In Defense of Dogs

Pet Ownership in Retirement

Part 5 of a series of articles featuring the “Foxes-and-Hounds” pack

I’m writing this blog at 3:30 in the morning because Brewster decided he needed to go out… three hours earlier than usual! Now, in lieu of struggling to go back to sleep, I decided to sit down behind my computer with one sleeping dog in my lap and reflect on my thoughts why I feel so lucky to have my two “pups!”

Like grandparents “bragging” about their extended family, dog owners have no compunction to stop and talk to perfect strangers and share their photographs and stories of their pets… especially the wonderful (and sometimes quirky) personality characteristics of their dogs! So, shamelessly, it’s my turn! Here are my two “love and joys” who joined our household literally months after I retired from full-time school music teaching in 2013. Get ready to smile… (and with my best marching band announcer’s voice): “We proudly present ‘Gracie’ (a female Bichon Frise) and ‘Brewster’ (a male Yorkiepoo, Yorkshire Terrier/Poodle mix).”

My wife and I would recommend to all retirees who are not planning to travel out-of-town a lot and are no longer facing that grueling 8-12 hour daily regiment of work (or volunteering) to consider caring for a dog. We knew we were going to take advantage of our major “life style” change when we left our careers… it was just a matter of what dog or dogs to pick… or which ones would pick us!

We went to a local outlet of a national pet store chain just to waste time “looking at the cute doggie beds and toys,” never expecting that they would actually sell puppies in cages from behind the glass! (Most experts would agree that to avoid the promotion of “puppy mills” and the dangers of acquiring unhealthy animals, you should only buy from a reputable breeder. But, this was an accident!) After determining there were no cat adoptions in the store (my wife is very allergic to their fur/dander), we walked in to view on the wall an amazing array of the most adorable four-legged furry companions begging for our attention. As we sat in the area designated as “pet introduction booths,” we sampled many young pups. Gracie picked my wife, and Brewster picked me – the rest is history!

Do individual dogs or breeds have personalities?

Brewster

According to the American Kennel Club and other sources, these specific characteristics are common. First, for Brewster:

“The Yorkiepoo is a high-energy, happy dog who’s often enthused about life. They thrive off attention and love to keep their family entertained and be the star of the show.”

“They love to play, and will be happy to take part in a quick game of fetch — but that will almost always be followed up with a desire for a cuddle (and maybe a nap on the couch).”

“Yorkiepoos quickly attach to their family, and will happily spend the day following their ‘people’ around the home. Their families are not the only people that Yorkiepoos like—they’re happy to see anyone, and will greet both friends and strangers with the same enthusiasm.”

“If you’re willing to play a lot with your pet, a Yorkiepoo is a great match.”

The Yorkiepoo Dog Profile by Whitney Coy (Rover.com)

Now, here are the tendencies for a Brichon Frise, our “Gracie,” minus the formal (fluffy) “show cut” that some purebred enthusiasts ask from their groomers.

Gracie

“Bichons are adaptable companions who get on well with other dogs and children. Alert and curious, Bichons make nice little watchdogs—but they are lovers, not fighters, and operate under the assumption that there are no strangers, just friends they haven’t met yet. Their confidence and size make them ideal city dogs. Bichons train nicely and enjoy performing for their loved ones. Finally, there’s the happy-go-lucky Bichon personality that draws smiles and hugs wherever they go.”

American Kennel Club

The American Kennel Club offers a lot of insight to help you match the dog breed to your own pet-ownership experience and life style. If you are thinking of rescuing or purchasing a new pet (especially if this is your first time), we recommend reviewing their dog breed selection site.

What about dog personalities?

Surfing the ‘Net, I came upon an intriguing but seemingly inactive set of websites (nonworking phone number, email address, and contact form) that propose to “analyze” dogs into these categories:

  • left brain introvert – “sofa spud”
  • right brain introvert – “status seeker”
  • left brain extrovert – “socialite”
  • right brain extrovert – “nervous nelly”

According to the mystery bloggers at (two different spellings) doganality.net and dogenlity.com, dog energy levels are critical to your pet selection.

“A dog’s energy level is a crucial component of its overall ‘Dogenality.’ Coupling their behavior with a form of temperament gives you a better idea of who your dog is, what it is that drives them, and how you should go about forming a relationship with them that will be mutually beneficial.”

https://dogenality.com/new-energy-levels/

They offer a free-trial “dogenality” assessment and even canine DNA testing. Watch Angie Wood’s video here and even peruse their other informative blogs here (posted in 2018):

  • Fear’s Effect on Dogs
  • Dog Psychology vs. Human Psychology
  • Does Your Dog Get Enough Exercise
  • Bringing Home a New Dog
  • Laser Pointer Syndrome in Dogs
  • Why Some Dogs Are Afraid of Men
  • Seasonal Dog Allergies
  • A Dog’s Work vs. Vacation
Brewster during COVID-19 “red phase” before pet grooming resumed.

In keeping with the paulfox.blog philosophy to research sources for further study, here are more (probably more current) sites to explore:

“Dogs come in all different shapes, sizes, and personalities. That’s part of why we love them. But it can be easy to fall into the trap of seeing your dog not as what they are, but as you wish they could be, and treating them accordingly. When we assume our dogs enjoy something just because they are dogs, we not only do them a disservice and set them up for failure, we set ourselves up for frustration when they fail to live up to our expectations.”

“All dogs, regardless of their breeding, are individuals. It’s essential to look beyond your dog’s breed to try to understand the traits that make up their personality. The better you know your dog, the fewer misunderstandings you’ll have in the future. As a professional dog trainer, I convey this message constantly to my clients.”

Dog Personalities from A to Z: Which One is Your Pup? by Shoshi Parks

The happy hysteria of day-to-day doggie life!

Can we go out for a walk?

As a dog owner, you expect to live many moments of basic insanity:

  • It takes years of experience for you to resolve the propensity of your two pups trying to go in opposite directions and tying you up with their leashes while taking a walk.
  • You keep buying them bones until at some point you discovered their larder is ridiculously large, encompassing a reserve in multiple plastic containers in three or four rooms throughout the house.
  • One of your cupboards is crammed full of treats, many of which were past purchases that were rejected “paws down.” You cater to the unique tastes of both dogs; of course, they don’t like the same things.
  • “You have been trained” to give out everything in pairs. At times, you take into account the alpha dog’s competitive spirit (Gracie) and her desire to steal the bone from the easy-going one (Brewster). That means you have on-hand two identical bones. If Gracie doesn’t get the bone that Brewster has in his mouth (the only one she wants), she barks him down until he gives it up. To keep the peace, after she grabs it and sets off to consume it, you unobtrusively hand Brewster another one.
  • On the day of your 40th wedding anniversary, you go out and buy one of the dogs it’s own desk chair so she can sit next to you while you’re on the computer. Yes, this means that since you have two dogs, there are two extra chairs cluttering up the space in your office.
  • Your dogs have more patience with little children than you do. As you walk them up the street, they suddenly jerk to a stop and stare at the front door of a neighbor’s house, waiting for the “human critters” to come out and play with them.
  • You acquiesce. One dog is frequently insisting that you pick him up and carry him with you. The other one, not as often. At times, Brewster can be stubborn and “hit the brakes” on a walk, simply refusing to go where you want him to go. Of course, as well trained as you are, you comply.
  • When one of your furry friends is having a bad day, you’re having a bad day. Black or blue moods spread very easily. But, in a snap of your fingers, life is joyful again, and yippee, all is forgotten.
Gracie’s favorite spot on the bed

Who’s training whom?

Dog owners share a common vocabulary and unique language. Some of it sounds a little like baby talk… (Check out the American Kennel Club’s piece, Study Shows Dogs Really Do Respond to Baby Talk by Linda Lombardi)

  • “Wanna go outside?”
  • “Need to go potty?”
  • “Good dog!”
  • “Isn’t he cute?”
  • “Did you do this?”
  • “He did his number two.”
  • “This is puppy heaven!”
  • “She gave me a kiss!” or “Give mommy a kiss! No kiss?”

Ever count how many times YOU “cave-in” to your pet’s requests? They stare at you with those big sad eyes (“Daddy, please share a scrap of food from the table…”), and when the “alpha” spouse turns her back… (“Oh-oh, something just fell off the table!”)

Our pooches know how to distract us, reach directly into our hearts, make us smile no matter what our mood, and finagle yet one more treat out of the bag… and, yes, we love their trickery! Hey, exactly who is in charge, here?

You should read this amusing article from an obviously experienced dog trainer Casey Lomonaco writing in DogStarDaily. We dog owners only have ourselves to blame (if we even care about their “controlling behavior!”) For me: “Been there, done that, drank the Kool-Aid, and bought the t-shirt!”

FYI, I found a promising book on this subject: Who’s Training Whom? – Six Easy Lessons to Put Any Dog Owner Back in the Driver’s Seat and in Control of Their Dog. by Carols Puentes.

The best part – learning MY dogs’ quirks

There are times when Brewster’s and Gracie’s “doganalities” seem to be much more pronounced. Here are a few “fun” anecdotes!

  • You would think I just gave Brewster filet mignon, witnessing all the excitement of full-throttle chasing after, pouncing on, tossing around, and eventually chewing up an ice cube!
  • Gracie’s demonstrates her athleticism with a remarkable burst of energy to run up three flights of stairs to get on the bed to retrieve a bone.
  • One of Brewster’s favorite things-to-do is to jump onto “good grass” (devoid of branches, acorns, or leaves) rubbing his back in semi-circles as if doing the back stroke in a swimming pool. Of course, I have to pull up on his leash to stop him. (Wife is also allergic to mold and grass!)
  • Both Brewster and Gracie sleep with us in our queen-size bed. Did I say, they take up more than 2/3’s of the bed? Brewster needs to jam himself against me to nestle in the small of my back, while Gracie chooses a spot near my feet.
  • My two dogs like to play tug-a-war with one another, albeit very briefly, fighting over a toy or Brewster grabbing one of their beds with his teeth, taunting Gracie with it, and then dragging it across the floor.
  • Gracie’s internal clock is amazing, and so is her command of “people” language. At precisely 5 p.m. when she is usually fed, she jumps off the chair, stairs at one of us, and if we say, “ten minutes,” she sighs and goes over to her beanbag chair, only to return in exactly ten minutes to remind us “dinner is past due!”
  • No matter how I often I do it, when I nuzzle Brewster’s ear, he repays the compliment by licking my wrist. “Thank you, Daddy!”
  • To make house guests laugh (even our dog groomers), if you ever ask, “Need to go outside?” – Brewster will turn around and look at his butt.

You embrace their differences, laugh at the signature looks, gestures, and motions, and especially revel in their one-of-kind “prancing.” (Brewster hops like a kangaroo when he’s at his happiest times!) As educators, we know that “differentiation is essential.” It’s no different with dogs. And, you can always tell who’s-who in the dark by the unique sounds of their “gate” and the nails on our hardwood floors.

Unlike your human children or the students in your classes at school, you are always the centerpiece of their lives, what they live for, yearning to spend 100% of their time next to their “heroes” who can do no wrong, and (of course) they simply become the center of your life.

Recap: Rationale for fostering a furry friend!

So now that you are retired, have you settled on your self-reinvention and found the mandatory “purpose, structure, and community” referred to by best-selling author Ernie Zelinzski in How to Retire Happy, Wild, and Free?

For our Finale, these are Fox’s reasons for Finding a Forever yours pet!

  • Fitness (help you to get up, get moving, and get out of the house)
  • Forecasting (they seem to be able to predict your mood, the weather, or the Future, and they certainly know when something is going on outside)
  • Friendliness (despite COVID-19 restrictions, they Fight isolation and Favor meeting people and getting to know your neighbors – even a random passerby!)
  • One last burst of alliteration: Fun, Frivolity, Festivity, and Fascination (literally what they add to “the joy of life!”). You can’t beat that!

I invite you to revisit my other four “blogs on dogs!”

PKF

© 2020 Paul K. Fox

Psychology of Music

Why Does Music Affect Our Emotions?

by Trishna Patnaik
Author Trishna Patnaik with a view of the mountains of Darjeeling, India

This special feature reviews something all music teachers, performers, and consumers already know that’s in our DNA… the need for music to sustain our lives! Guest authored by Trishna Patnaik, this poignant message is essential during these challenging times of COVID-19 and in support of many school music/art programs currently under siege.

PKF

Can you envision a life without music?

A world where your favorite musician is a doctor or lawyer, or construction worker because music doesn’t exist?

A life where you can’t turn on your favorite workout playlist while going for a run? Or the pump-up song to boost your confidence right before your big presentation cannot happen?

If you can’t, you are definitely not alone.

