The definition of a “phobia” is “an anxiety disorder involving excessive and persistent fear of a situation or object.” It is known that exposure to the source of the fear may trigger an immediate anxiety response. And, according to the National Institute of Mental Health, approximately 12.5% of adults in the U.S. will deal with a specific phobia in their lifetime.
Some of the most common phobias include arachnophobia (fear of spiders), acrophobia (fear of heights), aerophobia (fear of flying), claustrophobia (fear of enclosed spaces), mysophobia (fear of germs), and trypanophobia (fear of needles), to name a few.
But why on earth do we have a “fear of amateur music-making?”
Okay, I doubt there is any true rational cause for anyone to be afraid of picking up an instrument or singing in a group, except for a touch of stage fright (if it’s in public) or that always-present “fear of failure” (possibly resisting the urge to make a fool of ourselves?). But, making music or opening ourselves up to creative self-expression is one of the greatest gifts we have to personally experience and share. No one hesitates to play a game of cards, catch a ball, or swim with the kids… even if “we are not all that good at it!” So, why are some adults so reticent about letting down their hair, finding and dusting off that old band or string instrument in the attic, warming up their “chops,” brushing up on the fundamentals, and playing a few notes? Remember all the fun you had in school music? (Sure, you might be more than a little rusty, but that’s understandable. Do you recall your music teacher’s instructions on how to hold the instrument, read the notes, and “find” the fingerings? It’s not too hard to re-orient and recapture those early steps.)
We can and should be inspired by those breathtaking performances of professional musicians, singers, dancers, and actors – their amazing artistry always looks and sounds so perfect! But are you telling me that art is only for the virtuosos, maestros, or experts? No, music is for everyone! It is timeless and does not discriminate by age. It offers meaningful life-long learning for all stages, past experiences, and ability levels.
As if you really need stats to prove the benefits of music, please peruse the NAMM Foundation website here: https://www.nammfoundation.org/articles/2014-06-01/Benefits-learning-and-playing-music-adults. They quote “the value of recreational music-making to be scientifically proven” to help the U.S. workplace by reducing employee stress, depression, burnout, and improving worker retention. In addition, as a music teacher and former school choral and orchestra director, I frequently share this quote by Don McMannis in “Use Music to Develop Kids’ Skill and Character” from the March 19, 2009 online post of Edutopia:
“Music has positive effects on people’s emotions and creativity. When we sing together, we synchronize our breathing and feel more connected. Music is also an effective, almost magical medium for learning and retaining information, [because] it activates three different centers of the brain at the same time: language, hearing, and rhythmic motor control. By inducing emotions, it also creates a heightened condition of awareness and mental acuity…”
As for “us seniors,” there are so many amazing benefits of music lessons throughout our “golden years!”
Cognitive well-being (“reduce the risk of cognitive decline…”)
Emotional resilience (“provide a powerful outlet for self-expression and emotional release…”)
Truly, you have no valid excuses! I am guessing there are many community choral, jazz, band, and orchestra ensembles inside and outside the surrounding areas where you live. And don’t forget to consider visiting a local church to join their choir!
In the southwestern Pennsylvania area where I reside, there are numerous opportunities for getting involved in adult amateur music, art, dance, and drama venues. I have the links to 20 ensembles from the Greater Pittsburgh area alone on the Community Foundation of Upper St. Clair Arts page here. Take a look at a few of their upcoming June and July concerts below.
This fall, adults and “music lovers of all ages” should drop-in to several open, free-trial, no-obligation-to-join rehearsals of the South Hills Junior Orchestra (SHJO) on Saturdays from 10:30 a.m. to 12:30 p.m. in the Upper St. Clair High School (USCHS) Band Room. After the successes of SHJO’s annual spring concert on May 23 and a community outreach performance at the Paramount Senior Living Facility in Peters Township on May 30, we’re taking a break over the summer. But mark your calendars! Our next practice is scheduled for September 12, 2026. Here are our proposed dates for 2026-27:
If you live in the South Hills/Pittsburgh area, musicians are also invited to another group that rehearses at USCHS, the Community Band South (adults only). Directed by Max Gonano, CBS meets most Monday evenings at 7:30 p.m., even over the summer months! Bring your instrument!
