Texas Bandmasters Association
Bandmasters Review • September 2015
8
Having always been a fan of
“words of wisdom,” I think we
can all benefit by wrapping our
minds around the insights of
those who have traversed the
pathway of success. Their proven
template of quality achievement
is adaptable to many of our own
situations; therefore, we can learn
from the high achievers as their
understanding relates to our own
professional endeavors.
Master teachers
have always
had the ability to “go beyond the
assigned curriculum.” Not only
do they present the substantive
requisite material in an effective
and efficient style, but they also
add a difficult-to-define bit of
“magic” to the delivery. What is
this secret ingredient that separates
the exemplary educators from the
rest of their colleagues? Many have
attempted to quantify it, replicate
it, diagnose it, and assess it in a way
it can be taught to others, and yet it
seems (at best) very elusive. When
we observe a
master teacher
in
action we know there is something
very special about the way he/she
“connects” with his/her students;
it is far more than an “transfer of
information,” rather it is a complete
exchange of knowledge designed to
improve and enrich the lives of the
listeners/students.
We tend to label this
contextual gift with such terms
as: enthusiasm, expertise, people
skills, communication competence,
teacher readiness, proficiency,
sensitivity, and even charisma. Yes,
it is all of these, and more. It is the
right combination of personality
attributes tailored to the given
teacher, and it seems to be as
individualized and as unique as
the pattern of a snowflake.
Teacher
magic
, an intangible.
We have all witnessed incredibly
intelligent
and
well-trained
educators fall short in a rehearsal
or classroom situation. Likewise, we
have observed anuneducated laborer
captivate a group of students while
explaining a particular procedure
to accomplish the task-at-hand.
Perhaps the
teacher magic
does not
come from the extended study of a
certain discipline, but rather it is a
manifested reflection of the values
of the teacher. If this hypothesis is
true, a
master teacher
could adapt
his/her instructional skills to a
multitude of learning areas. While
it is arguable, an exemplary music
educator could also be a winning
coach; a remarkable youth minister
could become a model teacher of
foreign language, etc.
There have been many late
night discussions bantering the
reasons certain teachers enjoy
ongoing success while others
struggle to achieve a similar level of
accomplishment. Undoubtedly the
controversy will continue forever,
however there may be a clue to the
mystery in the following words of
wisdom from the pen of the popular
Lebanese actor/comedian, Danny
Thomas:
“Success has nothing
to do with what you gain in life
or accomplish for yourself—it’s
what you do for others.”
Therein lies the common
denominator found in all
master
teachers
; “what they do for others.”
As educators we are measured by
what we “give,” not what we have.
As we begin our new year of
teaching, rehearsing, sharing,
giving
, let us be reminded the
success of our programs, our
ensembles, our students, and (yes)
even our own careers is outcome
of “what we have done for others.”
Great teaching is not about the
accumulation of various awards,
trophies, and superior ratings; it is
about creating a positive learning
atmosphere for the students so they
can understand, experience, and
enjoy the language of music. Music
education will thrive and prosper
when the fundamental priority of
our teaching day is based on “what
we do for others.”
With this awareness at the
forefront of our teaching philosophy,
let the music begin...
Dr. Tim Lautzenheiser
Words of Wisdom for the
Master Teacher
