“Miss/Mr./Mrs./Coach/Exalted Granter of Passes – Can I go to the bathroom?” (Or hopefully), “May I go to the bathroom?”

These words probably are the cause of many eye-rolling responses accompanied by a sigh and a “do you really need to?/Why?/Right now?/Can it wait five minutes?/Hurry up!” — or something along that line.

I have taught all age groups.  I have raised three children.  I am a human being that also has on occasion (more through pregnancies and as I get older) had to use the facilities sometimes in a moment of panic/terror.  I also have one child who had massive complications at birth which have rendered her a slave to last-second bathroom runs for the rest of her life (she has had to have her whole “plumbing system” built).  Sometimes she wouldn’t know she needed to go until she had to go RIGHT THEN — and I am not kidding…RIGHT THEN.

Admittedly, at the beginning of my career and at times even after 20 years in the classroom, I succumbed to those responses as well.  “But we just started class!”  “But we are in the middle of a test!” “But EVERY moment in this class could glean some knowledge that could forever impact your life, your future, your very being on this planet!” Like a student having to relieve themselves was a lie, that they were bored, that they were going to go to the magical room of requirement to find the answers to the quiz question that they were stuck on…..etc.

Granted, some WOULD try to find their significant others/friends in the hallway, do a tour of the building, bother some other classroom teacher, go to Dunkin Donuts, stuff towels into a toilet, vape in a bathroom, cure cancer, etc.  BUT most would simply sign out, go, and return within a few minutes.  They knew the rules…one out at a time (which I explained was in case of evacuation/fire drill/emergency) and return quickly.  Many would have to go at the SAME time every. single. day.  They were wired that way.  I totally get that….so is my husband.  Some would have a “surprise” need to go because of something they ate or an oncoming illness.  I get that as well.  I drink an unadvisable amount of coffee — (hey, we’re all friends here, right?) All of them simply signed out and returned.  I would look at the list every day and check the times…just to see if they were out for ½ hour or for 5 or so minutes – if it was longer, we would have a conversation one-on-one showing concern for their need to be in the bathroom for so long they may need to see a doctor.  They got the point.

Lately, I have seen insane ideas for “bathroom passes” from esteemed colleagues on a variety of teacher social media groups, Pinterest, etc.  Some are simple and small…some are outright beyond.  A cement block, a broken instrument, a crash cymbal, a rainbow-painted sousaphone, a baby carrier, a LARGE piece of art — a CAPE ….the list goes on and on (see the attached bored teachers link for more torture devices showcasing the biological functional needs of almost every human on the planet).

20 years ago, I would have laughed and pondered actually doing something similar.  I would have thought it was silly, or tongue-in-cheek…and thought nothing of it. The more that I see these things pop up, however, the more frustrated I have become.  “Lighten up” and “Get over it, it’s funny” are thrown around in response to any teacher who takes issue or shows concern about such a practice.

For one thing…the germs that would get on such passes is nuts.  How does one wash hands or remember to while lugging such a pass around?  Where do those germs get transferred to – hands, equipment, doorknobs, classrooms, and other humans, I would guess.

Secondly, and more importantly, how can we say we cultivate a culture of respect and caring in a classroom by calling attention to each student who just needs to attend to one of the most basic of human needs?  That middle school girl with the look of panic on her face as she realizes that she may have *gasp* started her period?  Yeah…let’s make her grab that cement block.  That will help as she throws the sweatshirt around her waist hoping that it is a false alarm.  Can you imagine during a faculty meeting having to go and raise your hand and then be handed a door?  (Seriously…I have even seen a frigin DOOR as an example).

I implore you – stop it.  Stop making something that is natural and necessary and 99% of the time NOT ABUSED by most of the students into something that deserves attention in a most ridiculous way.  Of all of the battles we face each day in the classroom, why do we choose the use of the bathroom as the hill to die on?

Find a system that works for you and your classroom (a simple sign-out should do…with name, time out/time in and a pen/pencil attached to the clipboard next to some hand sanitizer just in case).  If it is abused, have a conversation.  Passes that travel with students are germ-crazy – let’s try to move away from this practice unless your school requires such a thing.  If they DO require such a thing, put a simple pass on a lanyard and have students wear it around the neck so that they are hands-free.

