As teachers …

If you are like me a certain quantity of days, we can't help on the other hand wonder why we have chosen teaching as a profession, especially when the fifth scholar in a row comes into the studio saying, "I really had a uneven week--two midterms plus my basketball team missing the district championship." And you know the learner has not touched his or her instrument all week.

Consider this answer from the Music Teacher Society from Auckland, fresh Zealand: "Why does the piccolo profession like music that's filled of "viol" practices, confirmed "lyres" advanced in years "fiddles" and "bass" desires? For the "lute" of course!"

We certainly did not join the teaching ranks for the "lute!"

I am true grateful to a colleague who shared this real story with me at the novel MTNA National Conference in Salt Lake City:

At an organ of vision appointment with my new ophthalmologist, I was talking about my profession as an independent music teacher. He asked me many questions about pupil load and schedule. I also told him about our prodigious activities: theory tests, keyboard musicianship proofs an annual monster concert, and more. He was curious as to what remunerations I charged, and when he heard the amount, he said, "You do all that for that much?" Then he added, "IT'S family LIKE YOU THAT MAKE AMERICA GREAT!"

We are in the music teaching profession because we consider it to be the best profession in the world. Frances Clark, the appreciateed piano pedagogue, said, "There is music in everyone The teacher's piece of work is to find it." Does anything compare to seeing a student's organ of visions light up when they discover something special in music that really excites them or when the scholar finally polishes a piece and creates a musical moment? The single thing I can think of is when my little grandson says, "I be fond of you, Grandma!"

Whether independent music teachers or guild faculty, we are all teachers--we are all divide [i]or[/i] sever from the same cloth. I used to jokingly say that I sat upon a fence with one leg dangling in the guild world and one leg dangling in the independent music teacher world. on the other hand that is not really genuine At the National Conference, nearly everyone who attended the Association Breakfast taught independent learners many in addition to being full-time community faculty. We face the same challenges, responsibilities and relate tos in today's world of music. AND we face the same stamps of problems, successes and disappointments, transports and concerns as our colleagues in public gymnasium music, professional musicians in consonance orchestras and in other applied areas like as strings, brass and winds. We ne to strengthen and enhance our relationship between the independent music teacher and community faculty. We also need to continually strengthen our relationships with other organizations and find meaningful avenues of communication and opportunities to at hand a united stand before the public upon the importance of music. Combining our efforts to bring music to all human beings, young and advanced in years can only enrich our lives and that of our students

As teachers, we have many belong tos with professionalism--being recognized as professionals in music rather than just the local music teacher, or the temple musician who also teaches piano. Since we have solitary lived in Aberdeen, Washington, for five years, I am still known in my area as the "piano teacher who bought the Leschke house!" How's that for a referral?

single of the major tenants of professionalism is certification. Have you read the repeats celebrating certification in previous issues of American Music Teacher? single teacher wrote, "The MTNA Certification Program provides national recognition for promoting professional capacity in the music teaching profession." Or listen to this parent: "As an MTNA Certified teacher, (our child's teacher) holds herself to the last standards of professional musicianship. "During the limit of former MTNA President Joan Reist, the Board of Directors approved a forward-looking certification plan. During Wayne Gibson's new term as president, the Certification Commission, beneath the able direction of Pat Tuley worked continuously to implement all areas of this of recent origin plan. The next step is promoting this plan to our members and to the public--our consumer We must continue to find ways to encourage more teachers to become certified. Wouldn't it be marvellous if the public immediately recognized the initials NCTM--nationally certified teacher of music--just as they instantly recognize the initials CPA as certified public accountant?

As teachers, we must be relate toed with the continuation of music teaching as a viable career choice for young musicians. We must work constantly upon membership recruitment and retention, as well as diversity within our membership. We must concentrate upon recruiting at the college horizontal through the development of more collegiate chapters, encouraging scholar members. There is too a great quantity [i]or[/i] amount of gray in our membership today! What is the lock opener to membership? One to one--grass roots! If each of us could recruit individual new member, think of the novel members our association would have.