Music tends to hit on us a deep level. Whether it is sad music that helps us feel relatable when we are going through hard times or joyful music that adds an extra bounce to your step, music is incredibly powerful!

But, then why is this case? Why does music impact your brain and mood so deeply?

Music is a Universal Language…

…but we don’t always pay enough attention to what it’s saying and how it’s being understood. We wanted to take an important first step toward solving the mystery of how music can evoke so many nuanced emotions. Music has a special ability to pump us up or calm us down.

Listening to music can be entertaining, and it might even make you healthier. Music can be a source of pleasure and contentment, but there are many other psychological benefits as well. Music can relax the mind, energize the body, and even help people better manage pain.

Brain regions involved in movement, attention, planning, and memory consistently showed activation when participants listened to music—these are structures that don’t have to do with auditory processing itself. This means that when we experience music, a lot of other things are going on beyond merely processing sound.

Knowing better how the brain is organized, how it functions, what chemical messengers are working, and how they’re working—that will allow us to formulate treatments for people with brain injury, or to combat diseases or disorders or even psychiatric problems.

The notion that music can influence your thoughts, feelings, and behaviors probably does not come as much of a surprise. If you’ve ever felt pumped up while listening to your favorite fast-paced rock anthem or been moved to tears by a tender live performance, then you easily understand the power of music to impact moods and even inspire action!

The psychological effects of music can be very powerful and wide-ranging. Music therapy is an intervention sometimes used to promote emotional health, help patients cope with stress, and boost psychological well-being. Your taste in music can provide insight into different aspects of your personality.

Why Do People Listen to Music?

Over the past several decades, showcase numerous functions that listening to music might fulfill. Different theoretical approaches, different methods, and different samples have left a heterogeneous picture regarding the number and nature of musical functions.

Principal component analysis suggested three distinct underlying dimensions. People listen to music to regulate arousal and mood, to achieve self-awareness, and as an expression of social relatedness. The first and second dimensions were judged to be much more important than the third—a result that contrasts with the idea that music has evolved primarily as a means for social cohesion and communication. The implications of these results are discussed in light of theories on the origin and the functionality of music listening and also for the application of musical stimuli in all areas of psychology and for research in music cognition.

The psychology of music seeks to interpret musical phenomena in terms of mental function; that is, it seeks to characterize the ways in which people perceive, remember, perform, create, and respond to music. While centred on the empirical findings and theoretical approaches of psychology, the field is highly interdisciplinary, with input from neuroscientists, linguists, geneticists, computational modellers, physicists, anthropologists, music theorists, music performers, and composers.

While the study of music has a long history, dating from the ancient Greeks, the psychology of music as an empirical science did not emerge as a full-fledged discipline until the second part of the 20th century. During the last few decades the field has advanced rapidly, and it interfaces strongly with other branches of psychology, such as the studies of perception, cognition, performance, human development, personality psychology, psycholinguistics, clinical neuropsychology, evolutionary psychology, ability testing, and artificial intelligence.

Musical activity combines perceptual, cognitive, and motor skills in real time and it can offer social and health benefits for diverse populations. While psychologists and neuroscientists probe musical activity for insights about the human mind and brain, music scholars examine its cultural, pedagogical, and theoretical aspects. Though these approaches can complement each other, scientific and humanistic studies of music are often disconnected.

This can result in experiments with flawed musical stimuli and musicological writings with problematic assumptions about human cognitive processes. The human brain contains neural mechanisms specific to music perception. It has identified a neural population in the human auditory cortex that responds selectively to sounds that people typically categorize as music, but not to speech or other environmental sounds. It has been the subject of widespread speculation.

The Benefits of Listening to Music

  1. Brain Focus is Enhanced

Any music listener will agree that music can evoke emotions such as pride, elation, or relaxation. That music does more than that for humans: it stimulates various parts of the brain and bodily responses. How do different kinds of music affect the human body physiologically and psychologically? Is the unconscious experience elicited by the autonomic nervous system analogous to what is experienced consciously through emotions?

Background music, or music that is played while the listener is primarily focused on another activity, can improve performance on cognitive tasks in older adults. One study found that playing more upbeat music led to improvements in processing speed, while both upbeat and downbeat music led to benefits in memory.

So the next time you are working on a task, consider turning on a little music in the background if you are looking for a boost in your mental performance. Do consider choosing instrumental tracks rather than those with complex lyrics, which might end up being more distracting!

  1. Music Can Reduce Stress

It has long been suggested that music can help reduce or even manage stress. Consider the trend centred on meditative music created to soothe the mind and inducing relaxation. Fortunately, this is one trend supported by research. Listening to music can be an effective way to cope with stress.

Listening to music had an impact on the human stress response, particularly the autonomic nervous system. Those who had listened to music tended to recover more quickly following a stressor.

  1. Music Can Help You Eat Less

One of the most surprising psychological benefits of music is that it might be a helpful weight-loss tool. If you are trying to lose weight, listening to mellow music and dimming the lights might help you achieve your goals.

Music and lighting help create a more relaxed setting. Since you are more relaxed and comfortable, then you may consume food more slowly and be more aware of when you began to feel full.

You might try putting this into practice by playing soft music at home while you eat dinner. By creating a relaxing setting, you may be more likely to eat slowly and, therefore, feel fuller sooner!

  1. Music Can Improve Your Memory

Some feel like listening to their favourite music improves memory, while others contend that it simply serves as a pleasant distraction.

It depends upon a variety of factors, including the type of music, the listener’s enjoyment of that music, and even how musically well-trained the listener may be. Musically naive students learned better when listening to positive music, possibly because these songs elicited more positive emotions without interfering with memory formation.

However, musically trained students tended to perform better on learning tests when they listened to neutral music, possibly because this type of music was less distracting and easier to ignore. If you tend to find yourself distracted by music, you may be better off learning in silence or with neutral tracks playing in the background.

  1. Music Can Help Manage Pain

Music can be very helpful in the management of pain. The effects of music on pain management found that patients who listened to music before, during, or even after surgery experienced less pain and anxiety than those who did not listen to music.

While listening to music at any point in time was effective, noted that listening to music pre-surgery resulted in better outcomes. Music listeners require less medication to manage their pain. There was also a slightly greater, though not statistically significant, improvement in pain management results when patients were allowed to select their own music.

  1. Music May Help You Sleep Better

Insomnia is a serious problem that affects people of all age groups. While there are many approaches to treating this problem, it has been demonstrated that listening to relaxing classical music can be a safe, effective, and an affordable remedy.​ Sleep quality is enhanced for those who listened to soothing music before going to sleep over a period of time without any intervention or breakages.

  1. Music Can Improve Motivation

There is a good reason why you find it easier to exercise while you listen to music. Listening to fast-paced music motivates people to work out harder.

Speeding up the tracks resulted in increased performance in terms of distance covered, the speed of pedalling, and power exerted. Conversely, slowing down the music’s tempo led to decreases in all of these variables.

So if you are trying to stick to a workout routine, consider loading up a playlist filled with fast-paced tunes that will help boost your motivation and enjoyment of your exercise regimen!

  1. Music Can Improve Mood

Another of the science-backed benefits of music is that it just might make you happier!  People who listen to music knew an important role in relating arousal and mood. Participants rated music’s ability to help them achieve a better mood and become more self-aware as two of the most important functions of music.

Listening to music is not directed to become happier intentionally!  However, if you do so by working to determine your own levels of happiness, you will show improvement in the moods and feeling happier.

  1. Music May Reduce Symptoms of Depression

Music therapy can be a safe and effective treatment for a variety of disorders, including depression. Music therapy was a safe, low-risk way to reduce depression and anxiety in patients suffering from neurological conditions such as dementia, stroke, and Parkinson’s disease.

While music can certainly have an impact on mood, the type of music is also important. Classical and meditation music offer the greatest mood-boosting benefits, while heavy metal and techno music are ineffective and even detrimental.

  1. Music Can Improve Endurance and Performance

Another important psychological benefit of music lies in its ability to boost performance. While people have a preferred step frequency when walking and running, scientists have discovered that the addition of a strong, rhythmic beat, such as fast-paced musical track, could inspire people to pick up the pace.

Runners are not only able to run faster while listening to music; they also feel more motivated to stick with it and display greater endurance. While research has found that synchronizing body movements to music can lead to better performance and increased stamina, the effect tends to be the most pronounced in cases of low to moderate intensity exercise. In other words, the average person is more likely to reap the rewards of listening to music more than a professional athlete might.

So why does music boost workout performance?

Listening to music while working out lowers a person’s perception of exertion. You’re working harder, but it doesn’t seem like you’re putting forth more effort. Because your attention is diverted by the music, you are less likely to notice the obvious signs of exertion such as increased respiration, sweating, and muscle soreness.

Music engages people with learning disabilities

There is evidence that music interventions can offer opportunities for creative, psychological, and social developments for individuals with mild to profound learning disabilities, addressing the disadvantages they face in respect of social outcomes.

Music can change the world

Do you ever listen to a song and find yourself moved so deeply you are almost in tears? Have you ever been to a live performance that turned your worst day into your best? Have you ever heard a song that inspired you? Music has the power to move us and to change us. Yet today’s music mostly does not seem to have the same earth-moving, society-shaping effects as that of the past. 

With today’s technology, music has become even more of a part of our life experiences: we listen to it on our drive to work, when we go to parties, while we study, when we exercise, and in so many other settings. There are, however, still musicians who hope that their words will inspire change.  

Music with a message

The combination of the right lyrics, rhythm and instruments can build a group identity, stir strong emotions, engage audiences and amass people to take action. This makes music the perfect partner for social change.

The effect of music on emotions

It is undeniable that music can stimulate our emotions, evoking different feelings like sadness, happiness, calmness, relaxing and nostalgic feelings. This emotional stimulation from music is because it activates areas in our brain that process sound features. It also activates the limbic brain areas associated with emotions and the prefrontal areas, which is connected to decision making!

One of the reasons music has a huge impact on our emotions is that our mirror neuron system is activated when music is being played. It may be due to the song’s pitch, volume, and timbre. Indeed, music plays a big part on our emotions. If we are broken hearted, we react accordingly when we hear music or songs that were connected to our failed relationships. We sometimes find ourselves in tears hearing a song that reminds us of these relational memories.

There are also points in our lives when we are feeling so low that listening to something inspirational can often alter our negative mood into a positive one.

The Effect of Music on Intellectual Capacity

Can music make people smarter?

Those who undergo musical training are said to be more cooperative and coordinated than their non-musically trained counterparts. This is probably because people who play an instrument or sing usually work with other people; hence, they learn how to interact and communicate with others, making them more open to social interaction.

People who are into music or those who have undergone musical training show an increase in brain plasticity. Brain plasticity is the innate ability of the brain to change shape and get bigger in response to learning or training.

There is a significant difference in terms of structures of auditory and motor cortices in the brain and other brain areas between musicians and non-musicians.  They found out that musicians tend to have a bigger and structured brain areas compared to non-musicians. Musical training affects other domains such as verbal intelligence and executive functions, which often lead to better academic performance.

The Effect of Music on Attainment and Creativity

Music is said to enhance one’s creativity and attainment. There is a strong association between music and attainment of tasks! Music could also make us enter into a “wandering mode.” This wandering mode enables us to daydream or imagine things, which sometimes stimulate our creative side.

Music as a Therapy

Music can improve your mood, quality of life, and self-esteem, but it is also:

  • Extremely safe
  • Non-invasive
  • Easily accessible
  • Non-expensive
  • Music Boosts Our Moods

Can your favorite songs be a form of therapy?

It was discovered that music can release dopamine in two main places in the brain, the dorsal and ventral striatum. When you are having a pleasurable experience, such as listening to your favourite song, these areas of the brain light up.

These things happen because musical patterns affect our auditory cortex, which is a part of the neural reward system and other areas involved in memory and emotion.

Music has accompanied major social events throughout the history of mankind. Major gatherings such as weddings, graduations, or birthdays are usually recognized by a familiar tune!  There is evidence that music plays a large role in emotional processes within the brain. An individual’s emotional state of mind can directly impact daily cognition and behaviour.

Studies have shown that music has the ability to regulate a wide range of both positive and negative emotions. Determining the degree of music’s influence on aggression using two extremes of genre such as: relaxing yoga music versus aggressive rap music!  It is seen that those who listened to yoga music show lower aggression, while those who listened to rap music have higher aggression. Aggressive music can make listeners more aggressive emotionally compared to other types of music!

How Many Emotions Can Music Make You Feel?

The subjective experience of music across cultures can be mapped within at least 13 overarching feelings: amusement, joy, eroticism, beauty, relaxation, sadness, dreaminess, triumph, anxiety, scariness, annoyance, defiance, and feeling pumped up.

