Ghana.


VIII. NARRATIVE (March 2007)

As I entered Mr. Gardner’s class, I immediately noticed the projector displaying announcements. Specifically, the following were scrolling: Leadership Truths, Characteristics of Quality, Birthdays, and the agenda for each day of the week. In addition, Mr. Gardner used the speakers in the band room to play audio of the African piece that has been the focus of instruction. When the bell rang, Mr. Gardner turned on the lights; students immediately became quiet. Mr. Gardner began to lead students in a warm-up activity. He used the projector during this time. Mr. Gardner’s band room is orderly and conducive to learning. During the last warm-up exercise, Mr. Gardner requested that a senior conduct. Next, Mr. Gardner assigned the following exercise: students were to submit five suggestions that could improve the African piece. He allowed students to make suggestions regarding his performance, as well. Next, Mr. Gardner shared some African artifacts with students. They passed the artifacts around the room while Mr. Gardner read aloud an email message from a study-abroad student in Africa. Students were very attentive during this time. Next, the band started performing the piece; this piece is relatively new to the students. Mr. Gardner balanced praise with constructive criticism. Mr. Gardner transitioned into a rhythm exercise. He allowed students to choose the object they were to use to demonstrate rhythm. Students enjoyed the exercise. Mr. Gardner uses modeling to support his direct instruction. It should be noted that when there are students talking during Mr. Gardner’s direct instruction, other students remind those who are talking to be quiet. Mr. Gardner led students again through the piece. At the end of the period, students were quiet and attentive during announcements. Mr. Gardner praised students as they left, and he reminded them to submit the “suggestion sheet.”
Other good points will be listed below.
1. Mr. Gardner’s class is engaging. Students enjoy the learning environment and are
clearly motivated by the instruction and varied strategies.
2. Mr. Gardner has a passion for teaching that translates into excitement for the students.
Suggestions I would make will be listed below.
1. None at this time.

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Bullying, Band and Best Practices

By John Gardner

Bullying In Band

UPDATE: Be sure to read the parent comments at the end of this article.


Over a decade after high school graduation, he told his parents he was bullied as a high school freshman, not telling them at the time because he feared they’d make a big deal of it.

He DID go to a teacher who ignored or brushed aside his emotional plea. In his valedictorian speech at graduation three years later, when he listed the “Top 10 Things I Learned in High School”, one of them was…..

“….that my head really does fit in a gym locker.”

Still no response. This was before all the more recent publicity of the terribly negative lifetime impact that bullying can have….but

…there is no excuse for inaction. EVER!

Fortunately, this story doesn’t end tragically…. but that doesn’t make it right.

Bullying in Band…..surely not, right? …

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