I just can’t anymore with this.  As someone once said “Everybody Poops”, but not everybody should be told when they have to do so — or worse, that they can’t unless they wear a placard that says “Hey, I have to go POOP!”.

The Most Epic Hall Passes Teachers Have Ever Made

“Babysitter”, “Full-time at will Substitute”, “Special”, “Co-Curricular”, “Extra”, “Fluffy”, “You are here so that I get my Prep-time” — Insert demeaning term here…

Lately, I have realized that the term “special” is the one that I am beginning to despise the most.  My son has said that he had “music special” or “art special” — and at first I was not bothered.  I taught K-5 general music early in my career and was considered a “special” and never blinked an eye at the term.

Fast forward more than 20 years and a lot of work, experience, and advocacy for the profession — and boy have I shifted my thinking.

I must add here that I am blessed.  As a high school music educator, I have rarely if ever felt like a second-class teacher.  I have never felt that my courses lack educational importance in the school that I have called home for two decades.  I did, however, feel that way often when I began my career as an Elementary General Music, Chorus, and Band teacher.

The plethora of terms used to describe music education specialists in the United States varies from district to district and state to state.  Treatment of teachers that specialize in Music, Art, Physical Education, Technology, or Media Literacy are called upon frequently to sub for missing teachers and give up class time, evaluated with measures that have absolutely no connection to what they teach, and in some cases are reluctant to call in sick as it is rare that their classes will actually be covered with a sub.  All of these and many more send the message that we only teach “special subjects” that are not important enough to occur if anything (and I do mean ANYTHING) could possibly be more important.  The term “special” implies that teachers in the specialized areas of music, art, technology, physical education, and media literacy are extras and only offered if the budget allows.  In some cases, a teacher will be hired without certification if districts are desperate.  The term “special” implies that it is not a real educational discipline.

The term “special” opens the doors to comments like this from traditional discipline teachers and administrators as well as parents – especially in the elementary schools.

“(Johnny/Susan/My entire class) will not be attending (insert “special” class today because they were misbehaving”

Standardized testing?  “You can monitor testing — and you must NOT teach band class or do ANYTHING that is too loud that could disrupt the testing atmosphere!”

“Yeah, but your classes are all fun time…it’s not like you are teaching math!”

Upcoming exam or important project in the “traditional” classroom?  “Your class isn’t important enough for my students to go to today, so I will just keep them for an extra few minutes because they are learning in here”

“Please don’t get my students too riled up today…they come back from Music/PE and I can’t get them settled down to LEARN”

“That concert that your kids have been preparing for for two months?  We have an emergency (Schoolboard/Family/Save the Spotted Owl Festival) meeting and need the cafegymatorium space — can we move your concert (back/forward) to a time and date that we will be sure to conflict again with at some point in the future?”

“We are doing a planet unit…can you just teach them a planet song by tomorrow afternoon for them to sing for a parent showcase in front of the Pope tomorrow night?”

I wish these were untrue statements, but these are real anecdotes from real teachers (well, except for the Pope!).   YES. REAL. TEACHERS.  And these are only a very small FEW of the anecdotes from teachers all over the country just trying to spread musical knowledge in a career that they spent years and extremely long hours preparing for.

A 2012 Complete College America survey http://www.completecollege.org/docs/Program%20Requirements%20-%20A%20National%20Survey.pdf shows the following:

Notice something?  Anything in-particular?  Like the fact that though the minimum credit requirement amount for a degree in all educational areas is 120 credits, the maximum is generally 157 for Music, Art, Health, Math, Elementary, Special, and Spanish Education?  I graduated with a Bachelor of Music Education degree over 20 years ago and earned over 150 credit hours.  Obviously the maximum has not changed much.  Most importantly, it shows that all disciplines were challenging and required a set of special skills to earn a degree.  A SET of “special” skills — not that we are “specials”.

We are educators.  Not “specials”.

Not babysitters or prep-fillers.  Not substitutes — not second-class teachers.

We fine arts, physical education, technology and media literacy teachers are specialists — not “specials”.

What are your thoughts?

I have been teaching for 21 years.  In those 21 years, with the exception of two short maternity leave periods, I have never taken more than two consecutive sick days in a row.  I say this not to brag, but to state a fact.  I work.  I have worked through colds, flu, exhaustion, and walking pneumonia.  I have worked through migraines, back pain, a frozen shoulder, dizziness, and kidney stones (which I DO NOT suggest).

