October+2,+2009

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October 2, 2009 This was an interesting week (aren’t they all!). I was definitely frustrated with how things went at Pattengill last week, so I didn’t note this, but I have a music student who approached me in the hallway and told me that she didn’t think this class was relevant to her as a future music teacher. (I’m sorry, I didn’t get where the “building relationships with kids and getting to know them” doesn’t apply to music). I challenged her to do her best to take what we do discuss and make connections to her experience as a music teacher. This week, we had a team meeting with Kelly Hodges. She began her talk and I realized that students were twisted in their seats to see her. I interrupted and mentioned that students should turn their desks so they could be comfortable. I think everyone turned their desks. Except D. She had her back to Kelly. I watched her for a few minutes and realized she was working on her homework. I know that sometimes students do this during classes for various reasons. Typically, if I see a student disengaged, I try to consider my teaching, what I am/am not doing to engage the student. However, I do feel that the information shared in Kelly’s talk is important, and I had given a little chat about how this was a professional meeting, it was important information and that it was expected that they behave in a professional manner. At one point D looked at me, and I was looking right at her with a…hm…not angry expression. Just a teacher expression, I guess. She kept working! Then, I went up to her and whispered that she should please turn around and give Kelly her attention and she said, “Oh, it’s okay. I’m fine.” Kelly mentioned something about financial aid that caught D’s attention and she raised her hand. After Kelly finished explaining the financial aid process, D asked a question, and it was the very thing Kelly had just finished explaining. Kelly said, “If you were listening, you’d know that I just finished explaining, this whole process. So, I’ll explain again. Listen carefully.” (I feel badly that this made me feel better). I had plans to talk to D after class about professionalism and body language…I know she doesn’t think anything in this class is relevant, but I don’t think intelligent educators would ask music students to take this class if it didn’t matter. How do I engage this…what is it resistance? I’m not sure that’s what it is…but this attitude of “I don’t need to know this/learn this”. That’s so difficult because I don’t think a teacher should ever stop learning. I don’t think I need to engage the topic of whether or not this is relevant to her as much as I hope to show her that she needs to be a learner…or is there some other learning happening that I can’t see? TE 250 has been awesome. The students have been asking great questions of themselves and each other. They are critical of the readings, but it seems they know how to take what’s useful. I’ve had few 250 students who show evidence of this during the semester. So often, if they find one thing they disagree with, they write off the whole article. I think I’ve done a better job of introducing all the readings—and that might make a difference. And, after last semester, I’ve been much more vocal about thinking critically. I’m looking forward to our race conversations.