A Penny

by Kathy Merlino, guest blogger

Kathy Merlino is the author of kathysretirementblog.com, a blog about her perspective and thoughts on the emotional side of retirement and her journey as a caregiver. She is one of the most thought-provoking and influential writers on non-financial retirement topics. Kathy believes retirement is a journey, not a destination. Readers can leave a comment on Twitter:@kathysretiremnt

Kathy’s article was originally posted on November 26, 2022. All rights reserved. Reprinted with permission.

PKF: This personal reflection is timely for all of us retiring and retired individuals, especially those of us with elderly or ailing family members. For a loss of a loved one, we all have to face and cope with the five stages of grief:

  • Denial
  • Anger
  • Bargaining
  • Depression
  • Acceptance

Grief is personal and individual, and every person experiences its nuances differently. Your personality, your support system, your natural coping mechanisms and many other things will determine how loss will affect you. There are no rules, no timetables, and no linear progression. Some people feel better after a few weeks or months, and for others it may take years. And in the midst of recovery there may be setbacks — this nonlinear process can’t be controlled. It’s critical that you treat yourself with patience and compassion and allow the process to unfold.

https://healgrief.org/understanding-grief

PKF: Check out their excellent article on the common signs and symptoms, triggers, myths and facts about grief as well as ways to take care of yourself, posted by healgrief.org here.

A Penny by Kathy Merlino

Shortly after Martin died, I walked down my long driveway to fetch the mail. Usually, I have little or none.  But, in the days following his death, my mailbox held more than junk mail. There were sympathy cards and official letters from various institutions. As I pulled out the cache of the day, I saw something I’d never seen in my mail. A penny. It lay underneath the cards and letters and the ubiquitous junk mail. A penny so tarnished it almost faded into the background of the black metal floor of the box.

My mind flooded with the rhetorical questions. Who would leave a penny in my mailbox and why and how? I lived on a busy road, so someone walking by was unlikely. The leaving must have been thoughtful, intentional. “A penny for your thoughts” (Sir Thomas More) came to mind. Was it my faithful mail lady who left it? I lifted the penny out, slid it into my jean pocket, and walked back to the house. Inside, before turning my attention to the mail, I fished it out and set it on a mosaic trivet Martin had made in an art class. 

Over the next couple of days, I eyed the penny still wondering how it got in my mailbox. Did a penny have any significance? “See a penny and pick it up and all day you’ll have good luck” (Mother Goose Nursery Rhymes). Since we can pretty much Google anything these days, my curiosity finally gave way to asking Google. To my surprise, a penny has significance for the deceased or their loved ones. In the case of a veteran, a penny left at the grave means someone visited. For a widow like myself, a penny in the mailbox represents a new beginning, a rebirth, renewal of your life. A penny being first and one represents singularity. If you are part of a couple, one of you will die first leaving the other alone, single.

I’ve been alone for nearly eighteen months. While Martin still lived, it was not with me. If there is a silver lining here, it’s that I had ample time to adapt to my aloneness and grieve this impending, profound, enormous loss in my life. The outcome? I was not filled with the expected feelings of grief. Rather, as I held Martin during his final moments, I cried tears of gratitude for the end of his suffering. He was free of this disease. I was free of this disease. Our family was free of this disease. Relief instead of deep sorrow. Comfort in knowing he was at peace. As I stroked his face, I noted how serene his countenance. Peace at last.

Though I’ve had fits of grief, I’ve also felt immense joy when contemplating my future. During the last year, I deliberately divested myself of anything which smacked of negativity in my life. I decluttered the house paring my personal belongings. I feel washed clean, ready for a new start. Martin would want that for me. A friend asked if I thought Martin’s spirit left the penny. I would like to think so. I may never know who left the penny in my mailbox, but it is now my talisman for fresh beginnings, rebirth, a reawakening of my life’s potential. And a second chance at the retirement we dreamed of.

Other articles by Kathy Merlino. Thank you for sharing!

PKF

© 2022 Paul K. Fox

RECAP – Retirement Resources

A Treasure Chest of Tips for Living the Dream!

Are you retiring soon? Thinking about “taking the plunge” and “Crossing the Rubicon” into your “second beginnings” or “next chapter” of senior life?

No matter how busy you are now, you need to “take five” from your work or personal to-do’s and review the following recommendations from past blog posts at this site. Consider this a personal toolbox for the retired and soon-to-retire professional… and assigned HOMEWORK!

A good starting point would be to pick-up “The Myths of Retirement” and “Three Exit Lanes to Self-Help Retirement Guides,” or if you prefer to tackle everything at once, check out the omnibus “monster” resource guide posted here.

Now the top-ten list – a well-balanced collection of online essays. The more you read, the better you will be able to embrace a healthy transition through this major life passage!

1. Plan ahead for retirement: “It’s Not Only About the Money”

Read the entire article here.

It is agreed that a period of adjustment will occur during the first years of “interning” as a retiree, especially critical during the “pre-retirement” stage (believe-it-or-not, as many as six to ten years prior to “taking the big leap” to FREEDOM!). The solution to a smooth transition is to be prepared: communicate your intentions with your family members, and reflect on the vast considerations of the “who, what, when, where, how, and why” of retirement. This prep to your “golden years” is the perfect time for a little self-assessment and self-reinvention in finding new purpose, meaning, and fulfillment in your life.

2. Identify and take steps to alleviate the stress of leaving your job:
“The Good, The Bad, and The Ugly”

Read the entire article here.

The phases of retirement are discussed in greater depth here, as well as different departure scenarios and the usual post-employment “cycles of emotions.” This piece is particularly good if you have ever felt pushed into early retirement or experienced being unappreciated, disrespected, uninspired, unsupported, or “burned out” in your career.

3. Are you really ready? “Signs it is time to retire… OR “Signs is NOT okay.”

Read the entire article here.

This “countdown to retirement” article poses the essential question “Are you psychologically (or emotionally) prepared to retire?” and offers a “road map” of seven easy steps towards closure for prospective music teacher retirees.

For more insight, you should also peruse “When Should You Retire.”

4. Determine your retirement destination:
“Do you know where you’re going to…?”

Read the entire article here.

This early blog post proposed several factors to consider for the choice of where you want to live in retirement… both geography and floor plans. Another good source to read on this topic is the book that was published two years later by the retirement guru and former PMEA session presenter Dave Hughes: The Quest for Retirement Utopia – How to Find the Retirement Spot That’s Right for You.

5. Maintain your professional associations:
“Ask not what PMEA can do for you, but what you can do for PMEA!”

Read several articles:

A retired educator is a valuable resource. If you care about the profession, there are many ways you can continue to contribute your experience and wisdom, albeit less stressful and time-consuming moments, but still assist your colleagues who continue to “fight the good fight” in the field.