The next time you host a dinner party, bring out that old song book or pick up your fiddle or flute! Gather around the piano and encourage your family and friends to join in a sing-along. Hopefully it does not take a few glasses of wine before everyone can shed their inhibitions and relax a little… and enjoy the incredible effects of communal music-making! What do you have to lose? There’s no time like the present!
Teachers make as many as 1,500 decisions a day for their classes and students… that’s as many as four educational choices per minute for the average teacher given six hours of class time. Surprised? (Not if you are an educator!) Check out this corroborating research:
Of course it can be exhausting… and as fast as “things” happen, even mind-numbing at times!
What do educators rely on for guidance, a sort of internal “ethical compass” for making these decisions, many of which are snap judgments?
Educational background
Teacher “chops” (professional experience)
Peer and administrative support
Personal moral code (derived from one’s life experiences and upbringing)
Aspirations, values, and beliefs generally agreed upon by educational practitioners
State’s code of conduct and other regulations, statutes, policies, and case law
Professional ethics
Or all of the above?
At this juncture during my workshops on ethics, I usually quote Dr. Oliver Dreon, Assistant Professor and Coordinator of the Digital Learning Studio at Millersville University of Pennsylvania and one of the authors of the Educator Ethics and Conduct Tool Kit of the Pennsylvania Professional Standards and Practices Commission:
“From a decision-making standpoint, I tend to look at it from the perspective of Ethical Equilibrium (work by Troy Hutchings). Teachers weigh the moral (personal) dimensions with regulatory ones (the law) with the ethics of the profession… While focusing on consequences is important, I worry that teachers may interpret this to mean that as long as they don’t break the law, they can still be unprofessional and immoral.”
– Dr. Oliver Dreon
From college students participating in their first field observations to rookie teachers (and even veterans in the field), I recommend searching the term “ethics” on the website of your State Board of Education. In Pennsylvania, checkout the following:
Now enters probably the single most valuable document of our time, an all-encompassing philosophy for embracing the highest standards of what it means to be an ethical educator: the Model Code of Ethics for Educators (MCEE), developed under the leadership of the National Association of State Directors of Teacher Education and Certification (NASDTEC). With the collaboration of numerous development partners including the American Federation of Teachers, National Education Association, National Association of Elementary School Principals, National Association of Secondary School Principals, Council of Chief State School Officers, and American Association of Colleges of Teacher Education – to name a few – MCEE is comprised of five core principles (like spokes in a wheel – all with equal emphasis), 18 sections, and 86 standards.
“The purpose of the Model Code of Ethics for Educators (MCEE) is to serve as a shared ethical guide for future and current educators faced with the complexities of P-12 education. The code establishes principles for ethical best practice, mindfulness, self-reflection and decision-making, setting the groundwork for self-regulation and self-accountability. The establishment of this professional code of ethics by educators for educators honors the public trust and upholds the dignity of the profession.”
Although pre- and in-service training on both are essential, the differences between a “code of conduct” and a “code of ethics” are vast. Codes of conduct like the Code of Professional Practice and Conduct for Pennsylvania teachers are specific mandates and prohibitions that govern educator actions. A code of ethics is a set of principles that guide professional decision making, not necessarily issues of “right or wrong” (more shades of grey) nor defined in exact terms of law or policies. Codes of ethics are more open-ended, a selection of possible choices, usually depended on the context or circumstances of the situation.
“The interpretability of The Model Code of Ethics for Educators allows for robust professional discussions and targeted applications that are unique to every schooling community.”
The music teacher and administrator colleagues with whom I have been privileged to work for more than 40 years are highly dedicated and competent visionaries who focus on “making a difference” in the lives of their students, modeling “moral professionalism” and the highest ethical standards for their classes, schools, and communities, in support of maintaining the overall integrity of the profession.