So much is the power of music, the vibe of music is so propelling that you must enamour enormous benefits and experiential experiences of music time and again. So that you become as timeless as music itself! This is the very derivative of the psychology of music as poignant, proper and poised as music itself!

References

Guest blogger Trishna Patnaik

Trishna Patnaik is a self-taught visual artist, art therapist, workshop presenter, and full-time professional painter from Mumbai, India. She holds the degrees of BSc (Life Sciences) and MBA (Marketing). Trishna has been practicing art for over 14 years. After a professional stint in various reputed corporates, she realized that she wanted to do something more meaningful. She found her true calling was painting. She says, “It’s a road less travelled but a journey that I look forward to everyday.” Trishna offers this inspiration for the advocacy of music and art at a time we all need to support continuation of school programs in the Fine and Performing Arts, so essential to the social and emotional learning of all students during the pandemic.

© 2020 Paul K. Fox

Photo credit from Pixabay.com by Gerd Altmann: music-sheet-in-a-shadow-flute-piano.” Vector graphics by Gordon Johnson.

Graffiti for Our Time

Sometimes a picture tells a thousand words…

 

This month’s blog-post is for teachers, students, parents, and communities who have been facing countless challenges during the reopening of schools…

If you have been following my blog-posts, you know that I am seldom at a loss for words, but for now, the less said in text, the better!

Hopefully these images inspire and cheer you! Good luck!

Special thanks for the collective “genius” of Matthew Arau, Allen D. Lucas, Susan Medley, Bob Morrison, Merilee Ott, Scott Sheehan, Stacey Swanson, and a host of other individuals, and Facebook groups like Music Educators Creating Online Learning, Music Ed Advocates – PARENTS/Teachers/Industry, and Upbeat Leaders. PKF

 

© 2020 Paul K. Fox

Photo credit from Pixabay.com by Gerd Altmann: “Help-Watch-Neighborhood”

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Burned Out or Bummed Out?

More on Teacher Self-Care: Diagnosis and Remediation

This is Part VI in a series of articles on educator health and wellness, following “Stressed Out!” and “Teacher Self-Care During the Pandemic.”

burnout-90345_1920_geralt

Do you recognize these signs of burnout experienced  by yourself, a coworker, neighbor, or someone you love?

  • Physical: tired, lowered immunity, illnesses, aches and pains, loss of appetite or sleep
  • Emotional: sense of self-doubt, failure, helplessness, loneliness, cynicism, loss of satisfaction/motivation
  • Behavioral: withdrawal, isolation, skipping work, procrastination, frustration, overuse of food, drugs, alcohol

By the time it gets to that third bullet, probably everyone would be aware of the trouble.

You may be on the road to burnout if:

  • Every day is a bad day.
  • Caring about your work or home life seems like a total waste of energy.
  • You’re exhausted all the time.
  • The majority of your day is spent on tasks you find either mind-numbingly dull or overwhelming.
  • You feel like nothing you do makes a difference or is appreciated.

Burnout Prevention and Recovery by Melinda Smith, M.A., Jeanne Segal, Ph.D., and Lawrence Robinson

 

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Gregory S. Perkins and Angela M. Guerriero, licensed Music Therapists from the Tempo! Music Therapy Services, provided much more detailed definitions of self-care in a session at the PMEA 2020 Virtual Summer Conference. (PMEA members may continue to register and view a video of this workshop until mid-September 2020.) You should know and be on the lookout for these terms:

The United Nations defines self-care as the actions that individuals take in order to develop, protect, maintain, and improve their own health and well being. Self-care involves a personal investment in maintaining physical, psychological and spiritual health, and pursuing a fulfilling, well-rounded life.

Brownout: “A practitioner essentially gives up or performs in a perfunctory manner when confronted with too much stress and too little gratification.” Guy, J. & Norcross, J. (2007). Leaving it at the office: a guide to psychotherapist self-care. New York, NY: Guilford Publications, Inc.

Burnout: “A syndrome of physical exhaustion including a negative self-concept, negative job attitude, and loss of concern and feelings.” Keidel, G. (2002). Burnout and compassion fatigue among hospice caregivers. American Journal of Hospice and Palliative Care, 19(3), 200-205

Recognizing the Need: Self-Care for Music Educators by Gregory S. Perkins, MT-BC, and Angela M. Guerriero, PhD, MT-BC

The Mayo Clinic offers numerous symptoms of “burnout.” How many of these have you “felt” too or noticed in someone else’s demeanor or behavior?

  1. Disillusionment over the job
  2. Cynicism at work
  3. Impatience with co-workers, administrators, and students
  4. Lack of satisfaction in accomplishments
  5. Dragging yourself to work and trouble getting started once you’re there
  6. Lack of energy
  7. Unexplained aches/pains
  8. Self-medicating with food, drugs, or alcohol
  9. Changes in sleep/eating patterns

 

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Education Week adds many more danger signs. Are any of these striking close to home?

Exhaustion. This is a fatigue so deep that there’s no way to “turn it off,” no matter how badly you want to. It’s deep in your bones. The kind of tired where you just want to ooze into your bed and disconnect from life.

Extreme graveness. Realizing you go hours without smiling or laughing, or days without a belly laugh.

Anxiety. The constant, nagging feeling that you can and should do more, while simultaneously realizing you need to unplug and spend more time with your family. But there are so many things to do.

Being overwhelmed. Questioning how they can possibly add one more task, expectation, or mandate to your plate. Compromising your values of excellence just so you can check-off 15 more boxes to stay in compliance. All the while knowing it still won’t be enough.

Seeking. Losing your creativity, imagination, patience, and enthusiasm for daily challenges. Craving reflection time and productive collaboration rather than group complaining.

Isolation. Wanting to head for the deepest, darkest cave where no one will see your vulnerability. A place where your limits are unseen and unquestioned and all is quiet.

— Six Signs of and Solutions for Teacher Burnout by Wendi Pillars 

 

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What about the causes of burnout or brownout? Where should we place the blame?

According to Paul Murphy in his book, Exhausted – Why Teachers Are So Tired and What They Can Do About It, the stress of a few problems may stand out as leading culprits at your place of employment:

  1. Lack of autonomy
  2. Dysfunctional work environment
  3. Inadequate social support
  4. Extremes of activity
  5. Poor work/life balance

But, you have no one else but yourself to blame! You must take responsibility for your own health and welfare. Most of the sources in this blog-post (including a few mentioned in past articles from this “care” category) suggest solutions to better self-care, many of which offer answers to address the issue and CAN BE DONE RIGHT NOW.

Here are a few more self-care tips from PsychCentral:

  • Create a “no” list, with things you know you don’t like or you no longer want to do. Examples might include: Not checking emails at night, not attending gatherings you don’t like, not answering your phone during lunch/dinner.
  • Promote a nutritious, healthy diet.
  • Get enough sleep. Adults usually need 7-8 hours of sleep each night.
  • Exercise. In contrast to what many people think, exercise is as good for our emotional health as it is for our physical health. It increases serotonin levels, leading to improved mood and energy. In line with the self-care conditions, what’s important is that you choose a form of exercise that you like!
  • Follow-up with medical care. It is not unusual to put off checkups or visits to the doctor.
  • Use relaxation exercises and/or practice meditation. You can do these exercises at any time of the day.
  • Spend enough time with your loved ones.
  • Do at least one relaxing activity every day, whether it’s taking a walk or spending 30 minutes unwinding.
  • Do at least one pleasurable activity every day; from going to the cinema, to cooking or meeting with friends.
  • Look for opportunities to laugh!

What Self-Care Is and What It Isn’t by Raphailia Michael, MA

 

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We should also review “Five Tips for Avoiding Teacher Burnout” by Mary Beth Hertz, an Edutopia blog (read the entire article for greater depth and clarity):

  1. Maintain your “other” life.
  2. Be a stakeholder when changes are made.
  3. Find lessons and opportunities in everything.
  4. Nurture peer connections.
  5. Keep it light.

Edutopia, from the George Lucas Educational Foundation, is a wonderful resource. Most recently, three valuable “streams” of articles have been released on coping with the preparations and stress in the reopening of schools for the 2020-2021 year:

I also recommend this blog-post of the Regional Education Laboratory Program which describes “teacher well being” as “the reaction to the individual and collective physical, environmental, and social events that shape how educators respond to their students and colleagues.” They discuss how three prominent human behavior frameworks— Maslow’s Hierarchy of Needs, the Five Stages of Grief and Loss, and the Concerns-Based Adoption Model (CBAM)— can be used to address the challenges that teachers face when adapting to change and identify approaches to support teacher well being.

 

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In addition, the following perspectives come from a variety of self-proclaimed practitioners:

“One of Leonardo da Vinci’s seven essential elements of genius is known as Sfumato, Italian for ‘smoked,’ or ‘going up in smoke.’ This principle is the ability to embrace uncertainty, the unknown, and the unknowable. In my interpretation, it’s also an ability to ‘let go’ of everything that’s left undone when you know you’ve done your best. Embrace Sfumato.”  — Wendy Pillars

“Self-care needs to be something you actively plan, rather than something that just happens. It is an active choice and you must treat it as such.” — Raphailia Michael

“Remember that example about putting on your own oxygen mask before helping others? This is where that analogy really comes in to play. It’s time for you to take a good hard look at your self-care versus your care for others and decide if you are in a place where you have a good balance or if you need to make this a priority… Why is self-care… such a critical component of your physical and mental health? Because in order for you to function at your peak, you need to meet the needs your body and mind have for rejuvenation, relaxation, and rebirth. If you are constantly putting out efforts toward other people and events but never taking time to refuel yourself, then you will run out of steam and it will manifest in your body as an illness, weight gain, acne, joint pain – you know the drill – again.” — Lesley Moffat in I Love My Job But It’s Killing Me

“It’s estimated that teachers make about 1,500 decisions every school day. When you combine those decisions with all the necessary self-regulation involved with teaching kids, it’s no wonder our willpower is gone by five o’clock. We are exhausted.” — Paul Murphy

The term “unprecedented times” has become a hallmark for describing the context in which leaders must respond to changing needs during the COVID-19 pandemic. Effective responses in education are dependent upon teachers as the front-line workers in classrooms, so it’s essential that administrators take care of teachers. When they do so, they also take care of students.

When teachers don’t have the resources they need, and especially when sustained job demands are high, teachers experience chronic stress — and eventually burnout.

Teachers who are burned out are less effective as teachers, have less supportive relationships with students and, in turn, the students they teach have lower academic and social outcomes.

How to Prevent Teacher Burnout During the Coronavirus Pandemic by Laura Sokal, Jeff Babb, and Leslie Eblie Trudel

 

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We should all read the above blog-post from The Conversation, which offers these conclusions based on a national Canadian education survey conducted in May 2020:

  1. Teachers’ concern for vulnerable students is one of the most stressful aspects of their jobs right now.
  2. Teachers are seeing magnified inequities.
  3. When giving teachers initial resources, less is more.
  4. Perceived support matters to teachers’ resiliency.
  5. Teachers are concerned about effectively engaging students through remote learning, and professional collaboration can help.

Finally, we’ll end this epistle on “things to do to avoid burnout” with a timely and practical article from Carlee Adams found on the We Are Teachers site: 15 Smart Ways to Prevent Teacher Burnout That Really Work. Repeating many of the suggestions above, these “find these” remedies resonated with me:

  • “Find someone you can be vulnerable with…”
  • “When you feel hopeless, find perspective…”
  • “Find your own voice and allow it to change over time…”
  • “Find your people; they get you!”

The bottom line? If you “feel” consistent periods of burnout, brownout, or being bummed out in your career as negative influences to your “calling” as a teacher, you cannot sit back and let things continue “as is!” Most professionals cannot self-diagnose this problem (but, perhaps a family member may clue you in!). If you notice that you are continually having trouble sleeping, difficulty with relationships or communicating your thoughts to others, or find yourself feeling significantly depressed or lethargic, it may be time to visit your health care professional.

PKF

 

Photo credits (in order) from Pixabay.com by Gerd Altmann

 

© 2020 Paul K. Fox

SMART Practice

Fox’s Fireside – Summer Camp Edition

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My wife is a genius!

Well, I knew this before I married her in 1978, but every day I work “side by side” with her on music education projects like the South Hills Junior Orchestra Online Academy (SHJOOLA – pronounced shah-ZOH-lah), I discover even more of her amazing “hidden” talents and insights!

Donna Stark Fox is the author of 99% of this Fox’s Fireside.