6. Acquire a more carefree attitude: “It’s Not Your Sandbox”

Read the entire article here.

It may be at times a challenge to surrender your urge to continue as “an agent of change” or, as E.A. Wynne has written in “The Moral Dimension of Teaching” (Teaching: Theory into Practice, 1995), habits of “moral professionalism.” Learn how chill out and NOT to stress out over someone else’s supposedly poorly run “sandbox” and limit the need to provide unsolicited advice or major problem-solving for other organizations. 

7. Make music: “Dust off your chops” and 8. “Sing your heart out…”

Read the both articles here and here.

What led you to select a career in (and the “calling” of) music education? Retirement is the perfect place and time to expand on your love and skills in creative self-expression. When a music educator retires, among the many joys and fruits of his/her career in the arts is a sudden life-style change – the glorious transformation of being set free from those things you no longer want nor need to do (routine day-to-day drudgery, paperwork, meetings, etc.), embarking on new journeys to explore and embrace revised personal goals – hopefully including a renewed refocus on making your own music!

9. Explore mind-stimulating engagements: “Have you fed your brain today?”

Read the entire article here.

The mind is a terrible thing to waste, even during retirement. Discover something new every day! Maximize your “brain health” with a host of these ideas to consider for your bucket list.

10. Take time to “give back” and volunteer:
“What does it mean to be eleemosynary?”

Read both of these articles here and here.

In the scheduling our free time in retirement, it is important to feel “needed” and find activities that foster “mattering” to promote a positive self-esteem, good mental health, and stable life balance. Are you making choices to contribute to the musical and personal success and welfare of others? For the realization of the mission of this blogger’s retirement pastime: “I refuse to sit idle, binge-watch movies on Netflix, or view hours of boring TV.” To quote the song’s lyrics, this “senior citizen” will never lament…

Life is so unnerving
For a servant who’s not serving
He’s not whole without a soul to wait upon
Ah, those good old days when we were useful
Suddenly those good old days are gone
Ten days we’ve been rusting
Needing so much more than dusting
Needing exercise, a chance to use our skills
Most days we just lay around the castle
Flabby, fat, and lazy
You walked in and oops-a-daisy!

– “Be Our Guest” from Beauty and the Beast

Stay Connected with PA Music Education

PMEA Annual Conference April 6-9, 2022 at the Kalahari Resort (Poconos)

PMEA retired members, please take note of these special events especially geared to YOU:

  • Free Retired Member Breakfast Meeting (including take-away gifts) on April 8 at 8 a.m.
  • Retirement 101 session on April 8 at 11:30 a.m. – Retired music teachers are encouraged to participate on the guest panel to “tell your own story” to help any interested soon-to-retire colleagues.
  • Three keynote speakers will join this year’s event: Dr. Tim Lautzenheiser, Lesley Moffat, and David Wish.
  • The U.S. Army Band “Pershing’s Own” will be featured on Thursday evening (April 7).
  • See last month’s blog for more details on the conference, tentative session schedule and exhibitors, AND the PMEA website.

PKF

© 2022 Paul K. Fox

Graphics from Pixabay.com:

Will You Still Need Me When I Retire?

the-beatles-509069_1920_skeeze
Pixabay.com by skeeze

When I get older, losing my hair
Many years from now,
Will you still be sending me a valentine,
birthday greetings, bottle of wine?

If I’d been out till quarter to three
Would you lock the door?
Will you still need me, will you still feed me,
When I’m sixty-four?

– John Lennon / Paul McCartney, songwriters

When I’m Sixty-Four lyrics © 1967 Sony/ATV Music Publishing LLC

 

Mattering vs. Marginality

Perspectives for Those Leaving the Profession

Adaptations of the article in PMEA News (Fall 2019) and the blog “Retiree Concepts.”

Do you feel “needed” and “making a difference” to others? This is an essential part of what author Ernie Zelinski of the best-seller book How to Retire Happy, Wild, and Free emphasizes: “finding purpose, structure, and community” – goals for which your job and career usually provide – but are equally essential in retirement.

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“Work structures us and gives us routine in our lives,” says psychologist Louis Primavera of Touro College in New York City, who co-wrote the 2012 book The Retirement Maze: What You Should Know Before and After You Retire. “We plan around work. It is part of our identity. We go to a social gathering and people say, ‘What do you do?’ Clearly, what happens is people say, ‘What am I going to do? What am I going to be?’ The loss of identity is a major fear.”

Retiring is “a series of transitions,” says Nancy Schlossberg, a professor emerita of counseling psychology at the University of Maryland, and now of Sarasota, Fla., where she is a consultant and public speaker on life transitions. “Change is very unsettling. There are people afraid because they can’t forecast the future,” she says, and because they worry “they no longer will have a purpose.”

In her 2009 book Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose, Schlossberg talks about “mattering,” which she describes as “the degree to which you feel you’re appreciated, you’re noticed, you’re depended upon.”

Citing the research of Morris Rosenberg and B. Claire McCullough (adolescent studies) at https://psycnet.apa.org/record/1983-07744-001, Schlossberg further defines it as “a universal, lifelong issue that connects us all.”  Her “four dimensions of mattering” are:

  • Attention – the feeling that a person has the interest of another;
  • Importance – the feeling that others care about what you want, think, and do;
  • Ego-Extension – the feeling that others will be proud of your successes and/or saddened by your failures;
  • Dependence – the feeling that a person can depend on someone else.

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Schlossberg also describes the opposing term “marginality” as “a sense of not fitting in,” which can lead to “self-consciousness, irritability, and depression. For some, these feelings can be permanent conditions.” Furthermore, “feelings of marginality often occur when individuals take on new roles, especially when they are uncertain about what these entail.”

Sound familiar? This might resemble that sometimes-tumultuous passage to and emotional ups-and-downs during the initial stages of “life after the work!”

Retirees, do you wake up in the morning feeling like you have an important part to play in the grand scheme of things? According to blogger Carol Larson and life coach Mary Helen Conroy, “During those early months of retirement, folks often try to figure out what their purpose is now that they’re not working. They wonder if they matter.” They view this concept through the lens of popular culture and the literature of transitions. You are invited to try their shared “recipe for mattering” in the Retiree Rebel free-podcast posted at http://www.retireerebels.com/mattering-matter-retirement-mhc-214/.

Dr. Amit Sood, author of the Mayo Clinic Guide to Stress-Free Living, recommends to “treat the first year in retirement as if you are ‘interning’ to give yourself time to readjust and set new expectations.” So, seemingly taking his advice, plan a “break” from everything, take extended trips, tours, or cruises, and enjoy some unscheduled time… to literally “go with the flow.”

