| With all we’ve dealt with in the past 10 months, it’s not surprising that many music teachers are at their wits end as they struggle with student engagement and worry about how they’ll keep their programs alive for next year. We had zero training for what we’ve endured, and it’s been one heck of a ride to try and figure all of this out. And as we head into spring, we’ll be dealing with registration for next year. That can be scary enough during “normal” times. It’s down right frightening for many music educators right now who are seeing students fall away the further we get into the pandemic. Are your students eager to show up for your classes? Are they going to continue signing up for your classes? In spite of the way you are teaching (virtual, hybrid or in-person), are they showing up and participating with enthusiasm or has all that amazing momentum you usually experience through ensembles evaporating and leaving you all frustrated and worried? While many music teachers were masterful at finding apps and activities for students to do in their classes, building the sense of community that is normally such an inherent part of our ensemble classes during a pandemic was incredibly challenging. For many, it was an impossible task and they are now seeing what happens when our normally tight-knit classes are turned upside down. We all know that the sense of community we create in our ensembles is the backbone of the success our students experience as musicians, but knowing how to create it while also trying to figure out how to pivot to online instruction overnight and all the other stuff we had to do was just too overwhelming for a lot of teachers. The result of that has been many music teachers and students becoming disengaged and frustrated at all they’ve lost during this time. The stress on students and teachers has been pretty rough. And that has had a negative effect on many aspects of everyone’s music education experiences this year. When teachers are in a healthy place emotionally and physically, they are much more equipped to lead their students through this hard stuff. Music teachers who are part of the mPowered Music Educator Academy have been practicing the secret I’ve used for years in my high school band classes – in person and virtually – and they (and their students) are reporting feeling connected and are managing many of the stressors their colleagues and friends are experiencing. What’s the secret? mPowered Music Educators have learned that the best way to support their students’ social and emotional needs is by supporting their own social and emotional needs so they can model the benefits of building the skills to navigate hard things. They do this by implementing my mPower Method I designed especially for music educators who want to do this important work without burning out. What kind of example are you for your students when you are exhausted, worried, full of anxiety, and sad about everything that’s happened to your program and all the work you have to do to hold things together? Think about it – when you learned to be a music teacher, you had to master your instrument and learn other skills so you could model for your students. Social and emotional health is the same way. What does this mean? It means that the teachers who have been intentionally addressing their own and their students’ social and emotional needs are better able to support themselves and their students (and the longevity of their programs) through the challenges we’re facing. It is easy to spend all our time finding ways to teach content. But the bigger payoff comes in finding ways to reach our students so we can teach our students. Building a classroom culture that supports healthy and engaged students and teachers starts with two questions: 1) What do my students need? 2) How can I use music to meet those needs? When those two questions become the driving force in your planning and serving as a music educator, everything becomes easier for you and your students. Your responses to these questions may require you to think outside the box as you design (or redesign) how you teach. THIS is where you start and then everything else falls into place. I’ve been 100% virtual since March 13. In spite of that, student engagement has been 95.5% as measured by submission of assignments and daily MoffatGrams. Attendance is even higher. And that’s because the “band room” is still a place where students’ social and emotional needs are being met. Don’t take my word for it. On December 18, I surveyed my high school band students. Here’s what they said: |
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| Our band classes look a lot different than they used to. But my students are growing as musicians and connecting to one another through their music activities in spite of the challenges. Band is still a place where they can come and be with their friends, explore their art, and express themselves freely. They just do it in different ways than we did when we had in-person ensembles. This is why they will return to classes next year. Are you confident your students will be back next year? Would you like support in making sure you and your students have the mPowered Advantage as you move into 2021 but you just aren’t sure where to start? Moffat’s Music Ed Masterclass begins on January 4! # Weekly live calls # Lessons and templates you can copy and use for SEL and music lessons for your students # Connections in a community of music educators to turn to and share ideas with # Support from me – over 30 years of experience as a high school band director, author, mom of three, and coach – as you face unprecedented challenges # Much, much more! If you want to know more about this opportunity for exceptional music teachers, please complete the Music Ed Masterclass Application. If your responses indicate you’d be a good fit, I’ll reach out to set up a quick interview so we can chat. Start 2021 with a decision that supports YOU in making a positive difference for your students without burning out! You are worth it. With you on this journey-Lesley |