However, let’s unpack some of “the wisdom” of MCEE as it addresses the rare “nay-sayers” and entrenched teacher attitudes, failing to understand “the difference between what you have a right to do and what is right to do…” (Potter Stewart) or “doing the right thing when no one else is watching – even when doing the wrong thing is legal” (Aldo Leopold).
Here are sample negative responses, MCEE “exemplars,” and proposed assimilations for thoughtful and interactive peer discussion. Bring these to your next staff meeting or workshop, and apply them to a few mock scenarios (like these from my past blog ).
Principle I: Responsibility to the Profession
The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards.
“I didn’t know it was wrong…”
Section I, A, 1: Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;
My comment: The old adage, “ignorance of the law is no excuse for breaking it.” – Oliver Wendell Holmes
“What’s the problem? I didn’t break the law!
MCEE Section I, A, 5: Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;
My comment: Any on or off-duty conduct or inappropriate language that undermines a teacher’s efficacy in the classroom, damages his/her position as a “moral exemplar” in the community, or demeans the employing school entity may result in loss of job, suspension or revocation of license, and/or other disciplinary sanctions.
MCEE Section I, B, 2: Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an unethical compromising situation;
My comment: As a professional with “fiduciary” responsibilities, we must look out for the welfare of our students, proactively protecting them from harm by embracing all provisions of “mandatory reporting.”
“What’s in it for me?”
MCEE Section I, C, 3: Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;
MCEE Section I, C, 4: Actively participating in educational and professional organizations and associations;
Principle II: Responsibility for Professional Competence
The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills, and dispositions required for professional competence.
“What’s the big deal about standards?”
Section II, A, 1: Incorporating into one’s practice state and national standards, including those specific to one’s discipline;
My comment: As professionals, we should volunteer to help write our school’s courses of study, content units, and learning goals for the subjects we teach, and take advantage of the National Core Arts Standards, the PMEA Model Curriculum Framework, and the state’s standards.
“Not another ‘flavor-of-the-month’ in-service program!”
Section II, A, 5: Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis;
Section II, A, 6: Committing to ongoing professional development
My comment: Always “raising the bar,” being a member of a “profession” (like medical personnel, counselors, attorneys, etc.) requires the loftiest benchmarks of self-regulation and assessment, ongoing training, retooling, and self-improvement plans, revision and enforcement of “best practices,” and application of 21st Century learning skills.
“I needed to give him credit?”
MCEE Section II, B, 1: Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;
My comment: Especially during this period of online/virtual/remote education brought on by COVID-19, we must reference the owners of intellectual property (including sheet music) that we use and abide by all copyright regulations. In general, it is always “best practice” to cite research or authorship “giving credit where credit is due!”
“I’m just a music teacher! Don’t ask me to do anything else!”
MCEE Section II, C, 2: Working to engage the school community to close achievement, opportunity, and attainment gaps;
My comment: We teach “the whole child,” not a specialty or specific content area! I believe our ultimate mission is to facilitate our students’ capacity and desire to learn, inspire self-direction and self-confidence, and foster future success in life.
Principle III: Responsibility to Students
The professional educator has a primary obligation to treat students with dignity and respect. The professional educator promotes the health, safety, and well being of students by establishing and maintaining appropriate verbal, physical, emotional, and social boundaries.
“It’s just a gift…”
MCEE Section III, A, 5: Considering the implication of accepting gifts from or giving gifts to students;
My comment: It is not appropriate to give a gift to a student lacking an educational purpose. In some cases, this may be defined as a “sexual misconduct.” It begs the larger question: “Do you ensure that all of your interactions with students serve an educational purpose and occur in a setting consistent with that purpose?” Also from the PA Professional Standards and Practices Commission: “Teachers should refrain from accepting gifts or favors that might impair or appear to impair professional judgment.”
“You should never touch a student!”