We launched SHJOOLA and other digital/virtual/alternative programs (like SHJO.clips) to keep our community orchestra instrumentalists practicing inspite of the school closure and restrictions caused by the pandemic. We want to foster our players’ self-confidence and motivate even greater focus on new growth and achievement in instrumental technique, key literacy, ear-training, musicianship, personal goal-setting, and artistic enrichment. As the character Jean-Luc Picard from the Star Trek Next Generation series says, ENGAGE… in the pursuit of their own inspired initiatives in music learning!

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During the first week of SHJOOLA, we introduced this SMART Practice Primer (download and adapt to your own practice regime). The philosophy comes from my wife’s (ahem) 55+ years in the field of music performance as a violinist and pianist and a versatile career of 38+ years in the public schools teaching strings, band, general music, elementary chorus, musicals, etc.

What are the secrets of practice success? Past Fox’s Firesides address many issues of time, goals, focus, mentors, problem solving, and various playing techniques. (You may also peruse this catalog of past articles and our SHJO.clip library here.)

This article hopes to bring out a new approaches to “practice builds self-confidence…”

Are you ready for SMART Practice?

  • Schedule time for practice by using a calendar.
  • Find a quiet place to practice and gather everything you need.
  • Set goals. Write them down, make them measurable, and be specific and realistic. Check them off and “raise” your goals frequently.
  • Gather your equipment, including your instrument, music stand, chair, pencils, music folder, metronome, and tuner.
  • Chart your practice with a list of what to practice, because writing it down is a promise to do it!
  • Keep a reflective journal to organize your thoughts, to analyze and to set new goals.
  • Regularly make audio or video recordings of yourself and keep them in a file in a folder on your electronic device.

Smart Practice 1

Success starts with a plan!

Begin with a long-range goal/dream.

  • I will perform a solo with a symphony orchestra.
  • I will become a professional musician.
  • I will play in a college orchestra or band.
  • I will enjoy music throughout my adult life.

Set medium-range goals.

  • I will play a Mozart Concerto before I am 16.
  • I want to upgrade to a better-quality instrument when I am 14.

Set and rest short-term goals on a weekly and even daily basis.

  • This week, I will play the Bach Fugue with accurate fingerings and pitch.
  • This week, I will play the Bach Fugue at performance tempo.

Here is an example of one violinist’s SMART Practice plan:

 

Practicing with a plan

Tips on SMART Practice

  1. Warm-up with drills and exercises.
  2. Identify the key of each selection you are practicing.
  3. Play the scale for the key you have identified, using a rhythm or articulation pyramid.
  4. Select a passage to improve and mark the fingerings in pencil.
  5. Say the note names in half notes. (“If you can say it, you can play it!”)
  6. Be sure you practice every note as a half note using the fingerings provided by the conductor.
  7. Use a metronome to “keep it honest.”
  8. Practice VERY SLOWLY using the original rhythm and bowings/articulations.
  9. Gradually increase the tempo by “inching up” on the metronome.
  10. How many times have you played the passage correctly?
  11. Ten consecutive times right today, and ten more tomorrow, will already make the passage 20 times better than it was before!
  12. Schedule your next practice session.
  13. Reflect in your journal and set new short-term goals for tomorrow!

 

smart practice is training your brain

Training your brain is SMART Practice

  • Practice is a process.
  • Practice is all about habit development.
  • Practice leads to self-confidence.
  • Practice is an opportunity for self discovery.
  • Practice is cumulative.
  • Practice is where you can make mistakes privately.
  • Amateurs practice to get it right.
  • Professionals practice so that they never play it wrong.

This is your brain on SMART Practice

Variety is the spice of life and music variations challenge the mind!

You may have heard these strategies before:

  • First make it easier, then progressively harder.
  • First subtract (e.g. remove slurred notes) and then progressively add more challenging elements to the music (dynamics, longer phrases, articulations, fingerings, positions, memorization, etc.)
  • First play it slower, then progressively faster.
  • First take smaller sections (measure by measure, phrase by phrase), then progressively expand to larger sections, eventually being able to play the entire piece.

practice rubric

Try these rhythm and articulation pyramids on your scales, warmups, etudes, and any difficult passage in the music. Taking “baby steps,” create a new way to learn the part…

More to come… Part II will dive into additional recommendations for personal music problem solving with numerous examples.

Keep at it! You’ll make us all proud. Most importantly, especially yourself!

PKF

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The mission of the nonprofit South Hills Junior Orchestra is to support and nurture local school band and orchestra programs, to develop knowledge, understanding, performance skills, and an appreciation of music, to increase an individual member’s self-esteem and self-motivation, and to continue to advance a life-long study of music. Members of the Orchestra learn, grow, and achieve positions of leadership to serve their fellow players.

The second half of our 37th season (Spring 2020) was postponed due to school closures and the pandemic. We are now offering SHJOOLA – the South Hills Junior Orchestra Online Academy. The program includes virtual sectional rehearsals, special workshop seminars via Zoom, and remote music learning activities, both synchronous and asynchronous instruction, and provides a one-year subscription to MusicFirst Classroom, PracticeFirst, Sight Reading Factory, Musition (music theory), Noteflight (score notation) and other apps. Western PA instrumentalists are welcome to apply for membership in one of the 25 remaining “seats” in SHJOOLA by contacting Managing Director Janet Vukotich.

(For more information about SHJO, please visit www.shjo.org.)

This and all Fox’s Fireside blog-posts are free and available to share with other music students, parents, directors, and supporters of the arts. For a printable, hard copy of this article, click here.

 

© 2020 by Paul K. Fox and Fox Paws Publications

 

Photo credit from Pixabay.com:

“Camp Fire” by Chris Aram

 

 

Leadership Lessons

Summertime Reading Suggestions for Music Directors

3 leadership books

What do authors C.S. Forester, Simon Sinek, Jocko Willink, and Leif Babin have in common?

They offer a fresh perspective on leadership principles, reflections perfectly applicable for the skill-set development of music teachers who desire to better “lead” their music programs, students, and parent boosters.

It was no accident that I chose these books to help explore the truths of inspiring confidence and leading groups of people like we do daily in our classrooms, rehearsal halls, and on the stages or marching band fields. Their use of military (as well as company or government management) anecdotes defines and re-enacts the very essence of leaders, leadership concepts, goals, and public service.

“These [military group] organizations have strong cultures and shared values, understand the importance of teamwork, create trust among their members, maintain focus, and, most important, understand the importance of people and relationships to their mission success.”

— From the Foreword of Leaders Eat First

Why do we admire music teacher “heroes” and most sought-after conference keynoters in our profession such as “Dr. Tim” Lautzenheiser, Peter Boonshaft, Scott Edgar*, and Bob Morrison* (*the latter two to be featured in the PMEA Summer Virtual Conference on July 20-24, 2020). They inspire us. They recharge us and pick up our spirits. They serve as models of visionaries and coaches. They challenge the status quo and help us to grow!

I believe these books will do the same, assist in your career development to morph into an even better leader and teacher. Since many of us are “stuck at home” during the pandemic for awhile, here is a new “reading list” for personal self-improvement.

EPISODE 1-MUTINY
ITV/Rex Archive: Ioan Gruffudd in “Hornblower” 2001 TV series

Who is Horatio Hornblower?

To start with, how about a series of historical fiction from the Napoleonic-Wars era?

Hornblower is a courteous, intelligent, and skilled seaman, and perhaps one of my favorite examples of an adaptable “leader.” Although burdened by his (almost shy) reserve, introspection, and self-doubt (he is described as “unhappy and lonely”), the Forester collection illustrates numerous stories of his personal feats of extraordinary cunning, on-the-spot problem solving, and bravery. The first book spotlights an unpromising seasick midshipman who grows into a highly acclaimed, productive, and ethical officer of Her Majesty’s Royal Navy, gaining promotion steadily as a result of his skill and daring, despite his initial poverty and lack of influential friends. And yet, the common thread throughout is that he belittles his achievements by numerous rationalizations, remembering only his fears.

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74-gun Royal Navy Ship-of-the-line ~1794

“Hornblower’s leadership is thoroughly self-conscious: what makes him a great leader, morally, is that he assumes as a matter course that he must lead rather than he can lead; Hornblower’s pervasive sense of responsibility would be diminished if it all came to him naturally and that he acts therefore as each situation demands. He can be self-effacing or fierce, or obsequious, all depending on what is necessary to get the job done. As it happens, Hornblower‘s many other gifts, including a formidable diligence, always beyond the call of duty, and a supple intelligence, make him a man others trust and lean on; but for the reader, especially young reader, it’s his moral qualities that are most engaging, it is instructive.”

by Igor Webb, Hudson Review

This set is a wonderful “chestnut” to acquire, sit back in your leather recliner, and devour over the coming months. Even though it may take you some significant time to finish Forester’s eleven novels (one unfinished) and five short stories, I promise you, it will all be worth it!

[If you like the Hornblower assortment, also checkout the works by Alexander Kent and Dudley Pope, all drawing parallels to the exploits of real naval officers of the time: Sir George Cockburn, Lord Cochran, Sir Edward Pellew, Jeremiah Coghlan, Sir James Gordon, and Sir William Hoste.]

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Now, how can you personally glean new leadership habits from this treasure chest? Coincidental to doing some research for this blog, I bumped into the article on LinkedIn “Leadership Lessons Learned from Horatio Hornblower.” My sincere thanks and “attaboy” go to Amro Masaad, Education and STEM Leader at Middlesex County Academies, who gave me permission to share his documentation and insightful interpretation of the following leadership tips learned from Hornblower that we can all employ as “best practices” in the education profession:

  1. Don’t be afraid to stand up to a bully.
  2. Don’t insist that all of your successes be praised.
  3. Don’t let employees sabotage your mission.
  4. If you want excellence, you can’t look the other way.
  5. Prove yourself when the situation demands it.
  6. Take one for the team.
  7. Show sacrifice and honor, even with your enemies.

I have always been inspired by the adventures of Hornblower, mostly because of his displays of humanity at a time in history when things were inhumane and primitive. Hornblower consistently modeled his intentions for the care and success of his subordinates while other officers “stepped on them” to get advancement, his unimpeachable moral code that guided his every action, and “taking it on the chin” when necessary for his shipmates and the good of “god and country.”

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Leaders Eat Last

I was struck by this quote by Simon Sinek, the author of Start with Why – How Great Leaders Inspire Action, who posted a popular TedTalk lecture of the same name:

“There are leaders and there are those who lead. Leaders hold the position of power or authority, but those who lead, inspire us. Whether they are individuals or organizations, we follow those who lead, not because we have to, but because we want to. We follow those who lead, not for them, but for ourselves. And, it’s those who start with ‘the why’ that have the ability to inspire those around them or find others to inspire them.”

TEDxPugetSound

silent-drill-platoon-1398509_1920_skeezeHis latest book, Leaders Eat Last, brings up the rationale of mutual collaboration and prioritizing the mission and the needs of your team members. Sinek observed that some teams were able to trust each other 100%, so much so that they would be willing to put their lives on the line for each other, while other groups, no matter what enticements or special incentives were offered, were “doomed to infighting, fragmentation and failure.” Why was this true?

“The answer became clear during our conversation with the Marine Corps general. ‘Officers eat last,’ he said. Sinek watched as the most junior Marines ate first while the most senior Marines took their place at the back of the line. What’s symbolic in the chow hall is deadly serious on the battlefield: great leaders sacrifice their own comfort – even their own survival – for the good of those in their care.”

Leaders Eat Last by Simon Sinek

Throughout his book of vivid narratives from armed conflicts to business “revolutions” of take-overs or new CEO transformations, Sinek dives into the precepts of what constitutes “great” leadership:

  • The value of empathy should not be underestimated.
  • Trust and loyalty exist on a two-way street – to earn them, leaders must first extent them to their team members.
  • The role of leadership is to look out for (and take care of) those inside their “circle of safety.”
  • For the success of the team, goals must be tangible, visible, collaborative, and written down.
  • Leaders know: There is power in “paying it forward.” It feels good to help people, or when someone does something nice to us, or even when we witness someone else doing something good.
  • It’s also a big deal when leaders express that final personal touch and shake hands.
  • Leadership is all about service… to the “real, living, normal human beings with whom we work every day.”

I have never found a better source for defining the four “chemical incentives” in our bodies (also known as hormones) and numerous actual examples of their daily use (and misuse): endorphins, dopamine, serotonin and oxytocin.

UnSelfieAlso intriguing is an expanded Chapter 24 and Appendix section in the book called “A Practical Guide to Leading Millennials.” Similar to another suggestion for summer perusal, UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World by Michele Borba, Ed.D (Simon & Schuster, 2017) which focuses more on our current young “charges,” Sinek’s differentiation is provided to inspire and educate the ultimate multitaskers of the “distracted generation.”