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Susan Woodward, now 75 and living in Tucson, spent four years of her retirement traveling the country in her RV. She visited national parks and the maritime provinces in Canada, and even spent of that time volunteering. What she remembers most is her first trip, when she headed to Deming, N.M. from Raleigh, N.C. “I had such a sense of freedom, empowerment, expansion. I can’t even explain it,” she said. “It was like the whole world opened up.”

— Alessandra Malito

But, a “traditional retirement” may not be for everyone. As Alessandra Malito writes in MarketWatch https://www.marketwatch.com/story/afraid-of-being-bored-in-retirement-consider-these-options-2017-10-10, “Some can’t wait to put in their papers, while others dread the day they give up work for fear of having nothing to do, and no meaning to their name.”

It’s true that retirement can be a dangerous time for some. Without a sense of purpose, the risk of depression increases, and what should be a relaxing time becomes an anxious one. Studies show that without anything meaningful to do, and “mental exercises” throughout the day, cognitive abilities diminish in early retirees. They should also engage in social activities and find a leisurely activity they can enjoy if they aren’t trying to spend their retirement years still working.

— Alessandra Malito

The good news? You have friends in high places… NAfME and your state’s federated music education association (MEA) colleagues who have successfully “Crossed the Rubicon” into an active, meaningful, healthy, and happy retirement.

pmeaAnyone contemplating retiring over the next three years should visit their state’s retired member section and Retired Member focus area on the PMEA website: https://www.pmea.net/retired-members/. Take a look at past issues of the PMEA Retired Member Network eNEWS, read the Ultimate Retiree Resource Guide/Bibliography (also posted here), and view the video How-to-Retire.

Finding purpose and “mattering” during your post-full-time employment years will be easier if you continue your own pursuits in music artistry and creative self-expression, as well as your support of music education – be as active as you want – but consider the value of a few of these Goals/Benefits of NAfME/State MEA Retired Membership:

What music teacher retirees need from their professional associations…

  • Recognition and archival of past and current professional accomplishments, assignments, interests, skills, and talents.
  • Sessions geared for retired members, such as nurturing expressiveness and participation in amateur/community ensembles, retirement planning, etc.
  • New “brain-engaging” outlets for learning, leadership, advocacy, “encore career” development, and service.
  • Discounts for membership and attending festivals, workshops, and conferences.

What NAfME and state MEAs’ need from its retirees…nafme

  • Mentoring of new/less experienced teachers
  • Advising “best practices” in curriculum, instruction, assessment, and literature
  • Serving as leaders or consultants on local or state councils/boards
  • Volunteering at local workshops and state conferences
  • Advocating music education to the legislature and general public
  • Presenting sessions at workshops or conferences
  • Conducting, coaching, or accompanying students at festivals
  • Assisting in technology, teacher training, recruitment, auditions, etc.

Yes, you do matter, and you have a lot to offer benefiting the profession to which you have devoted your life! Happy trails to all retiring and retired members!

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References

Jayson, Sharon. (2017). Are You Afraid to Retire? AARP: https://www.aarp.org/retirement/planning-for-retirement/info-2017/retirement-fear-fd.html

Larson, Carol & Conroy, Mary Helen. (2017). Mattering: Do I Matter After Retirement? Retiree Rebels: http://www.retireerebels.com/mattering-matter-retirement-mhc-214/

Malito, Alessandra. (2017). Afraid of Being Bored in Retirement? Consider These Options. MarketWatch: https://www.marketwatch.com/story/afraid-of-being-bored-in-retirement-consider-these-options-2017-10-10

Malito, Alessandra. (2017). This is What Older People Do When They’re Not Quite Ready to Retire. MarketWatch: https://www.marketwatch.com/story/this-is-what-older-people-do-when-theyre-not-quite-ready-to-retire-2017-07-07

Malito, Alessandra. (2017). Why Retirement Can Be a Dangerous Time. MarketWatch: https://www.marketwatch.com/story/why-retirement-can-be-a-dangerous-time-2017-09-18

Primavera, Louis, Pascale, Rob & Roach, Rip. The Retirement Maze: What You Should Know Before and After You Retire. Rowan & Littlefield Publishers, 2012.

Rohwedder, Susann & Willis, Robert J. (2010) Mental Retirement. National Center for Biotechnology Information: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2958696/

Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community & Mental Health, 2, 163-182

Schlossberg, Nancy K. Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose. American Psychological Association, 2009

Sood, Amit. The Mayo Clinic Guide to Stress-Free Living. Da Capo Press, 2013

Zelinski, Ernie J. How to Retire Happy, Wild, and Free. Ten Speed Press, 2009

PKF

© 2020 Paul K. Fox

Now What?

Guest blog-post by Colonel (Retired) Thomas H. Palmatier

 

 

Originally printed in the School Band and Orchestra (SB&O) Digital Magazine, June 2019. Reprinted with permission. All rights reserved. http://digitaleditiononline.com/publication/?i=593349#{%22issue_id%22:593349,%22page%22:26}

This was also featured in the August 2019 edition of the PMEA Retired Member Network eNEWS, archived at https://www.pmea.net/retired-member-network-enews-archive/.

Motor City Band Festival Palmatier

At some point, every band or orchestra director will either retire or move to another career. While there is much emphasis on mentorship and other ways to assist new directors, there are almost no programs to help us with the potential a more difficult transition. The U.S. Army has a mandatory program for anyone leaving the service to prepare them for the next phase of their life. Even without assistance, leaving a job that you love is tough for everyone. I want to share some lessons that I learned in the research I’ve done into this issue.

Pershing's OwnIn my case, I had over 37 years where I had established an identity as a music director and as a soldier. Prior to retirement from the army, I was the senior music director in the U.S. Armed Forces and was on speed dial of many officials in the department of defense, the Congress, and of course, the media. I received 500 to 600 emails daily from all over the world. By the way, I also was leader and commander of the US Army Band “Pershing‘s Own,” one of the largest (and busiest) military music units in the world. Then, one day I was no longer in the army, my phone wasn’t ringing constantly, the email stopped, and my schedule was mostly free. Sounds great, right? As a band or orchestra director, you were probably the most well-known and well liked person in your community. You have students, parents, and administrators who rely on you. And then suddenly, you are not that person any longer. For each of us there are emotional/psychological, social/family, and financial impacts of this transition.

MotorCityFestival Palmatier

The identity that you have developed over the years is now essentially gone. I was fortunate to have a colleague warm me up that about six months after retiring, I would hit a wall of depression, and he was so right. Because I have been warned about it, I was able to act with my health care provider.  Now, imagine if upon your transition, you are now spending more time with your spouse/partner then you would ever have before but then find yourself unhappy. Studied show increased divorce rates soon after retirement or a career transition because people make the mistake and assumption that their Brett_Favre_Super_Bowl_50depression is related to spending time with their spouse.