MCEE Section III, A, 6: Engaging in physical contact with students only when there is a clearly defined purpose that benefits the student and continually keeps the safety and well-being of the student in mind;
My comment: We were told this warning in methods classes. However, as I mentioned in a previous blog here, this “rule” has little support in research or common “best practices.” It has been my experience that on occasion, most elementary instrumental teachers assist their students in acquiring the correct playing posture and hand positions by using some (limited) physical contact. Consoling an upset student with a pat on the shoulder is not out-of-line either. The factors that may contribute to the moment being judged “okay” vs. “inappropriate” boil down to:
MCEE Section III, A, 7: Avoiding multiple relationships with students which might impair objectivity and increase the risk of harm to student learning or well-being or decrease educator effectiveness;
My comment: You cannot be their “friend.” You are their teacher, an authority figure that is looking out for them and doing what is necessary (“fiduciary” responsibilities) for their health and welfare… perhaps at times things they do not want you to do. Crossing the teacher/student boundary with familiarity, informality, and being their “confidant” or “friend” are more than just unprofessional acts – they can foster a dual relationship where roles are less defined, an ambiguity that may lead to additional inappropriate actions and educator misconduct.
“He’s weird…” or “He’s not one of us!”
MCEE Section III, B, 2: Respecting the dignity, worth, and uniqueness of each individual student including, but not limited to, actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture;
My comment: Check your prejudices and personal biases at the door. Being a teacher is all about sensitivity and caring of all individuals – students, parents, staff, etc. Embracing today’s focus on reprogramming community attitudes on “diversity,” an educator daily models the values of empathy, compassion, acceptance, and appreciation, not just settling with the “lower bar” of tolerance, allowance, and compliance!
“Wait ’til you hear what happened in class today!”
MCEE Section III, C, 1: Respecting the privacy of students and the need to hold in confidence certain forms of student communications, documents, or information obtained in the course of practice;
My comments: Gossiping about and “carrying tales” home or in the teachers’ room are serious breaches of the care and trust as well as your fiduciary responsibilities assigned to you on behalf of your students. As for “regulations,” your indiscretion may be a violation of your students’ confidentiality rights (“a federal crime” according to Family Educational Rights and Privacy Act, Grassley Amendment, Health Insurance Portability and Accountability Act, and Individuals with Disabilities Education Act). You are only permitted to share information about a student with another teacher, counselor, or administrator who is on a “needs-to-know” basis or is actively engaged in helping this student.
Principle IV: Responsibility to the School Community
The professional educator promotes positive relationships and effective interactions with members of the school community while maintaining professional boundaries.
“Don’t tell my parents!”
MCEE Section IV, A, 1: Communicating with parents/guardians in a timely and respectful manner that represents the students’ best interests;
My comment: I wish I had a nickel every time a student plead with me, “Don’t call my mom!” It is part of “moral professionalism,” your “code,” and good ethical standards to originate meaningful two-way dialogue, and if necessary, confront the parents of underachieving children. I also believe it goes on long way to nurture your relationships in the community if you notify parents when their kid has done something remarkable… “I caught him being good” or “The improvement has been extraordinary!”
“Did you hear what a staff member said about you… in front of the kids?”
MCEE Section IV, B, 1: Respecting colleagues as fellow professionals and maintaining civility when differences arise;
MCEE Section IV, B, 2: Resolving conflicts, whenever possible, privately and respectfully, and in accordance with district policy;
My comment: Before you bring up the matter with your supervisor or building administrator (which you have the right and even responsibility to do, especially if the students hear any improper speech first-hand or that the incidents rise to the level of bullying or aggressive behavior), first confirm the story. Talk to the unhappy team member one-on-one. Be calm and sensitive, but hold your ground: you must assert that his/her behavior/language is unacceptable and will not be tolerated in the future.
“Not another TEAM meeting?”
MCEE Section IV, B, 4: Collaborating with colleagues in a manner that supports academic achievement and related goals that promote the best interests of students;
My comment: We work together to insure that all educational goals are met. Open and interactive peer partnerships are helpful in the review, design, and application of new lessons, methods, media, and music.