“This is what it means to be a leader. It means they choose to go first into danger, headfirst toward the unknown. And when we feel sure they will keep us safe, we will march behind them and work tirelessly to see their visions come to life and proudly call ourselves their followers.”

“The biology is clear: When it matters most, leaders who are willing to eat last are rewarded with deeply loyal colleagues who will stop at nothing to advance their leaders vision and their organization’s interests. It’s amazing how well it works.”

Leaders Eat Last by Simon Sinek

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Extreme Ownership

This next leadership philosophy, the core premise of the book Extreme Ownership – How U.S. Navy Seals Lead and Win by Jocko Willink and Leif Babin, will not surprise anyone who has ever taken on the inherently risky task of programming a student concert, marching field show, dance recital, or musical/play: the music director assumes full responsibility for the failures and faux pas that may occur during the performance, but instrumentalists, singers, actors, and/or dancers should get all the credit for a successful production.

“Combat, the most intense and dynamic environment imaginable, teaches the toughest leadership lessons with absolutely everything at stake. Jocko Willink and Leif Babin learned this reality firsthand on the most violent and dangerous battlefields in Iraqi. As leaders of SEAL Team Three’s Task Unit Bruiser, their mission was one many thought impossible: help US forces secure Ramada, a violent, insurgent-held city deemed “all but lost.“ In gripping, firsthand accounts of heroism, tragic loss, and hard-won victories, they learned that leadership – at every level – is the most important factor in whether a team succeeds or fails.”

Front panel of the hardback Extreme Ownership

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This is a comprehensive textbook on Leadership 101. Admittedly, the rehash of their battle scenes are scary. This is a world so far apart from anything I have ever experienced. We do owe all our veterans a massive depth of gratitude to face such dangers to defend our freedoms and way of life. (As an inexperienced teacher, the worst fear I ever had to face was a homeroom of 99 excitable and talkative Freshman girls in my first year as the high school choral director.)

When possible, I try to share the Contents (chapter titles) of my book recommendations, giving you a broad glimpse of the outline of their publication:

  1. Extreme Ownership
  2. US Navy SEAL Team Three [ST3][Patch][1.5]No Bad Teams, Only Bad Leaders
  3. Believe
  4. Check the Ego
  5. Cover and Move
  6. Simple
  7. Prioritize and Execute
  8. Decentralized Command
  9. Plan
  10. Leading Up and Down the Chain of Command
  11. Decisiveness Amid Uncertainty
  12. Discipline Equals Freedom – the Dichotomy of Leadership

From these sections, we can explore these fundamental building-blocks and mindsets necessary to lead and win.

Part I: Winning the War Within (Chapters 1-4)

  • Leaders must own everything in the world. There is no one else to blame.
  • A leader must be a true believer in the mission.
  • Even more important then “the how” and “the what” is “the why” of any plan. Not knowing the rationale of a decision or goal is a recipe for failure. It is a leader’s job to understand the mission and communicate it to his/her team members.*
  • During situations lacking clarity, leaders ask questions.
  • Leaders temper overconfidence by instilling culture within the team to never be satisfied and to push themselves harder to continuously improve performance.
  • Leaders know that over-inflated egos cloud judgment and disrupt everything: the planning process, the ability to take good advice, and the ability to except constructive criticism.

* Who said “great minds think alike?” (Answer: Carl Theodor von Unlanski.) The concept of “the why” is also described in great detail in the aforementioned TedTalk by Simon Sinek.

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Part II: Laws of Combat (Chapters 5-8)

  • Elements within the “greater team” are crucial and must work together to accomplish the mission, mutually supporting one another for that singular purpose.
  • In life, there are inherent complexities. It is critical to keep plans and communication simple. Complex goals and plans add to confusion which can compound into disaster.
  • Competent leaders can utilize their own version of the SEAL’s prioritize and execute. It is simple as, “relax, look around, and make a call.” Prioritize your problems and take care of them one at a time, the highest priority first. Don’t try to do everything at once or you won’t be successful.
  • Leaders delegate responsibility, trust and empower junior leaders to make decisions on their own as they become proactive to achieve the overall goal or task.

Part III: Sustaining Victory (Chapters 9-12)

  • Effective planning begins with an analysis of the mission’s purpose, definition of the goals, and communication of clear directives for the team.
  • Effective leaders keep the planning focused, simple, and understandable to all of the team members and stakeholders.
  • Leadership doesn’t just go down the chain of command, but up as well. Communication to your supervisors is also key.
  • Leaders must be decisive, comfortable under pressure, and act on logic, not emotion.
  • In challenging situations, there is no 100% right solution, and the picture is never complete.
  • Leaders have self-control and “intrinsic self-discipline,” a matter of personal will. They “make time” by getting up early.
  • Self-discipline makes you more flexible, adaptable, and efficient, and allows leaders and team members alike to be creative.
  • A leader must lead, but also be ready to follow.

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A Leadership Recap for Music Teachers

I am probably not doing justice to these incredible resources. They offer an exhaustive body of knowledge and examples on leadership ideology as well as a dazzling array of practical advice on what habits/skills are essential to become an effective leader. You need to sit back and devour these books one-by-one, apply their relevance to your situation, and come to your own conclusions about prioritizing the needs for your own personal leadership development.

To sum up a few of the theories from all this literature, we could revisit page 277 in Extreme Ownership and quote “The Dichotomy of Leadership” by Jocko Willnick.

“A good leader must be:

  • confident but not cocky;
  • courageous but not foolhardy;
  • competitive but a gracious loser;
  • attentive to details but not obsessed by them;
  • strong but have endurance;
  • a leader and follower;
  • humble not passive;
  • aggressive not overbearing;
  • quiet not silent;
  • calm but not robotic;
  • logical but not devoid of emotions;
  • close with the troops but not so close that one becomes more important than another or more important than the good of the team; not so close that they forget who is in charge;
  • able to execute Extreme Ownership while exercising Decentralized Command.”

“A good leader has nothing to prove but everything to prove!”

—  Extreme Ownership

Many years ago, my wife and I were fortunate to participate in almost all of those early PMEA Summer Conferences that were basically leadership training workshops. Initiated and inspired by our first guest clinician Michael Kumer (who was then “modeling leadership” first-hand as Dean of Music for Duquesne University), we were exposed to a rich curriculum of “the greats” on leadership, team building, time management, and professional development. If you have not consumed them yourself, a few of these resources from the first couple years should be added to your reading list:

  • 7 HabitsOne Minute Manager by Ken Blanchard and Spencer Johnson
  • First Things First and other sections from The 7 Habits of Highly Effective People series by Stephen Covey
  • A Kick in the Seat of the Pants: Using Your Explorer, Artist, Judge, and Warrior to Be More Creative and A Whack on the Side of the Head: How You Can Be More Creative by Roger Von Oech

As a part of fulfilling “total ensemble experience” and to make the learning meaningful, I have always “taught” leadership to my students. The settings may have varied, whether it was as a part of the longstanding tradition of training marching band leaders, student conductors or principals’ who ran sectionals, our spring musical “leadership team” of directors, producers, and crew heads, elected high school choir officers, participants (grades 6-12) in a six-day string camp seminar, or even booster parents in a “chaperone orientation.” Many of my own often-repeated leadership quotes were passed down:

  • “Leaders aren’t born, they are made. And they are made just like anything else, through hard work. And that’s the price we’ll have to pay to achieve that goal, or any goal.” – Vince Lombardi
  • “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” – Ken Kesey
  • “Things may come to those who wait, but only the things left by those who hustle.” – Abraham Lincoln
  • “The very essence of leadership is you have to have a vision. It’s got to be a vision you articulate forcefully on every occasion. You can’t blow an uncertain trumpet.” – Rev. Theodore Hesburgh
  • “Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.” – Stephen R. Covey

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Finally, to close this seemingly-endless essay, I would share one of my regular but more unique lessons: “leaders flush.” We advise our plebe leaders-in-training that when anyone on the team sees an opportunity to take care of something that’s not right, or someone who needs help, or a problem that can be resolved on their own, they should take it upon themselves to do what is necessary for the greater good. We cite the example that, if you visit a restroom and discover someone before you did not flush the toilet, you do what’s right. Leaders flush.

PKF

 

© 2020 Paul K. Fox

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Photo credits (in order) from Pixabay.com

Sleep and Retirement

Are you getting enough (or too much) rest?

Saying goodbye to work life can mean a change in your sleep schedule. Learn how to sleep well during this new stage of life.

“Sleep, and the Workplace” at Sleep.org

cartoon what time do you want to get up

Did you know there really exists a National Sleep Foundation? Now that we are retired from full-time music teaching and the day-to-day stress of managing classes and a busy music program, do you think we need it? Can’t we sit back and enjoy “living the life of Riley” without experiencing any work-related tension or fears for the future?

Maybe not! What is that old Chinese proverb? “The gem cannot be polished without friction, nor man perfected without trials.” After all, as humans, we all seek new and unique challenges to grow (and that brings on stress), and sleep is a complicated issue!

But, no worries! Several someones have “our back” (or should I say “our pillow!”). Here is a collection of insightful resources on promoting better sleep habits and relaxation techniques from a variety of research-based and/or medical authorities.

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I didn’t set an alarm for four months. I quickly learned that one of my favorite times of the day was 30 minutes after I first woke up. For the first time in decades, there wasn’t a rush to get out of bed. I’d let myself fade in and out of sleep several times, savoring the fact that I could let myself fall back into the hazy sleep rather – into the shower to wake myself for the morning drive. I’d gotten up at 5:30 AM for years the found that about 7:15 AM was a natural time for my body to wake up. The dogs seem to enjoy this new routine as well. We have four dogs, all of whom compete for space on the bed. Which ever one happen to be near my hand would nozzle under my fingers when they felt me start to wake up, being content to enjoy our laziness together as a new way to start our new days.

The Keys to a Successful Retirement by Fritz Gilbert

The perks of retirement are many, including the “freedom” to do new things and spend more time with family and friends as well as on travel, personal music-making, hobbies, babysitting loved-ones (or care-giving our elderly relatives), volunteering, and other projects or pursuits of “self-reinvention” suggested by “retiree gurus” like Dave Hughes, Robin Ryan, Kenneth Schultz, Hyrum Smith, and Ernie Zelinski.

Another benefit of post-employment? MORE sleep! According to Sleep.org, “people sleep approximately 20 minutes longer at night after retirement. Those who skimped on sleep the most during their working years see the biggest gains, increasing their nightly sessions by around 45 minutes compared to pre-retirement.”

The National Sleep Foundation website also offers articles on the “science of sleep.”

  • Sleep Cycles – Stages of Sleep
  • Circadian Rhythms
  • What Is Microsleep?
  • How to Fall Asleep Fast
  • What is the Sleep-Wake Cycle?

as well as mattress reviews and life style choices that may affect our sleep.

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The “serious stuff” for serious sleep issues

Experts do believe that “normal aging” brings on some changes to sleep… Basically, older adults tend to get sleepy earlier in the evening, and tend to sleep less deeply than when they were younger.

So it’s probably not realistic to expect that as you get older, you’ll sleep as long or as soundly as when you were younger.

That said, although aging by itself does change sleep, it’s also quite common for older adults to develop health problems that can cause sleep disturbances. So when your older relatives say they aren’t sleeping well, you’ll want to help them check for these. Figuring out what’s going on is always the first step in being able to improve things.

Better Health While Aging blogs by Dr. Leslie Kernisan here and here

The definitions, causes, and treatments of sleep disruption are described in great detail by Leslie Kernisan, M.D., authoring “5 Top Causes of Sleep Problems in Aging and Proven Ways to Treat Insomnia” outlined here:

  1. Underlying medical problems
  2. Sleep-related breathing disorders (snoring, sleep apnea, etc.)
  3. Restless leg syndrome (RLS)
  4. Periodic limb movements (PLM)
  5. Insomnia

Painful nighttime leg cramps may also interrupt sleep, as referenced by the American Family Physician, Mayo Clinic and WebMD.

Dr. Kernisan advises us against using sleeping pills or other sedatives. She prefers the following remedies which have shown great promise, backed up by published research:

  1. Cognitive behavioral therapy: New York Times and Mayo Clinic
  2. Brief behavioral treatment: Journal of Clinical Sleep Medicine and National Institute of Health
  3. Mindfulness meditation: Journal of the American Medical Association and Mindfulness Awareness Research Center at UCLA
  4. Exercise: Science Direct, National Institute of Health, and New York Times

The Division of Sleep Medicine at the Harvard Medical School also offers these “Twelve Simple Tips to Improve Your Sleep.”

