Statement of Teaching Philosophy
The goal of teaching is to elicit change in our students. To learn is to change, and change is difficult. Whether attempting to change the conceptualization of complex ideas or changing a specific performance technique, change does not come easily so teaching, as a result, is difficult. Varying levels of knowledge and skill, varying stages of readiness to learn (e.g., Maslow), and varying learning styles (e.g., Gardner) are only some of the many difficulties that arise when attempting to affect change in multiple people simultaneously. Add socioeconomic issues as well as personal and family issues that impact learning and teaching seems an impossible task. However, it is a task that I undertake with great pleasure and passion. My philosophy of teaching can be discussed in three areas: 1) the importance of knowledge of the cognitive and affective domains (Bloom and Krathwold, 1956) including the ability to synthesize knowledge and skill and the possession of attitudes and habits of mind that are conducive to learning, 2) the conceptualization of students-as-products and helping students to connect classroom experiences with the real world and their community, 3) the importance of teachers’ staying abreast of new developments in research and practice within education and within their specific discipline.
It is important that teachers have an operational knowledge of the cognitive and affective domains including the ability to synthesize knowledge and skill as well as the possession of dispositions that are conducive to learning. Three constructs that comprise an effective teacher (knowledge, skill, and dispositions) were identified more than 50 years ago by Bloom and Krathwohl. These constructs fit into two domains: 1) the cognitive domain, comprised of both knowledge and skill and 2) the affective domain, comprised of dispositions. Most teachers would easily recognize the taxonomy of the cognitive domain that was introduced by Benjamin Bloom and his colleagues in 1956. However, most would likely not recognize the affective domain that was presented and elaborated on by Krathwohl, Bloom, and Masia in 1956 and 1964, respectively. Because of the emphasis that teacher preparation programs put on knowledge acquisition and skill development it is probably safe to assume that most teachers entering the profession have an adequate grasp of these constructs but the same cannot be said of dispositions.
In my classroom I ensure that students are simultaneously developing skill and knowledge. Although most teachers likely enter the profession with an adequate grasp of the constructs within the cognitive domain, in music, it is easy to focus on only half of this domain as we help our students develop technical skill on their individual instruments. However, skill does not always equate with knowledge. One example of how I accomplish the synthesis of skill and knowledge can be seen in how I assess scales. As musicians we have all had to play scales for an assessment at some point in our development. However, I found that many of my students could play the scales but had no idea what they were playing; they had simply memorized finger patterns. To ensure that they acquire both the skill and the knowledge every scale test has two equally weighted parts: 1) skill, assessed via playing tests, and 2) knowledge, assessed via writing the note names (letters) and/or writing the pitches on a music staff. By ensuring students have the knowledge to go along with the skill I find that they more easily identify scalar passages in music which helps them more easily identify familiar tonal patterns and ultimate increases their overall musical proficiency.
The degree to which a teacher understands the affective domain and possesses the attitudes and habits of mind conducive to teaching will determine their effectiveness as much as their content knowledge or their pedagogical skill. Therefore, I believe the key to being an effective teacher is in the affective domain and is realized through developing appropriate relationships with students. I develop these relationships through watching them participate in other school and community activities, which also allows me the opportunity to meet their families. Through developing relationships I am able to informally and continuously assess students’ knowledge and skill levels, their readiness to learn, their individual learning style, and learn about their life outside of my classroom. In addition, this shows them that I value them beyond their role as a student in my class and this is invaluable when dealing with (or avoiding!) classroom management issues.
Related to the affective domain, offering students opportunities to go beyond the classroom is of paramount importance in my teaching. It is not enough to simply know the mechanics of music or be able to perform a piece of music in an academic setting. Students must be able to take what they are learning in class and apply it in real world situations. While I do not espouse the belief that the business model should be applied to education, I will employ it here as a metaphor. Many administrators consider the products that teachers are working to create or improve to be test scores, school ratings, and Adequate Yearly Progress (AYP). However, it is my belief that the product in my classroom is the student. Ensuring that each student comprehends the content in my classroom is a given, but the degree to which he or she can apply the content in a way that enriches his or her life is less certain and far more important. Some ways I accomplish this in my classroom are to organize a monthly "gig" at a local pizzeria for my jazz students and to encourage students to perform in their church music programs or in community groups. If they only know how to play the third clarinet part in the high school band, students will most likely not continue to be involved in music beyond the high school band and will miss out the many life-enriching experiences that music can provide.
In order to best serve our students it is vital that all teachers stay abreast of the latest research and developments in education, technology, and their specific disciplines. As a member of NAfME (formerly MENC) I have subscribed to the Music Educators Journal and Teaching Music for more than 20 years. Since both of these publications contain primarily practitioner articles, I have also subscribed to the Journal of Research in Music Education for the past 10 years and to the International Journal of Music Education for the past three years. I also frequently read articles from Update: Applications of Research in Music Education, the Bulletin of the Council for Research in Music Education, and the Instrumentalist. It is a continuous effort to stay informed and find ways to apply the latest research and technology in the classroom. Some ways I incorporate technology into my classroom are to encourage students to use many of the music apps found on most smartphones (e.g., metronome, tuner, music theory courses, etc.) and to use the recording devices on their phones to record themselves during ensemble rehearsals to inform and guide their individual practice sessions.