Brett Favre reportedly said when ending his first retirement from pro football that “the one thing about having nothing to do is that it doesn’t take long to do it.” To overcome boredom (and depression), it’s important that you know how you see yourself now and how you want others to see you. For many years, your identity was band/orchestra director. What’s your identity going to be now?

The impact on your social relationships can be equally challenging. Most of us develop the circle of friends in the music and education communities. When you are no longer in “the biz,” who will your friends be now? What will you talk about besides the awesome halftime show that you are no longer writing? This all goes back to who you are now, not who you used to be.

MidWest Clinic Palmatier

The financial impacts of retirement or transition are unique to every individual. However, if you intended to now be self-employed, be serious about it. Create a limited liability company (LLC). Most states let you do it online and it usually cost no more than $100. Keep meticulous records and don’t mess with the IRS. Done right, you can legally deduct lots of things as business expenses. Remember, you don’t have a music library anymore so you will be buying lots of scores (don’t be one of those folks whose library is full of illegal photocopies!).

If you’re going to follow the self-employed path, be aware of that self marketing, maintaining a website (see mine at ThomasPalmatier.com), and bookkeeping take a lot of time.

Palmatier at Liberty North.png

There is one terrific way to stay relevant in our profession – being a mentor. I encourage you to read my article in the August 2018 issue of SBO Digital Magazine called “Be a Mentor – Get a Mentor.”

Here are my top five takeaways for those approaching retirement or a career transition:

  • Start preparing as far in advance as possible.
  • Be prepared for the inevitable challenges. If you were unhappy or depressed, get help!
  • You get to define yourself now.
  • Stay relevant – be a mentor.
  • Enjoy it!

 

 

Col. Thomas H. Palmatier
Colonel Palmatier served as guest conductor of the 2017 PA Intercollegiate Band Festival at Grove City College in PA

Colonel (retired) Thomas H. Palmatier is the former leader and commander of the U.S. Army Band “Pershing‘s Own” and commander and conductor of the United States Army Field Band. He holds degrees in music education from the Crane School of Music (State University of New York at Potsdam) and Truman State University, as well as a Master if Strategic Studies degree from the US Army War College. He is an active clinician, adjudicator, and guest conductor of concert bands, orchestras, British-style brass bands, jazz ensembles, and marching bands. He is a Conn-Selmer clinician and a member of the American Bandmasters Association.

© 2019 Paul K. Fox

WHEN Should You Retire?

The Skills and Models of a Happy Retirement

[Portions reprinted from the state journal of the Pennsylvania Music Educators Association, PMEA News, Spring 2019 issue – All rights reserved.]

 

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Is It TIME to Retire?

This is a personal question that no one but YOU can answer… not even your PMEA Retired Member Coordinator! By the time you read this article in the Spring edition of PMEA News, this choice may be uppermost in your mind, especially if you are within a couple years of that so-called “retirement age.” Most school districts require advance notification of an employee’s plan to retire in order to retain full benefits and exit bonuses, and to allow planning for the job replacement search and screening process. (Check your teacher’s contract!)

In music educator conference sessions, director meetings at festivals, and printed in PMEA News and the online e-publication Retired Member Network eNEWS, much has pmeabeen discussed about the “what,” “how,” and most recently, “where” of retirement, even issues of “privacy” regarding your decision. For a review of these areas and a bibliography of resources, please visit:

The “why” of retirement is also relevant. There may be a lot of influences for someone to consider leaving their full-time career:

  1. Boredom or lack of stimulation in the current job
  2. Changing employment status or responsibilities
  3. Health problems (yours or other members of your family)
  4. Spouse retiring
  5. Your or family member’s desire to relocate
  6. Needs for caregiving (grandchildren, parents, or elderly family members)
  7. Travel opportunities
  8. Acceptance of a new position or the start or expansion of an “encore career” (higher education, music industry, travel/tour planning, or another field)

Other involuntary or more negative motivations may “encourage” you to resign your position:

  • Music and/or staff are eliminated from the curriculum or building in which you teach.
  • You are experiencing a decline in music program enrollment or participation.
  • You feel unappreciated, unsupported, devalued, or ignored as a professional.
  • You conclude you must retire early to avoid losing existing contractual benefits.

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However, the most important reflection on WHEN to retire should begin with the question, “Are you ready for retirement?” and…

Do You Have What It Takes for a Happy Retirement?

A successful retirement is not “all about the money.” Certainly, you are well-advised to make an appointment with an estate planner, elder attorney, and/or financial advisor (probably all three). Bring a copy of your bank and investment statements, annual reports on your pension, social security, annuities, and insurance documents. Make sure you have the “big picture” of your net worth and accomplish the following (https://www.fisherinvestments.com/en-us):

  • Determine your goals, objectives and time horizon;
  • Make key distinctions between income and cash flow;
  • Develop a basic plan to help achieve your retirement goals.

However, probably even more important, experts say there are many other requirements that foster preparedness to enjoying your post-full-time employment years. For example, proposed by the editorial team of the NewRetirement website, there are eight essential keys to a potential retiree’s “happy transition.” (Read the entire article for a greater perspective at https://www.newretirement.com/retirement/8-skills-you-need-for-best-retirement/.)

  1. A Knack for Dealing with Uncertainty
  2. Resilience: Can You Overcome Adversity?
  3. Capability to Maintain a Set of Friends
  4. Cash Flow Mastery
  5. Ability to Set Your Own Schedule and Stay Motivated
  6. Can You Relax?
  7. Capacity to Have a Purpose and Follow Passions
  8. Do You Know How to Manage an Overall Retirement Plan?

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These concepts are supported by the book Happy Retirement: The Psychology of Reinvention by Kenneth S. Shultz (DK Publishing, 2015) which focuses on the question, “Are you psychologically prepared to retire?”

  1. How important is your job when it comes to getting a sense of life satisfaction?
  2. How many non-work activities do you have that  give you a sense of purpose?
  3. How do you imagine your life to be once you stop working?
  4. How do you think retirement will affect your relationship with family and friends?
  5. How much energy for work do you have these days?

Being “psyched” for the “big day” also involves learning personal coping skills, modeling these characteristics of good mental health (from the book The Psychology of Retirement: Coping with the Transition from Work by Derek Milne, 2013):

  • Being able to use your talents and energy productively
  • Enjoying challenges and gaining pleasure from accomplishing tasks
  • Being capable of sustaining a meaningful love relationship
  • Finding meaning in belonging and contributing to your community
  • Being responsive, sensitive, and empathic to other people’s needs and feelings
  • Appreciating and responding to humor
  • Coming to terms with painful experiences from the past
  • Being comfortable and at ease in social situations;
  • Being energetic and outgoing
  • Being conscientious and responsible.