  1. Avoid caffeine, alcohol, nicotine, and other chemicals that interfere with sleep.
  2. Turn your bedroom into a sleep-inducing environment.
  3. Establish a soothing pre-sleep routine.
  4. Go to sleep when you are truly tired.
  5. Don’t be a night-time clock-watcher.
  6. Use light to your advantage.
  7. Keep your internal clock set with a consistent sleep schedule.
  8. Nap early, or not at all.
  9. Lighten up on evening meals.
  10. Balance fluid intake.
  11. Exercise early.
  12. Follow-through.

Another “sleep checklist” worth a quick examination is available from WebMD.

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Should we take cat naps? The jury is out.

At first glance, the National Sleep Foundation basically says NO! Napping during the day may “throw your body clock off and keep you awake at night.”

However, the truth may be more about how long to doze off during the daylight hours…

You may think that taking a catnap will make you feel more tired than skipping it altogether, but that’s not necessarily true.

The key to waking up refreshed from a nap is all about timing. Just 20 minutes is all you need to get the benefits of napping, such as improved alertness, enhanced performance, and a better mood. Naps of that length keep you in the lightest stage of non-REM sleep, making it easier for you to get up and go after your snooze session. Be sure to set an alarm so you don’t snooze for too long and wake up all groggy.

Nap for 30 to 60 minutes and you’ll hit the deeper stages of sleep, where your brain waves slow down, making you feel groggy (as if you have a sleep hangover) when you wake up…

It might not be worth it to nap at all if you’re going to nap for this amount of time because you’ll likely come out of your shuteye feeling less alert than before.

“How Long Is an Ideal Nap” at Sleep.org

The benefits and drawbacks of napping are further examined by the Mayo Clinic and even TIME magazine.

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Can too much sleep be bad for you?

According to new research carried out by Online Opinions, over-60s need to make sure that they are not in fact getting too much sleep once they are retired, as this can actually have an adverse effect on health.

According to the National Sleep Federation, the optimum amount of sleep for adults aged up to 64 to get each night is between seven and nine hours, while for over-64s, between eight and nine hours is deemed to be best.

You need to remember that your body isn’t as young as it once was and needs a decent amount of rest, but not too much, but the organization warns that more than ten hours’ sleep a night could be stopping people from using their bodies and brains as much as they need to in order to keep them active and hold on to their cognitive functions. In other words, too much sleep could carry a small extra risk of dementia development.

But there’s no need to worry too much; as long as you get plenty of exercise, keep your brain ticking, and lead a healthy lifestyle during the hours that you’re awake, there shouldn’t be too much cause for concern.

Just Group

WebMD warns that oversleeping has been linked to a host of medical problems, including diabetes, heart disease, depression, and increased risk of death.” The article “Physical Side Effects of Oversleeping” delineates the causes and effects of too much sleep, and points to an online “sleep habits assessment” to help you evaluate your needs.

This research seems to be supported by several other sources:

The amount of sleep you need varies significantly over the course of your lifetime. It depends on your age and activity level as well as your general health and lifestyle habits. For instance, during periods of stress or illness, you may feel an increased need for sleep. But although sleep needs differ over time and from person to person, experts typically recommend that adults should sleep between 7 and 9 hours each night.

WebMD

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More on retirement and “mindfulness”

From the author of one of my favorite “teacher self-care books,” I Love My Job But It’s Killing Me by Lesley Moffat, I personally recommend trying the “M-Power Method” of mindfulness practice during meals, movement, music, and what Lesley describes as the “5 S’s of clearing,” cited by the website dailyom.com:

  • Slowing Down
  • Simplifying
  • Sensing
  • Surrendering
  • Self-care

Jason Ong, a sleep psychologist at the Rush University Medical Center, offers these reminders of “Seven Tips for Falling Asleep” based on mindful practices of health and wellness (visit his site here to study these more in depth):

  1. Beginner’s mind
  2. Non-striving
  3. Letting go
  4. Non-judging
  5. Acceptance
  6. Trust
  7. Patience

Finally, if you want to immerse yourself in a comprehensive “mindfulness journey,” visit the blogs of Cindy’s Mindful Retirement to peruse “Mindfulness After Sixty: 21 Practices.”

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Can you “trick” your brain into going to sleep?

One last interesting resource I stumbled on… how to “drum yourself to sleep” if you are having difficulty in calming the thoughts swirling around in your mind at night. This technique intrigued me enough to include it as one of the digital SHJO.clips for my community orchestra musicians sent out as a remote learning opportunity:

CLIP #22C: View and try the techniques in this YouTube “How to Trick Your Brain into Falling Asleep” by Jim Donovan (TEDtalk) using a simple 2 to 3-minute rhythm tapping and breathing “cool-down.”

https://www.youtube.com/watch?v=A5dE25ANU0k

Now, although anticipated, I am not necessarily looking forward to website comments or emailed responses from mattress and sleep accessory manufacturers, sending me their advertisements, recommendations, and industry reviews. Regardless, one thing is true: “What you sleep on has a major effect on achieving a quality rest!” I can confirm this fact “living it” with a recent replacement upgrade to our master bedroom. If you are in this situation, you need to take ample time to explore all of your options in any new purchase of beds, adjustable or nonadjustable bases, mattresses, bedding, and pillows. Essential in education; here, too: you need to personalize and customize everything to meet your needs!

Just to stave off a few of these companies, here are a few websites to visit if you are in the market to buy a new bed, mattress, pillow, or other bedding:

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The final word? If you prefer a few “more heady” academic studies and statistics on retirement + sleep, look up “Sleep Before and After Retirement” from the National Institute of Health, the “Reduction in Sleep Disturbances at Retirement” dissertation from Cambridge University Press, or review the case studies discussed by Health.Talk.org in “Sleep Problems Later in Life.”

Have a good night!

PKF

 

© 2020 Paul K. Fox

 

Photo credits (in order)

From Pixabay.com

The Future of Music Education

Spring 2020 Final Lecture to the Music Education Graduate Students

by Rich Victor, PMEA Past State President and Adjunct Instructor for the University at Buffalo Graduate School Online

victor logos

Originally posted in the Facebook group PLAN: The PA Leadership Advocacy Network

 

This course, “Supervision of Music Learning Programs,” was focused on programs as they existed before this year. Obviously, some things have changed.

What has changed and what has stayed the same? To answer that question let’s take another look at this graphic from Unit 4.

Rich Victor Decision Making Process

All decisions should flow from the mission statement. That should not change.

As you discovered, most school district mission statements focus on ideals such as “success, life-long learning, and becoming responsible citizens in the community.” An effective music department mission statement will be in alignment with the stated district mission. It will inform the administration and the community how the study of music helps the district achieve their stated mission through the skills and knowledge children learn in music. It also explains what children would lose if the subject were not offered because no other discipline is available in the school district where children can learn those skills and knowledge as well as in music classes.

The school mission and the department mission define the WHY.

Victor3Once the WHY has been determined, then the district must determine the WHAT. WHAT learning activities need to be offered to the students in the district in order to help them achieve the desired outcomes stated in the mission? The answer to that question should help determine the curriculum for music.

The content for the music curriculum is determined partially by the district and department missions, partially by state mandated Arts Standards, partially by local school district inter-disciplinary curriculum requirements, and partially by the music department’s desire to provide each child with a comprehensive and high-quality music education based on National Standards.

The outcomes from those learning activities – the WHAT – should not change.

In pre-COVID-19 times, the next decision would be to determine how much time is needed for students to master the curriculum and succeed in their activities. How many years will each facet of that curriculum require? How many hours of instruction should be allocated in each year and WHEN should that time be scheduled in order to provide the maximum number of learning opportunities for each child?

The WHEN might stay synchronous or change to asynchronous instruction. The number of instructional hours provided to each teacher and each subject may need to be flexible. That is yet to be determined and we should prepare for all possibilities. However, keep in mind that the WHEN should not alter the WHAT.

Once it is decided how many hours of instruction should be allocated annually and when Victor2those hours would be scheduled, then the district must figure out exactly how many teachers will be needed to deliver that instruction and what qualifications those teachers should possess. The “WHO” part of the process – the staffing piece of the puzzle – should still be driven by the needs of the curriculum and should not change.

It will be the HOW and WHERE parts of this process where the largest changes will occur.

Obviously, the decision WHERE teachers and students will be in the fall will impact HOW music will be taught and what equipment and materials can be used for learning activities.

Facilities in school buildings must be adapted to provide appropriate space for instructional activities to take place and to conveniently store all of the materials and equipment used in those activities while following whatever social distancing protocols and approved procedures for safely handling musical materials are adopted. The WHERE may continue to be the student’s home or a combination of school and distance learning. Once again, we need to prepare for all possibilities.

The most important thing to keep in mind is that the outcomes of the K-12 music curriculum – the WHAT – should not change. Teachers need to keep “the end in mind” rather than just focusing in on their own period of time with each student. Then, following the principles of Understanding by Design, K-12 music staff must work as a team to create appropriate learning activities that are designed to help each student make progress through each grade and ultimately achieve the specific learning outcomes Victor1of the K-12 music program using the WHEN, WHO, HOW and WHERE pieces that we will have to work with.

As my friend and colleague Bob Morrison said in a recent presentation “Change the HOW not the WHAT!”

Yes, it will be challenging. The challenges caused by these changes may appear to be daunting at first, but they are not insurmountable!

Fortunately, there are some great thinkers in our profession who are already coming up with ideas to make the best of the situation for both classroom and performance teachers. Even if you are the only music teacher in your school district – you are NOT alone! Wonderful ideas for solutions to these challenges can be found in social media and through webinars.

The most important thing to know at this time is that discussions are occurring right now in every school district throughout the country. When students might return to school, and how classes might be scheduled will be determined soon. You must be proactive and become part of that decision-making process BEFORE the decisions are made! Be at the table so that decisions affecting music education in your district happen WITH you and not TO you.

The future of music education is in YOUR hands. It will be what you make it. Good luck and keep in touch!

Editor’s note: As a follow-up to Rich Victor’s article, check out these PMEA webpages:

 

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About the Guest Blogger

Victor0Richard Victor is currently Adjunct Instructor for the University at Buffalo Graduate School Online.

Richard Victor had a 37-year career as State College Area High School Band Director. In 1987, he was also appointed to the position of Coordinator of Music for the State College Area School District. He was President of the Pennsylvania Music Educators Association (PMEA) from 2000-2002 and served as its Advocacy Chair. He was President of the PA Unit of the International Association of Jazz Educators (IAJE) from 1989-1993, the PMEA All-State Jazz Coordinator and PMEA News Jazz Editor from 1993-1998, and chair for the NAfME Council for Jazz Education from 2014-2018. He has also served on the advisory board for the NAfME Teaching Music magazine and held the office of President of the Penn State Alumni Blue Band Association. Other professional memberships include Phi Beta Mu and The Gordon Institute for Music Learning (GIML).

Mr. Victor has been a guest conductor and adjudicator for concert band and jazz events in Delaware, Maryland, Pennsylvania, and Virginia, and currently serves as an instrumental adjudicator for Music in the Parks. He frequently provides services as a clinician, consultant, and/or featured speaker for school districts and music events throughout Pennsylvania. He has presented sessions at five NAfME (formerly MENC) national conferences, three NAfME Eastern Division conferences, and the 2008 Americans for the Arts National Convention. He also has been a presenter for six different MEA state conferences, three JEN National Conferences, and three International Conferences on Music Learning Theory.

 

Teacher Self-Care During the Pandemic

We thought our next article in this series on music teacher health and wellness was going to center around burn-out. But then… COVID-19 struck (was this really only 3-4 months ago?), we were forced into self-isolation, and all “brick and mortar” schools closed. In the ensuing panic, we all scurried about seeking solutions to reconnect and engage our students from afar in compliance with strict shelter-in-place restrictions.

“Seemingly overnight, the world changed. Teachers and school leaders have had to revamp their entire instructional systems with, in many instances, only a day’s notice. To say many of us are experiencing whiplash, disorientation, and anxiety is an understatement.”

virus-4928021_1920_HoagyPeterma“Our students are feeling it too. Typically, nationwide, one in three teenagers has experienced clinically significant anxiety in their lifetime (Merikangas et al., 2010). It’s probable that during a pandemic that heavily impacts everyday life, levels of anxiety in children and teens are even higher, and the possibility of subsequent trauma greater.”

“In these unprecedented times, teachers are rising to the occasion creatively and quickly to shift to remote learning amidst school closures. Even in a traditional classroom, it can be a challenge to support students with anxiety and trauma histories to stay calm and learn. With distance learning, this difficulty is magnified. However, there is much teachers can do to reduce anxiety in students even while teaching remotely. During this crisis, we need to prioritize students’ mental health over academics. The impact of trauma can be lifelong, so what students learn during this time ultimately won’t be as important as whether they feel safe.”