For both maternity leave periods, there was a recent Student Teacher or qualified music teacher to take the reins of my classroom.  Though it was not ME, it was someone I felt comfortable enough leaving my classroom to for a short while.

After over two months of dealing with shortness of breath and fatigue and a few bouts of flu-like symptoms I finally called my doctor.  A diagnosis of possible bronchitis was given with an inhaler and I was on my way.  A few days later, I was in the hospital with Pneumonia.  I could not catch a breath and was exhausted with every movement I made.  To make a long story short, I was forced to stay home for a month.  In school days, that equalled 22 days (thank goodness I had 115 saved up — as I said, I am rarely out!).  It also meant the beginning of a BRAND NEW SEMESTER with three completely new courses and students including two guitar classes.

The worst part of being out is sub plans (hence the reason that I am rarely out) as in music classes, it takes a special set of skills and knowledge to teach those courses.  I do not leave movies or take an easy way out if I can help it.  I have taken pride in the model of student leadership that I have incorporated in my chorus and band courses to ensure that if I am out of school (usually for school-related business), rehearsals will continue.  A student conductor is often selected for each ensemble and each section of the band and chorus is responsible for taking attendance and running sectionals as well as setting and reviewing goals, and helping struggling students with music reading, notes, fingerlings, etc.  Most of the time, these students are seniors and strong musicians who have demonstrated an ability to lead, though sometimes students have been selected that did not yet see a leader in themselves until provided the role of section leader or student conductor.

The first few days of my absence were no big deal — we had barely begun the music for our next concert which is in March and had not had sectional rehearsals yet, so it was a good time to allow students to work in small groups to improve small sections of music.  I figured that one week wouldn’t be that bad (we are in a rotating block, so one day is chorus and the next is band) and my student teacher from the previous semester was available to sub, so I was elated!  One week turned into two, but no biggie because my former student teacher was still on the job and keeping things running smoothly.  Two turned into three, and alas, my former student teacher got a job and could not continue subbing.  I was writing sub plans for Film Music and Guitar classes, but kept putting the students in charge of chorus and band.  Three weeks became four…students were still in charge as I was kept on home rest until my body could handle a full day of teaching again.

I returned today, excited to be back in my sanctuary, my second home, and one of my favorite places — my classroom.  I was dreading the pile of mail, the disorganized room where things would surely not be where they belonged after a month, the grading, the paperwork, etc. etc. etc.

First block put it all in perspective as chorus students were so excited to have me back, were brilliantly behaved (though this is nothing new), and sang as if I had been there working with them the entire last month.   Being surprised happens a lot in education.  That is why so many stay in it for decades — we yearn for those moments that just blow us away.  We wait for those moments when students truly shine.  When they show you that they have learned and can teach others — that they CAN be leaders.  My bet is that if a sub didn’t make it to my room, they still would have rehearsed and worked.

The chorus sang through the entire March program this morning.  Five pieces, all of different styles from traditional to Broadway to Jazz.  They are probably as on track as they would be if I had not been out the last month — so now I must ask myself, “what do they need ME for?”

In this age of labeling students with a percentage grade where the measure of intelligence seems to only come with a students ability to achieve in math and science, I want to shout and scream.  Can I put a GRADE or a number on what has happened over the last month in my music room?  No.  Not really.  Leadership, ownership, modeling…those are hard to quantify, but NECESSARY skills for our future leaders to possess.  I was out from Thursday, January 19 through Friday, February 17th.  I returned to the giant dry-erase calendar on the wall being re-written for February with all dates and A/B days written in, a clean room, deposits completed, and a clean desk.  Nobody told them to do anything.  Nobody dictated a list of things to be completed or wrote a list of expectations on the board.  There is no list of RULES in my classroom.  The students simply do the job that needs to be done so that the small but mighty music department continues to run smoothly no matter the circumstance. #evaluatethat

So, HOW DO YOU GET THIS LEVEL OF STUDENT LEADERSHIP?