 

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Should I or Shouldn’t I Go Now?

No, this won’t be an easy decision… but, you knew that, right? There seems to be a plethora of free advice “out there” to help (?) you deliberate. (Well, you get what you pay for!) A few samples from the Internet:

7 Signs It Is Time (http://www.plannersearch.org/financial-planning/7-signs-its-time-to-retire)

  1. Your bank accounts
  2. Your bucket lists
  3. Your health
  4. The markets
  5. Health care benefits
  6. Social Security benefits
  7. Your spouse

10 Signs It Is Not Time (https://www.investopedia.com/articles/personal-finance/021716/10-signs-you-are-not-ok-retire.asp)

  1. Struggling to pay bills
  2. You have lots of debt
  3. Have major expenses
  4. Don’t know your SS benefits?
  5. Need monthly financial plan
  6. Need long term financial plan
  7. What about the effects of inflation?
  8. Need to re-balance portfolio
  9. Retirement worries you
  10. You love your job

old-couple-2435629_1920_MonicaVolpin_

Happy retirement = busy retirement. We keep going back to what PMEA MIOSM Chair Chuck Neidhardt said about venturing into retirement – also the perfect bumper-sticker: “Have a plan!” In almost every case study, retiring music teachers must “move on” to an equally engaging and active life style, finding new purpose and meaning in their “senior years!” Considering that many professionals are “addicted to achievement” and the sudden cessation from work may cause some emotional turmoil (Sydney Lagier in US News and World Report, July 20, 2010), we should study examples of those who have happily “Crossed the Rubicon” ahead of us into “retirement bliss.”

Leaving your school employment does not mean you won’t continue doing what you have always enjoyed… personal music (or dance or drama) making, performing in or conducting an ensemble, composing, accompanying, etc. The PMEA Retiree Resource Registry – the proverbial “directory of past leaders in PA music programs” – lists many retired members who continue to offer their talents and experience to help others in the profession. This is a good place to start for asking “advice from the experts” on just about any topic… perhaps even tips on deciding WHEN to retire: https://www.pmea.net/retired-members/.

How about a couple more “models and mentors” who made this “change of life” adjustment and explored new directions towards self-reinvention in retirement?

ben-franklin-3589235_1920_ericdunham

Ben Franklin, Founding Father
“Having worked as a successful shopkeeper with a keen eye for investments, Franklin had earned his leisure, but rather than cultivate the fine art of indolence, ‘retirement,’ he said, was ‘time for doing something useful.’ Hence, the many activities of Franklin’s retirement were: scientist, statesman, and sage, as well as one-man civic society for the city of Philadelphia. His post-employment accomplishments earned him the sobriquet of ‘The First American’ in his own lifetime, and yet, for succeeding generations, the endeavor that was considered his most ‘useful’ was the working life he left behind when he embarked on a life of leisure….”

https://www.theatlantic.com/business/archive/2015/09/how-america-lost-track-of-benjamin-franklins-definition-of-success/400808/

2000 – “The Year of Retirement?” for two musical superstars
Barbra Streisand, singer, songwriter, actress, and filmmaker
Garth Brooks, country-music singer and songwriter
“In 2000, Barbra Streisand performed four farewell concerts to mark her retirement from performing live. At the time, she was 58 years old and wanted to focus more on acting, directing and recording albums, reported ABC News.”

“Her retirement ended in 2016 when she returned to the stage for her The Music… The Mem’ries… The Magic! tour, which grossed $53 million over 16 performances, according to Billboard.”

“Garth Brooks shocked fans in October 2000 when he announced his plan to retire to Oklahoma until the youngest of his three daughters graduated from high school, reported Billboard. The country music superstar was 42 years old when he began his early retirement.”

“During his semi-retirement, he did a few sold-out stints at arenas and a 186-show Las Vegas residency with wife Trisha Yearwood, according to Billboard, but he largely stayed out of the spotlight. Brooks returned to touring in September 2014 and continued until December 2017, performing a total of 390 shows, reported Billboard. Forbes cited his 2017 earnings as $60 million. Together, Brooks and Yearwood are one of the richest celebrity couples.”

https://www.gobankingrates.com/net-worth/celebrities/celebrities-who-came-out-of-retirement/

grandma-736004_1920_fujidreams_

“If money can buy you happiness,” supposedly these ten athletes were financially more successful after retirement, as opposed to the total earnings they generated during their original sports careers:

  • Muhammad Ali
  • Jim Brown
  • Oscar De La Hoya
  • Lenny Dykstra
  • George Foreman
  • Dwayne Johnson (“The Rock”)
  • Magic Johnson
  • Michael Jordan
  • Nolan Ryan
  • Dave Whelan

https://www.complex.com/sports/2012/01/10-athletes-who-made-more-money-after-retiring/

 

Agatha Christie, British writer
Finally, to answer the question, “What would Agatha Christie do in retirement?” best-selling author Ernie Zelinski quoted in his The Retirement Cafe website the following list of activities proposed to be “her favorite things” from the publication Agatha Christie: An Autobiography (Dodd, Mead & Co., 1977).

  • Sunshine
  • Apples
  • Almost any kind of music
  • Railway trains
  • Numerical puzzles and anything to do with numbers
  • Going to the sea
  • Bathing and swimming
  • Silence
  • Sleeping
  • Dreaming
  • Eating
  • The smell of coffee
  • Lilies of the valley
  • Most dogs
  • Going to the theatre

Ernie concluded, “This list of activities and things that Christie loved may trigger some of the stuff that turns you on and which you can use for an active retirement. This will go a long way towards conquering retirement boredom.”

http://www.retirement-cafe.com/Fun-Things-to-Do-When-You-Retire.html

fisherman-1624704_1920_paulbr75_

Is the time ripe for you to retire? Again, only YOU can answer that!

When it becomes the right moment for you to make that “big plunge” to “living your dreams…” KUDOS and BEST WISHES on your rebirth as you explore your own pursuit of retirement self-reinvention and post-employment “freedom!”

PKF

© 2019 Paul K. Fox

 

 

Photo credits in order from Pixabay.com: “old” by dietcheese, “man” by geralt, “elderly lady” by mabelamber, “senior” by ritae, “woman” by silviarita, “old couple” by monicavolpin, “ben-franklin” by ericdunham, “Fisherman” by paulbr75, “grandma” by fujidreams, and “wooden-train-toys-train-first-class” by Couleur.

wooden-train-2066492_1920_Couleur

 

Tips on Student Teaching

Digest of Resources for Pre-Service Music Teachers

Acknowledgments: Special thanks for the contributions of Blair Chadwick and  Johnathan Vest, who gave me permission to share information verbatim from their PowerPoint presentation, and to John Seybert (formerly of Seton Hill University), Ann C. Clements, Robert Gardner, Steven Hankle, Darrin Thornton, Linda Thornton, and Sarah Watt (Penn State University), Dr. Rachel Whitcomb (Duquesne University), and Robert Dell (Carnegie-Mellon University).