“Maintaining Connections, Reducing Anxiety While School Is Closed” by Jessica Minahan in ASCD Educational Leadership, Summer 2020

My opinion? The Internet and other forms of media can be a godsend or a contributing factor to our feelings of malaise. The 24/7 nature and immediacy of news programs and web posts updating the statistics of new coronavirus cases, hospital admissions, deaths, shortages of personal protection equipment and respirators, unemployment numbers, and the stock market’s roller-coaster ride, have added fear, stress, and “noise” to the real problem… our ability to cope with the ramifications of this pandemic!

Well, at least a lot of dialogue has been generated “out there” about recommended remediation and “success stories.” The purpose of this blog-post is to share some of this “advice from the experts.” Many of you (I hope) may say, “This is just common sense.” True, but however “common” it is, more people than you think are not applying these principles to their own personal lives. And like the one online post that caught my eye the other day, “Teachers Are Breaking” by Jessica Lifshitz, all of us should share our anecdotes… the trials, internal struggles, and tribulations… to make it through this emergency.

Together, we are stronger!

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I have been accused of being a little too emotional and I should not “feed into the negativity,” as one reader complained in reaction to one of my blogs. However, according to this article by Christina Cipriano and Marc Brackett, “emotions drive effective teaching and learning, the decisions educators make, classroom and school climate, and educator well-being.”

“At the end of March, our team at the Yale Center for Emotional Intelligence, along with our colleagues at the Collaborative for Social Emotional and Academic Learning, known as CASEL, launched a survey to unpack the emotional lives of teachers during the COVID-19 crisis.”

“In the span of just three days, over 5,000 U.S. teachers responded to the survey. We asked them to describe, in their own words, the three most frequent emotions they felt each day.”

“The five most-mentioned feelings among all teachers were: anxious, fearful, worried, overwhelmed and sad. Anxiety, by far, was the most frequently mentioned emotion.”

Navigating Uncertain Times: How Schools Can Cope With Coronavirus

Almost in unison, the strategies that seem to be echoed most often by medical and mental health professionals, educators on the front line, and even technology specialists, are outlined by this “wellness map of to-do’s!”

  1. Don’t obsess. Calm yourself. Set priorities.
  2. Connect and communicate often with your family members and your students.
  3. Set and maintain boundaries.
  4. Practice mindfulness.
  5. Take the necessary steps to maintain your own physical and mental health!

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Avoiding Becoming Overwhelmed

As a retiree, I “only” lost the spring season of my community youth orchestra to this crisis. In my position as state chair of the PMEA Council Teacher Training, Recruitment, and Retention (PMEA Council TTRR), I tried to soothe the “hysteria” of many of my still-working friends and colleagues who were grappling with the instantaneous roll-out of distance learning. After researching online music education resources, we were able to place countless links on the PMEA Council TTRR website (here). After 7+ weeks, one of our “omnibus Google Docs” has grown to 15+ pages and more than 225 separate sources of virtual, remote, and alternative music learning media and methods.

computer-768608_1920_free-photosFor some, this has made matters worse… an “overload of abundance!” The multitude of venues and opportunities (too many unexplored “new technologies” for many of us baby-boomers!) included information about virtual ensembles, YouTube libraries, music games, lessons plans and platforms for synchronous and asynchronous e-learning, video-conferencing techniques, hardware and software reviews, etc.

Take a deep breath! Focus! Prioritize your goals. What are you trying to accomplish? Don’t try to consume all of the available resources “out there,” nor use every application or online lesson that you find on Facebook groups like https://www.facebook.com/groups/mecol/. What was it my mother used to say at the dinner table? “Sip and chew slowly… don’t gulp!” Take away what might help your situation, but approach anything brand new in moderation!

online-5059831_1920_TumisuGo ahead and sign-up for a webinar or planned learning community meeting or two. Many professional development workshops are provided with “no extra fees” right now, like the NAfME library here, the aforementioned Facebook group and others, and if you already have a membership in PMEA, this website.

BUT… plan to take away ONLY one or two new “teaching tools” from each session… maybe consider trying-out one new app or lesson idea every other week?

As if to anticipate our needs, more than a year ago, Elena Aguilar published the in-depth piece “How to Coach the Overwhelmed Teacher” in Education Week blog, summarizing excellent stress-reduction treatments. (Share these if you think they will help you or some else! Read the entire article for more detail!)

desperate-5011953_1920_Peggy_MarcoFive tips for coaching overwhelm:

  1. Describe it.
  2. Recall previous experiences.
  3. Identify one tiny next step.
  4. Listen.
  5. Plan for action.

“When coaching someone experiencing strong emotions, it’s important to know the signs and indicators of depression and anxiety disorders. Emotions can turn into moods, and if moods hang around long enough, they may become depression or an anxiety disorder. People who feel overwhelmed a great deal may be experiencing depression, whereas those who are ‘stressed’ a lot may be experiencing anxiety. This resource, AppD Depression_Anxiety.pdf, can be offered to your coachees or used to consider whether someone may need professional help.”

“When coaching any strong emotion, it’s useful to remember that emotions can be guides to self-understanding. They are a normal part of being a human being, and strong emotions show up to get us to pay attention to what’s going on. We can welcome strong emotions—in ourselves and in our coachees—and explore them to gain insight into ourselves and humans and educators.” — Elena Aguilar

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Making Connections

Your loved-ones and friends probably need you now more than ever!

And, a myriad of research supports the assertion that social connections significantly improve our own physical and mental health and emotional well-being, such as published by the “Center of Compassion & Altruism Research & Education” of the Stanford Medical School:

“Strong social connection leads to a 50% increased chance of longevity, strengthens your immune system (research by Steve Cole shows that genes impacted by loneliness also code for immune function and inflammation), helps you recover from disease faster, [and] may even lengthen your life!”

“People who feel more connected to others have lower levels of anxiety and depression. Moreover, studies show they also have higher self-esteem, greater empathy for others, are more trusting and cooperative and, as a consequence, others are more open to trusting and cooperating with them. In other words, social connectedness generates a positive feedback loop of social, emotional and physical well-being.” — Dr. Emma Seppala

There’s even evidence that “human touch” and close connections with other people increase our body’s levels of the beneficial hormones serotonin and cortisol.

Just more common sense? Right? Probably!

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The first thing I did during that initial announcement of school/activity closures was to reach-out to my “musical kids.” Many music directors told me they quickly sponsored a Zoom/Google Hangout meeting of their ensemble members, mostly just to check-in with their players or singers and get everyone “on board” for future online interactions.

Perhaps COVID-19 has made me a better “citizen,” too. Much more frequently, I now call or text a friend, colleague, volunteer co-worker, or neighbor to see how they are doing. It’s terrible to admit that it took a world disaster to improve my interpersonal communications skills!

Finally, here’s a good “recap.” In spite of the need for social distancing, these examples of “safe connections” are suggested by Jennifer Wickham from The Mayo Clinic:

  • Use electronics to stay in contact with friends, neighbors and loved ones. This could include using video-conference programs, making voice calls instead of sending texts, or talking with a neighbor through windows while maintaining a safe distance.
  • Spend quality time with the people you live with, such as playing board games or completing an indoor project.
  • Make a family meal or dessert recipe that reminds you of friends or family you are unable to visit, and then call them to tell them about it. This way, you get an experience of internal and external connection.
  • Write in a journal about your experiences during this time of social distancing. Not only will this help you sort out what you are thinking and feeling, but also it can be shared going forward as a way for future generations to connect with the past.

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Setting Boundaries

Something else I admit to NOT doing!

“Going Google,” “exploring e-learning,” or “doing digital” –  it is easy to get carried away and not notice you just spent 12 hours in-a-row of “screen time” participating in online meetings or creating new remote learning opportunities for your music students. Exactly when are your classroom and office hours? You are likely pushing yourself too hard, even in your pajamas! This insane pace will only promote other health concerns!

The foresight of Elisa Janson Jones was evident for writing this in her blog “7 Self-Care Strategies to Prevent Burnout” back in September 2018 before the pandemic:

bulletin-board-3233653_1920_geralt“It’s hard to create a work-life balance when life is filled with work. Teachers are known for working long hours off-the-clock for no additional compensation. This is even more prevalent in music education. We add performances, competitions, musicals, individual lessons, fundraising, data entry, and even music composition and arranging to our task list.”

“We may find pride in saying we worked 60 hours this week, flaunting to our friends that we got to school in the dark and left in the dark. Perhaps we find self-importance in their pity and admiration.”

“However, to thrive in our profession, we must remember that teaching music is our career, not our entire life. Hobbies, families, volunteering, and other ways we contribute to our communities and our homes are also aspects of who we are.”

“Setting clear boundaries between when we are working for our paycheck and when we are working for ourselves helps us carve out space where we offer ourselves time to be free of obligations and burdens of our career. Whether it’s a few hours per day, a full day per week, or both, setting strict boundaries for when you’re on-the-clock and when you’re off is essential.” — Elisa Janson Jones

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Mindfulness and “Living” in the Present

Another concept that Elisa Janson Jones covered in her Smartmusic blog: mindfulness.

Now is the time for a little nonjudgmental “free reflection,” or what the psychologists call the best practice of “mindfulness” – a focus with full attention on your thoughts, feelings, and sensations “in the moment.” I think the “Teaching with Orff” website really nailed it in the article “7 Self Care Tips for Quarantined Music Teachers.”  Read co-author Zoe Kumagai’s examples of affirmations: “How do I want to feel today?”

  • I allow myself time and space to reflect.
  • My mind is aware of the present.
  • My heart feels compassionate and is full of love.
  • My mind is stimulated by books, stories, art, scholarly articles, music that inspire me to be my best self.
  • I maintain boundaries with technology and intake of the news.
  • My body is free to dance.
  • My voice is clear to sing, laugh and converse authentically.

According to this Harvard Medical HelpGuide, the habits and techniques of mindfulness can improve well-being, physical health, and mental health:

“There is more than one way to practice mindfulness, but the goal of any mindfulness technique is to achieve a state of alert, focused relaxation by deliberately paying attention to thoughts and sensations without judgment… Allow thoughts to come and go without judgment and return to your focus on breath or mantra.” — HelpGuide

Band director, best-selling author, and acclaimed clinician Lesley Moffat devoted an entire chapter to mindfulness in her book I Love My Job But It’s Killing Me. You know what they say, “What’s good for the goose is good for the gander.” After learning the techniques for herself, she adopted mindfulness practice at the beginning of each band rehearsal for her students, a 4-5 minute routine of guided breathing and relaxation exercises leading up to the daily warmup chorale.

 

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I love the symbolism in her “snow globe” analogy:

“Just like a snow globe that’s been shaken up, it takes time for your mind and body to settle down. If you try to get the snow globe to settle down while you’re still holding it and carrying on with your regular activities, the snow may fall slower, but it won’t completely stop and allow you to see the objects in the snow globe. You must allow it to be completely still long enough for the water to stop swirling and the glitter to follow the pull of gravity and settle on the bottom. It only takes a matter of minutes until it settles, revealing the magical scene inside, and the very glitter that was covering up the view when it was moving around has become a lovely blanket of snow that grounds the scene in the snow globe. But without a few minutes of stillness, it is impossible for it to become completely settled. So it goes with a mindfulness practice. Your mind and body needs time to go from hyper-speed to a pace that serves you well, a place where you have space to think – and space to not think. That begins by bringing stillness to your body and to your mind. Easy to say – hard to do… until you practice it every day and it becomes habit.” Lesley Moffat

Love the Job, Loss the StressHer book should be required reading for all music teachers, even retirees who want to remain active in the profession. (Read my previous review here.) It serves as a true treasure-house of practical applications for de-stressing and re-centering your life. Her “mPower Method of Meals, Movement, Music, and Mindfulness” may be the solution to improving your situation.

FYI, her next book, Love the Job, Lose the Stress, is on the way. You can request an advance e-copy here.

 

“Do as I Say… Don’t Do as I Do!”

The worst part of this? We seldom take our own advice. Hey teacher, “heal thyself,” and “practice what you preach.” Taking care of our children or elderly relatives, we are probably the last to comply with the tenets of our own sermons on health and wellness.

Lesley Moffat also devoted a chapter in her book to the airline safety bulletin “Put On Your Own Oxygen Mask First.” You cannot take care of someone else (your family members or your music students) unless you first take care of yourself!

salad-374173_1920_stevepbMake self-care PRIORITY ONE for YOU! I know, you have heard all of these before:

  • Eat a balanced diet.
  • Hydrate.
  • Get enough sleep.
  • Exercise daily.
  • “Flex your brain.”