1.  Start early.  I began having students take on roles in the music department my first year teaching at the high school level.  The first few years were an insane amount of work.  I was the one moving all of the chairs/stands/perc equipment, etc. to our performance space (at that time in the gym) for every concert.  I took care of the band and chorus libraries which included numbering and logging all pieces as well as collecting, collating, and filing.  A few years in, I realized how much time and energy was being spent and wondering why by the end of a concert I wasn’t just tired, but I was WIPED OUT from being the CEO of Music Dept. Movers, Inc.  I then put it on the students — they began moving all of the chairs and stands.  The percussion section was in charge of all of the perc. equipment (and became VERY protective if anyone else even considered touching it to move it).  They were in charge of counting rows of chairs and stands and setting up.  They did it faster and more efficiently the more they were charged with completing the task.  All I do now is watch the machine work, grab my scores and baton, and get to the podium!  Wow!
2. What kinds of roles?  Student conductors, student librarians, treasurer, officers, equipment managers, handymen, room manager, wardrobe manager, section leaders — students love being afforded the opportunity to help out and take responsibility.
3. GET OUT OF THE WAY — advise and instruct and then get out of the way.  During sectionals, sit in as a student and give input when asked for, but allow the section leader to lead — allow the section leader to make decisions for their group, help find alternate fingerlings, etc.   Be in the room, but separate from the sectional completely working on another task while being close enough to listen in.  This allows for later one-on-one discussion with the section leader about what went well and what needs improvement and how to troubleshoot making those improvements in later sectionals.
4. Allow students to take the podium.  Give them the opportunity to try — work on conducting technique, mirror with them, and assist.  Give them time to ask questions and support to foster their conducting abilities .  If you know that a student is considering music education or conducting as a possible college major/career choice, you absolutely should give them time to lead the ensemble!  Sit in the band or chorus on an instrument as one of the kids (in band, next to a student that needs a little support, or in percussion to put things in perspective!)
5. Let all students know that they are ALL important to the greater cause.  They are ALL leaders by their behavior, their willingness to work together cooperatively and collaboratively even if they do not carry a title or are not on the podium with a baton.
6. Know your students and reach out to them.  There is rarely “down-time” in a music room.  If a student is “hanging out” they can also be “hanging out while putting this pile of music in score order”.  They can also be “hanging out while properly restocking the chairs and stands”.
7. Thank them for their work and if possible, let their parents know.  We have a Facebook group page for the music department which is a great outlet for tagging students and parents for a job well done.  I also like to leave little thank you notes and sometimes a treat in their cubby or folder slot for them to find which is good for those students that are embarrassed by public acknowledgement even if it is positive.
8. Towards the end of the year (usually about a month or more before graduation), the chorus and band librarian  take on assistants to help complete end of the year collecting and filing so that everything is neatly away for the summer and if the librarian is a senior, they train them to take on the role the following year.  Additionally, section leaders meet with me to discuss possible section leaders for the following year based on leadership, sectional attendance and behavior, and musicianship.
9. This is NOT an overnight band-aid.  It takes time, it takes patience, and it takes the ability to let go of the idea that being a teacher is a power.  It takes sharing leadership, handing over reins, and allowing students to make mistakes in order to improve.  It takes taking a chance on a student that may not be able to fulfill the duties in the way that you may do them yourself or at the speed that you would do yourself.  Giving students leadership opportunities is TEACHING them how to become leaders.  They can not learn if you never give them the chance to try.
10. My favorite thing as a teacher is to watch the students take the reins, to watch a student conduct a piece after rehearsing it from sight-reading through to concert and the pride in their eyes when they conduct the final cutoff.    In essence, seeing the student become the teacher.  There is nothing better.

Being out for a month sucked.  No other word to describe it — and I wouldn’t want to do it again, EVER — however, I know that my kids are in the best possible hands if I am out — their own.

State Journal Editor and Advocacy Chair Sean Meagher and I

NH NAfME Delegation with Senator Kelly Ayotte

This week brought me once again to DC as President-Elect of NHMEA (NH Music Educator’s Association).  The National Association for Music Education (NAfME) held the annual National Assembly and it was so unlike most of the work that I have done as a Teach Strong ambassador or Teacher of the Year as it was an organized ascension of music educators to Capitol Hill from every state in the nation (I feel bad for Arizona’s McSally — not a good day for her office, I am sure!)