“I was just teasing her…”
MCEE Section IV, B, 8: Working to ensure a workplace environment that is free from harassment.
My comment: Be extremely careful in the practice of any behavior or language of a kidding, sarcastic, cynical, or joking manner. It can be misinterpreted regardless of your intentions… and it can hurt someone’s feelings. And it is never appropriate or “professional” to “put down” another person.
“Don’t ask for permission… beg for forgiveness.”
MCEE Section IV, C, 3: Maintaining the highest professional standards of accuracy, honesty, and appropriate disclosure of information when representing the school or district within the community and in public communications;
My comment: Yes, I have heard this “view” a lot, advocates of whom will tell you to go ahead and stick your neck out to do something “for the good of the order,” and if needed later, “beg for forgiveness” if you decision is met with disapproval from administration. My advice? Less experienced teachers, run everything through your fellow colleagues (informally) and principal (formally). Don’t fall back on the lame “oops” and “beg for forgiveness.” I may have felt differently when I had three times as many years of experience under my belt than the supervisors who were assigned to “manage” me… but, even then, “venturing out without a paddle” usually did not serve the best interests of the students. There’s no reason to place “the teacher’s convenience” over the safety/welfare of the students. Besides, why not take advantage of the legal and political backup of your bosses if they are kept “in the loop?”
“He’s our preferred dealer and always takes care of us.”
MCEE Section IV, D, 4: Considering the implications of offering or accepting gifts and/or preferential treatment by vendors or an individual in a position of professional influence or power;
My comment: Formerly called “sweetheart deals” with music companies, you are on “shaky” ethical ground (and may also have “crossed the line” violating state laws/statutes) if you negotiate the rights of exclusive access to your school’s or booster’s purchasing. If you have any questions about your school’s policy on outside vendors, seek advice from your district’s business manager.
Principle V: Responsible and Ethical Use of Technology
The professional educator considers the impact of consuming, creating, distributing, and communicating information through all technologies. The ethical educator is vigilant to ensure appropriate boundaries of time, place, and role are maintained when using electronic communication.
“Isn’t use of social media forbidden?”
MCEE Section V, A, 1: Using social media responsibly, transparently, and primarily for purposes of teaching and learning per school and district policy. The professional educator considers the ramifications pf using social media and direct communications via technology on one’s interactions with students, colleagues, and the general public.
My comment: Professional educators’ use of a dedicated website or other social network application enables users to communicate with each other by posting information, comments, messages, images, etc. and “learn” together. However, using social media for sharing social interactions and personal relationships with your students, parents, and staff is unethical and dangerous. As they say, “a post (or snap) is forever.” Communicating digitally or electronically with students may lead to the blurring of appropriate teacher-student boundaries and create additional challenges to maintaining and protecting confidentiality.
The Final Word
In Pennsylvania (as well as the rest of the country), the statistics on school staff misconduct reports are rising alarmingly. Your own state’s “code of conduct” and the MCEE should help to clarify misunderstandings, but it has been my experience that the majority of educators do not receive regular collegiate, induction, or in-service training on educator ethics or moral professionalism. Luckily, we are fortunate to have access to many mock scenarios (see below) from state departments of education to review/discuss among ourselves common ethical conflicts and “conundrums” dealing with pedagogy, enforcement, resource allocation, relationships, and diversity. We all need to “refresh” our understanding of these issues from time to time and revisit “our codes” frequently to help “demagnetize” (and re-adjust) our decision-making compass.
Please peruse the ethics category of this blog-site for other articles and sample references below.
PKF
Resources
Website of Thomas W. Bailey, retired social studies teacher and attorney-at-law https://twbaileylaw.com/
American Association of Colleges for Teacher Education webinar presentation Beyond the Obvious: The Intersection of Educator Dispositions, Ethics, and Law by Troy Hutchings and David P. Thompson https://smackslide.com/slide/ethical-equilibrium-aacte-2evrqb
paulfox.blog 