Photo credits: David Dockan, my former student, graduate of West Virginia University, now Choir Director / Music Teacher at JEJ Moore Middle School in Prince George, VA.

 

a field guide to student teaching in musicIf you are not fortunate enough to own a copy of A Field Guide to Student Teaching in Music by Ann. C. Clements and Rita Klinger (which I heartily recommend you go out and buy, beg, borrow, or steal), this blog provides a practical overview of field experiences in music education, recommendations for the preparation of all music education majors, and a bibliographic summary of additional resources. Representing that most critical application of in-depth collegiate study of music education methods, conducting, score preparation, ear-training, and personal musicianship and understanding of pedagogy on voice, piano, guitar, and band and string instruments, the student teaching experience provides the culminating everyday “nuts and bolts” of effective music education practice in PreK-12 classrooms.

Possibly the best definition of “a master music teacher” and the process for “hands-on” field training comes from the Penn State University handbook, Partnership for Music Teacher Excellence: A Guide for Cooperating Teachers, Student Teachers, and University Supervisors.

“The goal of the Penn State Music Teacher Education Program is to prepare exemplary music teachers for K-12 music programs. Such individuals can provide outstanding personal and musical models for children and youth and have a firm foundation in pedagogy on which to build music teaching skills. Penn State B.M.E. graduates exhibit excellence in music teaching as defined below.”

“As PERSONAL MODELS for children and youth, music teachers are caring, sensitive individuals who are willing and able to empathize with widely diverse student populations. They exhibit a high sense of personal integrity and demonstrate a concern for improving the quality of life in their immediate as well as global environments. They establish and maintain positive relations with people both like and unlike themselves and demonstrate the ability to provide positive and constructive leadership. They are in good mental, physipenn state university logocal, and social health. They demonstrate the ability to establish and achieve personal goals. They have a positive outlook on life.”

“As MUSICAL MODELS, they provide musical leadership in a manner that enables others to experience music from a wide variety of cultures and genres with ever-­‐‑increasing depth and sensitivity. They demonstrate technical accuracy, fluency, and musical understanding in their roles as performers, conductors, composers, arrangers, improvisers, and analyzers of music.”

“As emerging PEDAGOGUES, they are aware of patterns of human development, especially those of children and youth, and are knowledgeable about basic principles of music learning and learning theory. They are able to develop music curricula, select appropriate repertoire, plan instruction, and assess music learning of students that fosters appropriate interaction between learners and music that results in efficient learning.” — Penn State University School of Music

Making a smooth transition from “music student” to “music teacher” requires a focus on four goals:

  1. Preparation to your placement in music education field assignments
  2. Understanding of the relationships between your cooperating teacher(s) and the university supervisor (and you!) and promotion of positive communications
  3. Adjusting to new environments
  4. Development of professional responsibilities

As mentioned before, details of these should be reviewed in a reading of the introduction to A Field Guide to Student Teaching in Music by Ann. C. Clements and Rita Klinger.

Not to “toot my own horn,” but you are invited to peruse my past blogs on this subject:

 

daviddockan_choir

Observations

“Take baby steps,” they say?  Before your college music education professors release you to direct a middle school band, teach a general music class, or rehearse the high school choir, you will be asked to observe as many music programs as possible.

My advice to all pre-service teachers is, regardless of your formal assignments by your music education coordinator, try to find time to observe a multitude of different locations, levels, and socioeconomic examples of music classes. Do not limit yourself to those types of jobs you “think” you eventually will seek or be employed:

  • Urban, rural, and suburb settings in poor, middle, and upper-middle socioeconomic areas
  • Large and small school populations
  • Both private and public school entities
  • Elementary, middle, and high school grades
  • General music, tech/keyboard, guitar, jazz, band, choral, and string classes
  • Assignments as different from your own experiences in music-making

Ann Clement and Rita Klinger make the distinction between simply observing and analyzing what you see:

“Observation is a scientific term that means to be or become aware of a phenomenon through careful and directed attention. To observe is to watch attentively with specific goals in mind. Inference is the act of deriving logical conclusions from premises known or assumed to be true. Inference is the act of reason upon an observation. A good observation will begin with pure observation devoid of inference. After an observation of the phenomenon being studied has been completed, it is appropriate to infer meaning to what has been observed. Adding inference after an observation completes the observation cycle — making it a meaningful observation.”A Field Guide to Student Teaching in Music

Student Teaching in Music- Tips for a Successful Experience.png

Some tips (from Student Teaching in Music: Tips for a Successful Experience by Blair Chadwick and Dr. Johnathan Vest):

  1. Have a specific goal for the observation in mind before you begin
  2. Make copious notes, but don’t write down everything.
  3. Write down techniques, quotes, musical directions or teacher behaviors that seem important.
  4. Don’t be overly critical of your master or cooperating teacher during the observation process.  Remember, they are the expert, you are the novice.  Your perspective changes when you are in front of the class.
  5. Hand-write your notes. An electronic device, although convenient, is louder and can provide distraction for the teacher and students, and you. Write neatly so you can transcribe the notes later.
  6. An small audio recorder can be very useful in case you want to go back and hear something again.

It is appropriate to mention something here about archiving your notes and professional contacts. It is essential that you organize and compile all of the data as you go along… catalog the information in your “C” files (don’t just stuff papers in a drawer somewhere):

  1. Contacts (cooperating/master teachers and administrators’ phone/email addresses)
  2. Course work outlines and class observation journals
  3. Concerts (your own solo and ensemble literature and school repertoire)
  4. Conferences (session handouts, programs)

Why is this important? Don’t be surprised if/when you are asked to teach in a specialty or grade level outside your “major emphasis,” and you want to find that perfect teaching technique or musical selection previously observed that would be a help in your lesson.

 

dockan4

Student Teaching

The success of the student teaching experience depends on all its parts working together. They include:

  • The Student Teacher
  • The Cooperating Teacher
  • The University Supervisor
  • The Students
  • The Administration and other teachers and personnel in the building

First, check out your university’s guidelines (of course), but here are “The Basics.”