Sidebar:  The McSally Amendment proposed by Arizona Congresswoman Martha McSally looks to defund military bands.  NHMEA Article Opposing Rep. McSally’s Amendment

Luckily, New Hampshire is a small state and we only had four meetings set up that morning, back-to-back.  It may or may not surprise folks that of the four meetings scheduled, we had only two had BRIEF face-to-face encounters (so short that we could not call them conversations) with Senators and Congressmen.  It should be noted here, however, that many of the House members were participating in the sit-in on gun legislation the night before, so some may have been sleeping in.  In attendance were our NHMEA President, Editor, Executive Officer, and four awesome collegiate members from NH State Universities (Plymouth State, UNH, SNHU, and Keene State College (shout-out!).

We had meetings scheduled for 8:30, 9:30, 10:30, and 11:30 a.m. and were ready with materials, talking points, and shoes made for walking.  We were forewarned about the rains and I had pre-purchased a handy-dandy pink child’s poncho the afternoon before, so we were ready for action.  I learned about “leave behinds” and ESSA/Title I and IV talking points — and the McSally amendment and read all of the NAfME prepared literature the night before and was ready to get my Advocacy game on.

Click Here for NHMEA Points regarding ESSA Appropriations!

First up was Senator Kelly Ayotte’s office for “Coffee with Kelly”.  Understand that this was NOT coffee WITH Kelly, nor was it anything that could really be defined as any semblance of COFFEE.  There were some donut holes (not even close to Munchkins), some water, some watery brown stuff dripping from the percolator that resembled a weak version of coffee…but I digress.  We did meet with her aide who was very perceptive, listened intently to our points, nodded at all of the right places and discussed the importance of her time in music in school.  Many people arrived for “coffee without Kelly” that morning, so it quickly became a bit full in the conference room so we went to the hallway, got our quick photo-op with Senator Ayotte when she hastily arrived.  We were able to quickly reiterate our concerns about ESSA and the state of musical affairs in Laconia, NH right now and she was on her way to the next photo-op with a “thank you for all that you do”, etc.

Next we visited the offices of Senator Jeanne Shaheen.  Different building, very different office…etc.  We would not see hide nor hair of Shaheen today as she was probably still in the sit-in, but we had a lovely meeting with her aide who also listened intently, nodded at the right places, and discussed the impact of music ed on her life. “As always…thank you for what you do…etc.”

Third was Congresswoman Ann Kuster — different building, TINY office, no Kuster (she was probably busy as well, but she did stop by at the end and we snagged a photo with her as we threw quick talking points her way).  Her aide was kind but not attentive though just when we thought that she wasn’t paying attention at all, she interjected with something positive and meaningful about our cause which caused me to second-guess my original thinking that she was more worried about what she was going to have for lunch and what was going on next door than the plight of music education in the state of NH.

Last up was the one legislator who had voted against ESSA, and we were all curious to see how that would go.  Congressman Frank Guinta (or as he is called in the office “The Boss” was not there either as he had been up VERY late with the sit-in as well).  His aide was very attentive, nodded in all the right places, and also interjected with commentary about the importance of music education for the students of NH.  She knew her facts and information and seemed genuinely interested in what we were doing.

Four legislators, a team of eight music advocates, and four hours on the hill to get a message across to support funding for ESSA and provide important information regarding the impact of the cuts to Laconia’s music department in our state as well as the ramifications of the proposed McSally amendment to cut military band funding.  We left a lot of business cards and took a lot of business cards (they will receive a Thank You card from me…NEVER underestimate the POWER of a Thank You card!).

We ended our day traversing to the Marine Barracks with an invitation from Lt. Colonel Jason Fettig, had a tour of the President’s Own rehearsal building and hall as well as the AMAZING music library and Sousa archives (wow…so cool — perhaps worthy of a blog later).

Reflecting on our Hill Day activity, I am not sure what if any effect we had on legislators as music education advocates, but it was a very informational day about speaking with lawmakers and getting voices out there even if they are not fully heard by those make the decisions in the end.   I will say that one of our NH policy makers staff cared enough to find and like the NHMEA Facebook page this afternoon, so that is a good start!  (Update:  We were in his email newsletter this morning as well!)

So in short, if you have the opportunity to speak with policy-makers (or their aides), do it.  It may make a difference, it may not — but at least you did SOMETHING.  Being vocal may get us baby steps or maybe even leaps further, but If we stay silent, we get nowhere at all.