Bandmasters Review - September 2019

Texas Bandmasters Association Bandmasters Review • September 2019 9 How long does it take to get really good at what you do? According to Malcolm Gladwell, famed author of Outliers: The Story of Success , it takes about 10 years or the equivalent of 10,000 hours of earnest practice at your craft to achieve extraordinary greatness. While we might not all be aiming for that level of exceptionality, we can still recognize the importance of dedicated practice to develop expertise in our field. Given that, it’s no wonder that in their early years teachers aren’t always equipped with the skills needed to be effective, successful, and comfortable. Over the past 15 years, I’ve had the opportunity to mentor a variety of teachers new to the profession and college students seeking degrees in music education. Primarily, I have learned that teaching is about relationships. What follows are some other things I learned. Why Mentor? Why Have a Mentor? Whether mentoring by choice or being cast into the role of mentor, no one can deny the importance and significance of actively mentoring those new to the profession or new to a school. A second-year teacher in essence becomes a mentor to a first-year teacher—this is undeniable and often exciting for the more experienced teacher. While the following information might appear to be intended for mentor teachers, it’s also relevant for new teachers because it’s important to know what they can and should expect from their mentors. Don’t Judge A mentor must not impart a self- fulfilling prophecy upon a mentee. I believe it is impossible to determine how good a teacher can become based on the early years of teaching. It is unreasonable to say or even think, “This teacher will never be any good.” Thoughts like this will get in the way of the mentor’s effectiveness and can become projected on a new teacher. Those new to the profession should continually be aware that becoming a seasoned educator is a process. Through this process, teachers must give themselves permission to fail, to succeed, to stumble, and to fly. A mentor teacher’s role is in great part to provide hope and encouragement to their mentees and to celebrate their victories—no matter how small! A first-year teacher can be a good teacher. Think about it! For what a new teacher may be lacking in information, skills, and experience, they abound in enthusiasm, energy, and excitement! Mentors must capitalize on the new teacher’s positive traits and work to not diminish them. As you work with a new teacher, you must: • Give your time: This is essential. The level of commitment to your mentee will most assuredly be determined by the amount of quality time spent together. • Give your ear: When I have taken the time to carefully listen instead of continuously giving instruction, I have become more effective in meeting a young teacher where they are and consequently, together, we are able to proceed in a more beneficial way. • Give your respect: A teacher must always be perceived as an expert in front of students. Always keep this in mind while observing classes and be sure to save your criticism and personal remarks for a private time. • Give hope: There must always be hope. The Mentor as Sherpa There will certainly be mountains to climb for anyone to become a master teacher. A mentor might consider themselves as a Sherpa—one who has made the climb, faced the obstacles, encountered the pitfalls, and often taken the longer, much harder route. As a mentor teacher, I must remind myself that new teachers must make the climb themselves . That climb can often be painful to watch, and the mentor will be motivated to jump in and rescue. However, failure is often a very effective teacher, and allowing the experience is not necessarily catastrophic. Failure can be a powerful catalyst for growth. A good mentor knows when to save a mentee from themselves and when to let them be. The Most Powerful Tool I believe that a mentor teacher’s greatest tool is to lead by example. People tend to take on qualities and attitudes of those who surround them, and this is particularly true for teachers new to our profession. I encourage new teachers to stay away from negativity and consequently immerse themselves in learning the craft. We should seek to fill our heads with creative, intuitive, and meaningful Mentors Help Lead the Way to Success Lynne Jackson