  • Punctuality (Early = on time; On time = late; Late = FIRED)
  • Dress and Appearance: Be comfortable yet professional.  Be aware of a dress code if one exists, as well as restrictions on tattoos, piercings, and long hair length (gentlemen.)
  • Parking/Checking-In: Know this information BEFORE your first day
  • Materials and Paperwork: Contact your Cooperating Teacher  BEFORE the first day. Know what you need and bring it with you on the first day.

Teacher Hub in “A Student Teaching Survival Guide” spelled out a few more recommendations:

  1. teachhub.comDress for success (professionally)
  2. Always be prepared (checklists, planner, to-do’s)
  3. Be confident and have a positive attitude (if needed, “fake” self-confidence)
  4. Participate in all school activities (everything you can fit into your schedule: staff meetings, extra-curricular activities assigned to the cooperating teacher, and even chaperone duties for a school dance, etc.)
  5. Stay clear of drama (no gossip!)
  6. Don’t take it personally (embracing constructive feedback and criticism)
  7. Ask for help (that’s why you and mentor teachers are there)
  8. Edit your social media accounts (privacy settings and no school student contacts)
  9. Approach student teaching as a long interview (always, throughout the student teaching assignment: “best foot forward” and showcase of all of your qualities)
  10. Stay healthy (handling stress, good sleep, and other positive health habits)

Common questions that may be asked by the student teacher (Chadwick and Vest):

  • Will my cooperating teacher (CT) and school be a good fit for me?
  • Will I “crash and burn” my first time in front of the class?
  • What if  my CT won’t let me teach?
  • What if my CT “throws me to the wolves” on the first day?
  • Will the students respect me?
  • How will I be graded?
  • Will I pass the Praxis??

 

national core arts standards

Planning

Chapter 2 “Curriculum and Lesson Planning” in A Field Guide to Student Teaching in Music provides 12 pages covering scenarios, discussions, and worksheets on all aspects of instructional planning, including the topics of philosophy of music teaching, teaching with and without a plan, long-term planning, and assessment and grading.

If you are unfamiliar with the terms “formative,” “summative,” “diagnostic” and “authentic” assessment, or other educational jargon, or are not fully aware of your state’s arts and humanities standards and the National Core Arts Standards, don’t panic. (Many of us “veteran” music teachers were in the same boat at the beginning of student teaching, regardless of how much material was introduced in our education methods courses.) Do some “catch-up” by visiting  the corresponding websites. For example, in pmeaPennsylvania, you should be a member of PCMEA and take advantage of the research of the PMEA Interactive Model Curriculum Framework. Some educational “buzz words” and acronyms were explored in a previous blog here. It should be noted that, although you won’t be expected to know the full PreK-12 music curriculum while student teaching, when you are hired as “the music specialist,” you would likely be the professional who will be assigned to write and update that same curriculum… so get to know it ASAP. (On my second day in my first job, my JSHS principal came to me and said a course of study for 8th grade music appreciation was due on his desk by the last week of the semester! No, like you, I was not trained in writing curriculum in college!)

From the Penn State University Partnership for Music Teacher Excellence: A Guide for Cooperating Teachers, Student Teachers, and University Supervisors, the following criteria are recommended to be used by the cooperating teacher and the student teacher to assess the effectiveness of a long-term course of study. (Sample plans are provided here.)

  1. Stated learning principles are related to specific learner or student teacher
    activities.
  2. The importance of the course of study is explained in terms learners would likely
    accept and understand.
  3. Each goal is supported by specific objectives.
  4. The sequence of the objectives is appropriate.
  5. The goals and objectives are realistic for this group of learners.
  6. The objectives consider individual differences among learners.
  7. The content presentation indicates complete and sequential conceptual
    understanding.
  8. The presentation is detailed enough that any teacher in the same field could
    teach this unit.
  9. The amount of content is appropriate for the length of time available.
  10. A variety of teaching strategies are included in the daily activities.
  11. The teaching strategies indicate awareness of individual differences.
  12. The daily plans include a variety of materials and resources.
  13. The objectives, teaching strategies, and evaluations are consistent.
  14. A variety of evaluative techniques is employed.
  15. Provisions are made for communicating evaluative criteria to learners.
  16. The materials are neatly presented.

It is important sit side-by-side with your cooperating teacher and discuss some of these “essential questions” of instructional planning and assessment of student teaching:

  • What is the purpose of the learning situation?
  • What provision have you made for individual differences in learner needs, interests, and abilities?
  • Are your plans flexible and yet focused on the subject?
  • Have you provided alternative plans in case your initial planning was not adequate for the period (e.g. too short, too long, too easy, too hard)?
  • Can you maintain your poise and sense of direction even if your plans do not go as you anticipated?
  • Can you determine where in your plans you have succeeded or failed?
  • On the basis of yesterday’s experiences, what should be covered today?
  • Have you provided for the introduction of new material and the review of old material?
  • Have you provided for the development of musical understanding and attitude as well as performance skills?

 

dockan1

Getting Your Feet Wet… Becoming an “Educator”

[Source: Chadwick and Vest]

Be attentive to the needs of the students and your cooperating teacher. If you see a need that arises that the CT cannot or is not addressing, then take action. Don’t always wait to be told what to do. These situations may include:

  • Singing or playing with students who are struggling
  • Work with a section or small group of students
  • Helping a student with seat/written work
  • Attending to a a non-musical problem (such as student behavior)

Your supervising teacher or music education coordinator will probably instruct you on how much and when to teach, but each school and CT is different. In general, you should start teaching a class full-time by week 3 and have at least two weeks of full-load teaching per placement. (This is not always possible.)

Remember that any experience is good experience, so be grateful if you are asked to teach early-on in your experience.

What the supervising and/or cooperating teachers are looking for during an observation:

  1. The Lesson Plan
    • Lesson organization (components, logical flow, pacing, time efficiency)
    • Required components included
    • National and State Standards Included—and these have/are changing!!!!
    • Objectives stated in observable terms and tied directly to your assessment(s)
    • What the US/CT is looking for during an observation
  2. Teaching Methods
    • Questioning techniques (stimulate thought, higher order, open-ended, wait time)
    • Appropriate terminology use
    • Student activities that are instructionally effective
    • Teacher monitoring of student activities, assisting, giving feedback
    • Opportunities for higher order thinking
    • Teacher energy/enthusiasm
  3. Classroom Management
    • Media and materials are appropriate, interesting, organized and related to the unit of study.
    • Teacher “with-it-ness”
    • Student behavior management (consistency, classroom procedures in place, students understand expectations)
  4. Student Involvement/Interest/Participation in the Lesson
    • Student verbal participation
    • Balance of teacher talk/student talk
    • Lots of  “musicing” (singing, playing, listening, moving)
    • Student motivation
    • Student understanding of what to do and how to do it
  5. Classroom Atmosphere
    • Positive, “can-do” atmosphere
    • Student questions, teacher response
    • Helpful feedback
    • Verbal and non-verbal evidence that all students are accepted and feel that they belong

Student teaching is the opportunity of a lifetime. This is when you get to practice your pedagogical skills, make invaluable professional connections,  and learn lifelong lessons. Sure, it will take a lot of hard work and dedication. As TeacherHub concluded, “Use this time to learn and grow and make a great impression. Stay positive and remember student teaching isn’t forever – if you play your cards right, you will have a classroom of your own very soon.”