The latter “exercising your mind” is referenced in the Teaching with Orff website, and is a frequent emphasis on my blog-site (with examples here, here, and here). Pursue your own avenues of creative self-expression, and grow and learn something new every day!

According to charitable organization Waterford.org, the definition of “self-care” is “any action that you use to improve your health and well-being.” They cite extensive research from the National Institute of Mental Illness (NAMI), corroborating the statement that there are six elements to self-care:

  • Physical
  • Psychological
  • Emotional
  • Spiritual
  • Social
  • Professional

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And, as explained in the article “Why Teacher Self-Care Matters, and How to Practice Self-Care in Your School,” self-care is not about selfishness.

“Self-care is an important component of a teacher’s mental health, but there are misconceptions about what it is. It’s common for educators to dismiss the self-care movement as ‘selfish’ or ‘superficial.’ But for teachers, self-care is so much more than breakfast in bed or treating yourself to a spa day. It’s about taking care of your health so that you’re prepared to be the best teacher you can be for yourself and your students.”

Waterford.org

These endorsements probably represent just “the tip of the iceberg!” Peruse all of the resources listed below. In addition, perhaps we should take a close look at Alex Wiggin’s ASCD article,  “A Brave New World: A Teacher’s Take on Surviving Distance Learning” (Educational Leadership, Summer 2020), considering the adoption of these four lessons learned from the past four months:

  1. Relying on a team reduces work and stress.
  2. Connecting with students boosts morale.
  3. Learning new technology isn’t so bad.
  4. Model being a life-long learner

I predict that the hardest part, coming to the end of May and the completion of our first-ever “virtual spring semester,” is coming to grips with our “fear of the unknown!” At the date of this writing, no one really knows when “we” are going back to “in person” schools, how we will resume large group music instruction like band, choir, or orchestra rehearsals, and what will the “new normal” look like to successfully “move on!”

Summer break is just around the corner… a good time to stop and reflect! And yes, we will make it through this.

Please stay safe! PKF

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References

 

© 2020 Paul K. Fox

 

Photo credits (in order)

From Pixabay.com

 

Questions for the 3 Phases of Interviews

Asks for “The Before,” “The During,” and “The After”

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These Responses Are Critical for Marketing Yourself & Landing a Job

pcmea

This article was inspired by my recent participation in virtual mock interviews on Zoom for PCMEA members and senior music education majors.

It is up to you to do the research and plan ahead!

What is that “scout’s motto?” Be prepared!

Or, to put it another way, more “near and dear” to the average music student:

  • “How do you get to Carnegie Hall?” (Practice, practice, practice!)
  • “How do you get a job?” (Practice, practice, practice!) AND
    (Prepare, prepare, prepare!)
    a focus on the BEFORE, DURING, and AFTER phases of an interview!

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The Before

Prior to every job screening, walk in well-informed. Investigate in advance the background information of the school district:

  • The job opening and responsibilities
  • Details about the overall music program, number of staff, courses offered, etc.
  • School district’s mission/vision/value statements
  • Validation of administrative support for the arts
  • Examples of community support for music education
  • Work environment and employee attitudes

Be a detective! Look for responses to these inquiries “surfing the ‘Net,” studying the district’s website, reading local media releases, and, if you are able to, finding someone who is already employed there:

  1. What do you know about this school district?
  2. What is the average make-up (socioeconomic, education, racial, etc.) of the community? Is it mostly urban, rural, suburban? Are the majority of the jobs blue collar, white collar, entrepreneurial, agricultural, or mixed?
  3. What educational, cultural, and sport/leisure activities are available to the residents in and around the area?
  4. What philosophies or approaches are emphasized in the school district’s strategic plan and/or annual Board of School Director’s goals?
  5. What are samples of student, staff, building, and school district awards and traditions?
  6. magnifying-glass-106803_1920_geraltHow many class periods (not counting lunch) are structured for the academic day? Are specific grade levels or buildings organized in block scheduling, “period 0” and/or before/after-school curricular or co-curricular classes, lesson pullouts, period rotations or A/B weeks, etc.?
  7. How often is the curriculum revised or updated?
  8. What is the school district grading scale and music grading policy/practice?
  9. What music classes and extra-curricular activities are offered?
  10. Are any specialties or disciplines emphasized or promoted, e.g. Kodaly, Orff, Dalcroze, Little Kids Rock or Modern Band, World Drumming, Suzuki, Competitive Marching Band, Strolling Strings, etc.?
  11. What position(s) is(are) open and what duties are required?
  12. What avenues of professional development exist?
  13. What percentage of students are in the music program?
  14. What percentage of the music students own instruments, take lessons, and seek participation in outside ensembles?
  15. What indicators of cooperative parental and community support exist (concert attendance, private teachers, booster groups, community arts organizations, etc.)?
  16. What resources are budgeted (sheet music, music technology, field trips, piano tuning, instruments and instrumental repair, teacher in-service, festivals, etc.)

What answers you cannot find, you may ask at the end of the interview.

how to ace your job interview

 

The During

So much has already been written about commonly asked interview questions. (Please revisit the blogs posted at https://paulfox.blog/becoming-a-music-educator/.) To “let the cat out of the bag,” when I am asked to do “mock interviews” for music education majors, the following are “my favorites.” You may also want to read my last article, “Coaching Advice for Acing Those Employment Interview Questions” at https://paulfox.blog/2020/01/26/more-on-teacher-interviews/.

  1. Tell us something about yourself… your strengths, weaknesses, and goals for the future.
  2. Who had the greatest influence on you becoming a music teacher and why?
  3. What are the most important qualities of an outstanding music educator?
  4. Describe a successful lesson plan you have developed.
  5. How will you accommodate students with special needs or varied interests in your music program?
  6. How would you recruit/encourage students and “grow” interest and participation in the music program?
  7. interview-2207741_1920_geraltDescribe your approach to introducing a musical concept: singing matching pitches, keeping a steady
  8. Why is it important for students to be actively engaged in the performing arts?
  9. Why should I hire you for this position?
  10. Describe your background and knowledge of each of the following methodologies, and for a general music position, which one is your favorite? Orff, Kodaly, Dalcroze?
  11. Describe a lesson that did not materialize in a manner that you expected. What did you learn from this experience?
  12. If you were hired as a high school band director at the last minute the third week of September, and the marching style was contrary to your preference to teach, how would you adapt?
  13. What are three adjectives students would use to describe you?
  14. How would you assess the learning in your rehearsals?
  15. What is most important to you? Music outcomes, content, or process?

You will probably be asked, “Do you have any questions for me?” by the interviewer. You should show your interest, forethought, and advanced preparation by coming up with a few, or adapt several of the 16 pre-interview samples in the “Before” section above. At the very least, if the principal or supervisor of the posted position happens to be in the room, you could inquire: “Where do you see the program in 10 years?” or “What is the most valued attribute of a ______ School District educator?”

Raising the bar

 

 

The After

As soon as it is over (immediately when you get home – don’t put it off!), debrief yourself. Do an assessment of your positives and areas for improvement or needs for further practice. To formalize this process, try any number of evaluative rubrics (for examples, visit https://paulfox.blog/2019/05/14/job-interview-rubrics/). Or, just summarize your observations into strengths (+) and weaknesses (-) referencing the elements of attitude, speech, language, body language, content/on topic, and preparation. (See the first box above.)

feedback-796140_1920_geraltAre you telling me it’s time to bring up more questions? Yep, to finalize your interview’s “postmortem,” reflect on these queries, which will become your focal points in preparation of your next job screening.

The first “biggie critique” might take a little while to follow-up and re-train. This is important since most of the professionals who serve on interview screening committees are administrators, HR staff members, or curriculum supervisors (not music content specialists). And, in the same breath, most music education majors are not well versed on these “buzz words” since they may be only briefly mentioned during their music courses.

1.     How many times did you use appropriate general educational terminology and current school jargon? Here are a few samples of “the ABCs.” If you do not know the meanings, Google search them or look up sites like https://resilienteducator.com/classroom-resources/education-terminology-jargon/, https://www.teachervision.com/dictionary-educational-jargon, and https://wwndtd.wordpress.com/education-jargon/. (If you really want to dive into an interesting “lingo generator,” experiment with https://www.sciencegeek.net/lingo.html, which may also help you define associations among related educational terms used in the composition of reports, grant applications, and other documents for accreditation.)

  • Assessments – Authentic, Formative (“for learning”), Summative (“of learning”), and Diagnostic
  • CCCC (The Four C’s) – 21st Century Learning Skills of Creativity, Collaboration, Communication, and Critical Thinking
  • Classroom Management and the concepts of “Assertive Discipline” and “Ladder of Referral”
  • Charlotte Danielson’s Four Domains – Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities
  • DOK – Depth of Knowledge and HOTS – Higher Order Thinking Skills
  • ESSA – Every Student Succeeds Act (2015), successor to NCLB (No Child Left Behind)
  • knowledge-5014345_1920_geraltIEPs  – Individualized Education Program, including IDEA (disabilities), 504 plans, accommodations for special needs, differentiated and customized learning, etc.
  • LMS – Learning Management System (software used by schools to track grades, take attendance, deliver curriculum, and offer/evaluate courses, etc.)
  • Middle School (or Middle Level Learner) Philosophy
  • PLN/PLC – A Personal Learning Network or Professional Learning Community
  • PBL – One of two different concepts: Project-Based or Problem-Based Learning
  • SEL – Social-Emotional Learning
  • SAS – Standards Aligned Systems of the PDE (Pennsylvania Department of Education)
  • STEAM – Science, Technology, Engineering, Arts, and Math
  • UBD – Understanding by Design, “backwards-design” curriculum development with EU (Enduring Understandings) and EQ (Essential Questions)

Of course, if you were “nailed” by not knowing terminology or acronyms of which you never heard, don’t “fake it!” Just be honest with the interviewers (they cannot expect a “raw recruit” fresh out of college to know everything), but never-the-less, look it up as soon as you return home. You’ll be ready for the next interview. (“Catch me once, shame on you. Catch me twice, shame on me!”)

More questions to help you evaluate your performance:

2.     At the interview, did you project the image that you are solely qualified to serve as a specific music content-area specialist? In other words, are you only a “band director,” “vocal conductor,” EL/MS general music teacher, piano/guitar accompanist, jazz instructor, music theorist, or string “maestro?” Did you basically imply to the screener(s) that you would not accept any assignment outside your “comfort zone,” and that your Music Pre-K-12 Instructional I Certificate is not worth the paper on which it is printed?

3.     If you had videotaped the interview, how would you characterize your rapport with the screening individual or committee? To what extent did you demonstrate an attitude of openness, cooperation, sensitivity to the interviewer’s style/personality, and fostering of the four C’s of the model interviewee behavior – be calm, caring (motivated), congenial, and considerate?

4.     Were you “engaged” in treating the session as a mutually beneficial exchange of information?

5.     learn-3653430_1920_geraltDid you respond to the interviewer’s questions “on topic” with clear, concise, and substantiated statements, supported by specific anecdotes/stories or examples of your skills or experiences?

6.     Did you avoid “bird walking,” “tap-dancing,” having verbal clutter (too many run-on statements), rambling, fast talking, sounding verbose, being flip or too casual/informal in conversation, or going overboard with your answers?

7.     How many times (count them) did you use the words “ah,” “um,” or “like?”

8.     Did you promote your strengths and all experiences (musical and non-musical) you have had interacting positively with children, and not discount your potential and capabilities due to a limited past job record or shortened time in student teaching?

9.     How successful were you in controlling your nerves, looking interested, “being yourself,” and demonstrating good eye contact, pleasant facial expressions, and relaxed and professional speech, posture, and body language?

10.  Did you avoid the use of “weak words” that suggest a lack of conviction: “kind of,” or “sort of,” or “I feel like?”

11.  Did you limit any form of “fidgeting,” such as tapping or shuffling feet, cracking knuckles, touching hair or face, drumming or spinning a pen between your fingers, wiggling in your seat, etc.?

12.  How many times did you use the name of the interviewer(s) during your interview? It shows respect and is the best way to get/keep his/her attention.

 

Observations at interview

In summary, treat the job search process more scientific:

  • Be diligent in practicing mock interviewing with classmates, friends, and family members,
  • Plan ahead, and
  • Formalize your questions and self-assessments.

The jobs are out there… waiting for you to “hook them in,” and as every good fisherman knows: “Nothing replaces time on the water, patience, and the ability to admit to yourself there is always something to learn and a better way to do it.”

PKF

 

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Photo credits from Pixabay.com by Gerd Altmann (geralt):

 

© 2020 Paul K. Fox