Bandmasters Review - December 2019

Texas Bandmasters Association Bandmasters Review • December 2019 17 Something all of us hope to instill in our students is the ability for them to take responsibility for their own learning. As musicians, independence and interdependence are inherent in virtually everything we do. As a young teacher, I found myself trying to bear the burden for student achievement somewhat disproportionately. That is, I tried to do too much for them rather than challenge them to apply their own intellect and skills. What I saw as “help” was more of a hindrance. By not equipping them adequately with the tools to self-reflect, I was perpetuating their stagnation. How could I lead them toward leading themselves? When conditions are right, people are susceptible to influence, and there are observable behaviors that can help us, the teachers, as well as our student leaders, understand how to interpret and alter those conditions, and to help others begin to lead themselves. This is where the seven LEVELS OF THINKING can make a difference. As I taught these to my students, there was an immediate transformation in the responsibility they took as individuals and that contributed to a positive shift in the culture. As each of the LEVELS OF THINKING is delineated below, you’ll find two labels for each. The first is a formal designation, and the second, in quotes, is a common form that I would share with the students. I would refer to the levels of thinking often, particularly when there was a breakdown in concentration or when momentum was building. I encourage you to read on and to take your time. I hope you’ll find them as impactful as I. SEVEN LEVELS OF THINKING LEVEL 1: DISENGAGEMENT “Not thinking at all” Level 1 thinkers aren’t really thinking at all. They may be disinterested or distracted by things that are more immediately satisfying. They are often detached mentally (daydreaming, off- task, sleeping, or even absent) and they learn mostly through repetition and trial-and-error. They tend not to feel any social responsibility to contribute to group efforts, especially in the presence of other Level 1 thinkers. Their complacency is reinforced through association, so a key to motivating them is to surround them with those who think on higher levels. Initially, this creates a kind of social isolation for them, but it can make them susceptible to the influence of those who are more engaged. In rehearsal: Level 1 thinkers achieve minimally, if at all. LEVEL 2: INTERMITTENT ENGAGEMENT “Process only SOME of the instructions” Level 2 thinkers are mentally engaged, but only sporadically. They are motivated not by a desire to learn as much as to earn rewards and avoid consequences. Their inability to achieve is not necessarily due to a lack of intellect or ability, but rather to a lack of sustained mental effort. They tend to succeed only when the demands are few, highly specific, and immediate, and they often fail to see how their lack of focus impacts others. They may retain and apply some of the essential information delivered if those topics, in some way, have been given extra emphasis (bold print, italics, change in vocal inflection, incentives), paraphrased (often with the use of analogies and anecdotes), made more entertaining, or simply through repetition. In rehearsal: Level 2 thinkers often miss instructions, thereby compromising the success of the rehearsal. LEVEL 3: SUSTAINED ACTIVE ENGAGEMENT “Process ALL of the instructions” Level 3 thinkers are alert and in the moment. They are urgent without being anxious. They respond well to praise. They are task-oriented self- managers, processing and applying virtually all essential objectives that have been stressed or emphasized. They respond when things are quantified and straightforward. When they experience lapses in concentration, they rebound quickly because they focus on the task at hand and are not distracted by immediate setbacks. Level 3 thinkers tend to do well on multiple choice and objective tests because the options are narrowed and manageable. They often favor TO DO lists, and they value rewards, badges, ranks, and other measurable indicators of their success. Level 3 thinking is essential to creating a robust and healthy culture. Lever 3 thinkers can become overwhelmed, however, if given too Levels of Thinking Frank Troyka