Although it is difficult, I cannot imagine a more rewarding occupation than teaching. The rewards come in seeing young students with little or no musical knowledge or ability get excited about making music; in seeing the young instrumentalist make his or her first sounds on an instrument; in witnessing the illumination of passion in the young musician, knowing that they will have music in their lives well into adulthood; in seeing students become responsible and productive citizens within their community; when former students (now young adults) contact you because they just had an amazing musical experience, either as a performer or as an informed consumer; in seeing former students passing their love of music on to the next generation as parents, teachers, mentors, or simply as music advocates. There are few professions that allow you to make an impact on society beyond yourself or your immediate family, and teaching is one of those professions.
It is important that teachers have an operational knowledge of the cognitive and affective domains including the ability to synthesize knowledge and skill as well as the possession of dispositions that are conducive to learning. Three constructs that comprise an effective teacher (knowledge, skill, and dispositions) were identified more than 50 years ago by Bloom and Krathwohl. These constructs fit into two domains: 1) the cognitive domain, comprised of both knowledge and skill and 2) the affective domain, comprised of dispositions. Most teachers would easily recognize the taxonomy of the cognitive domain that was introduced by Benjamin Bloom and his colleagues in 1956. However, most would likely not recognize the affective domain that was presented and elaborated on by Krathwohl, Bloom, and Masia in 1956 and 1964, respectively. Because of the emphasis that teacher preparation programs put on knowledge acquisition and skill development it is probably safe to assume that most teachers entering the profession have an adequate grasp of these constructs but the same cannot be said of dispositions.
In my classroom I ensure that students are simultaneously developing skill and knowledge. Although most teachers likely enter the profession with an adequate grasp of the constructs within the cognitive domain, in music, it is easy to focus on only half of this domain as we help our students develop technical skill on their individual instruments. However, skill does not always equate with knowledge. One example of how I accomplish the synthesis of skill and knowledge can be seen in how I assess scales. As musicians we have all had to play scales for an assessment at some point in our development. However, I found that many of my students could play the scales but had no idea what they were playing; they had simply memorized finger patterns. To ensure that they acquire both the skill and the knowledge every scale test has two equally weighted parts: 1) skill, assessed via playing tests, and 2) knowledge, assessed via writing the note names (letters) and/or writing the pitches on a music staff. By ensuring students have the knowledge to go along with the skill I find that they more easily identify scalar passages in music which helps them more easily identify familiar tonal patterns and ultimate increases their overall musical proficiency.
The degree to which a teacher understands the affective domain and possesses the attitudes and habits of mind conducive to teaching will determine their effectiveness as much as their content knowledge or their pedagogical skill. Therefore, I believe the key to being an effective teacher is in the affective domain and is realized through developing appropriate relationships with students. I develop these relationships through watching them participate in other school and community activities, which also allows me the opportunity to meet their families. Through developing relationships I am able to informally and continuously assess students’ knowledge and skill levels, their readiness to learn, their individual learning style, and learn about their life outside of my classroom. In addition, this shows them that I value them beyond their role as a student in my class and this is invaluable when dealing with (or avoiding!) classroom management issues.
Related to the affective domain, offering students opportunities to go beyond the classroom is of paramount importance in my teaching. It is not enough to simply know the mechanics of music or be able to perform a piece of music in an academic setting. Students must be able to take what they are learning in class and apply it in real world situations. While I do not espouse the belief that the business model should be applied to education, I will employ it here as a metaphor. Many administrators consider the products that teachers are working to create or improve to be test scores, school ratings, and Adequate Yearly Progress (AYP). However, it is my belief that the product in my classroom is the student. Ensuring that each student comprehends the content in my classroom is a given, but the degree to which he or she can apply the content in a way that enriches his or her life is less certain and far more important. Some ways I accomplish this in my classroom are to organize a monthly "gig" at a local pizzeria for my jazz students and to encourage students to perform in their church music programs or in community groups. If they only know how to play the third clarinet part in the high school band, students will most likely not continue to be involved in music beyond the high school band and will miss out the many life-enriching experiences that music can provide.
In order to best serve our students it is vital that all teachers stay abreast of the latest research and developments in education, technology, and their specific disciplines. As a member of NAfME (formerly MENC) I have subscribed to the Music Educators Journal and Teaching Music for more than 20 years. Since both of these publications contain primarily practitioner articles, I have also subscribed to the Journal of Research in Music Education for the past 10 years and to the International Journal of Music Education for the past three years. I also frequently read articles from Update: Applications of Research in Music Education, the Bulletin of the Council for Research in Music Education, and the Instrumentalist. It is a continuous effort to stay informed and find ways to apply the latest research and technology in the classroom. Some ways I incorporate technology into my classroom are to encourage students to use many of the music apps found on most smartphones (e.g., metronome, tuner, music theory courses, etc.) and to use the recording devices on their phones to record themselves during ensemble rehearsals to inform and guide their individual practice sessions.
Although it is difficult, I cannot imagine a more rewarding occupation than teaching. The rewards come in seeing young students with little or no musical knowledge or ability get excited about making music; in seeing the young instrumentalist make his or her first sounds on an instrument; in witnessing the illumination of passion in the young musician, knowing that they will have music in their lives well into adulthood; in seeing students become responsible and productive citizens within their community; when former students (now young adults) contact you because they just had an amazing musical experience, either as a performer or as an informed consumer; in seeing former students passing their love of music on to the next generation as parents, teachers, mentors, or simply as music advocates. There are few professions that allow you to make an impact on society beyond yourself or your immediate family, and teaching is one of those professions.