PKF

 

dockan3

Bibliography

A Field Guide to Student Teaching in Music, Ann C. Clements and Rita Klinger

A Guide to Student Teaching in Band, Dennis Fisher, Lissa Fleming May, and Erik Johnson, GIA 2019

Handbook for the Beginning Music Teacher, Colleen Conway and Tom Hodgman, 2006

Including Everyone: Creating Music Classrooms Where All Children Learn, Judith A. Jellison, 2015

Intelligent Music Teaching, Robert Duke

Music in Special Education, Mary S. Adamek and Alice Ann Darrow, 2010

Partnership for Music Teacher Excellence: A Guide for Cooperating Teachers,
Student Teachers, and University Supervisors,
Penn State University Music Education Faculty Ann Clements, Robert Gardner, Steven Hankle, Darrin Thornton, Linda Thornton, Sarah Watts  https://music.psu.edu/sites/music.psu.edu/files/music_education/pmte-student_teaching_handbook.pdf

Remixing the Classroom: Toward an Open Philosophy of Music Education, Randall Everett Allsup, 2016

A Student Teaching Survival Guide, Janelle Cox https://www.teachhub.com/student-teaching-survival-guide

Student Teaching in Music: Tips for a Successful Experience, Blair Chadwick and Dr. Johnathan Vest https://www.utm.edu/departments/musiced/_docs/NAfME%20%20Student%20Teaching%20in%20Music.pptx

Teaching Music in the Urban Classroom, Carol Frierson-Campbell, ed.

Teaching with Vitality: Pathways to Health and Wellness for Teachers and Schools, Peggy D. Bennett, 2017

 

© 2019 Paul K. Fox

The Myths of Retirement

Dispelling Five Common Misconceptions Involving One of Life’s Greatest Transitions – Perspectives from Gerontologists, Psychologists, Authors, and Other “Retiree Gurus”

 

Throughout my travels presenting at music educator conferences and local workshops, I discover soon-to-retire music teachers and other professionals have many preconceived notions about retirement. I hear the general acceptance of many “myths,” including these five Five Mythsthat seem to be the most prevalent:

  1. You retire FROM something.
  2. It’s an easy transition.
  3. It takes little time to prepare.
  4. It’s completely different from anything you’re doing now.
  5. Retirement is the time to downsize and move.

Let’s “troll the Internet” a little and check-in with a few leading authorities on retirement planning.

knit-869221_1920_Foundry

 

1

You should retire to, not from, something.

“Most people today view retirement as an opportunity to begin a new chapter in their lives, ‘not a time to wind down and move off the playing field,’ says gerontologist Ken Dychtwald, 64, the CEO of Age Wave, a research think-tank on aging issues.”

“They are trying to figure out new ways to be productive. ‘Many are wondering: What can I do with this stage of my life that is perhaps my highest purpose?’ says Dychtwald, who is also a psychologist. He has written 16 books on aging, health, and retirement issues.”

— “How to Reinvent Yourself in Retirement” by Nanci Hellmich, USA TODAY: https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/

grandma-736004_1920_fujidreams

quote

“You really should retire to something, not just retire from something… Having a notion of what you are retiring to is also a necessary early retirement planning activity. One that everyone should complete.”

“I would say that I just want the freedom to do whatever I want to do. To spend time in the garden, exercise, travel, pursue opportunities that interested me, learn new things, meet new people, etc. I had done the necessary steps of making sure that I had budgeted for my hobbies and our travel wishes. I thought that was enough. However that wasn’t going to occupy all of my retirement days.”

“Now I do want and enjoy free time where there are no obligations just as much as the next guy, but I needed to look at what I was really retiring to so I wouldn’t end up one of those unfortunate retirees who say they are bored and wished they had never retired. That is why you should plan to retire to something, not just retire from something.”

— “Retire To Something,” Leisure Freak Tommy: https://www.leisurefreak.com/non-financial-aspects-of-early-retirement/retire-to-something/

senior-2642013_1920_RitaE

quote

“Throughout your working years, you have probably viewed your retirement as a destination. It is a goal you are saving for and will hopefully reach one day. But once you reach this destination, then what? ”

“The perception of retirement as a destination may be why some people approach retirement with dread rather than anticipation. They view retirement as a finish line or as the end of the road.”

“But retirement is simply a milestone you pass on your journey. It’s like crossing the border from one state to the next. The road will continue to unfold before you.”

“Your life has changed in countless ways from the time you graduated from school and entered the full-time work force until the present. You have probably changed jobs and perhaps changed careers. You may have lived in numerous places, gotten married and raised a family. Friends have come and gone, your hobbies and interests have evolved and your body has changed.”

“Your retirement could easily last two or three decades. It won’t be a one-dimensional, stagnant state of being. Your life will continue to evolve in many ways after you retire. You may move, the people in your life will continue to shift and you will probably travel to new places and engage in new activities.”

— “Your Retirement is a Journey, Not a Destination” by Dave Hughes, RetireFabulously: http://retirefabulously.com/2017/05/15/your-retirement-is-a-journey-not-a-destination/

 

2

For many, retirement may not be an easy transition.

“50% of retirees will suffer some form of acute emotional distress. This is potentially a very large problem given the fact that 10,000 people are becoming eligible for Social Security every day for the next 20 years in the US alone.”

— Dr. Robert P. Delamontagne in Retiring Mind, Fairview Imprints, 2010: http://www.theretiringmind.com/

fisherman-1624704_1920_paulbr75

quote

“For some people, retirement planning conjures up images of languid days free from the demands of the daily grind, but for others the prospect of leaving the workforce may be a daunting or even frightening transition.”

“For most, this major milestone will elicit a mixture of emotions that fall somewhere between anticipation and apprehension. Retirement is, in fact, a complex experience for almost everyone, characterized by gains and losses and tremendous shifts in identity and routines.”

“Unless those challenges are addressed and dealt with, the so-called ‘golden years’ can be tarnished,” says Irene Deitch, PhD, psychologist and professor emeritus at the College of Staten Island, City University of New York. “Even those who may have thought they were prepared can find that the transition is tougher once they’re actually in the throes of it.”

—”Eight Ways to Ease into Retirement” by Katherine Lee, Everyday Health: https://www.everydayhealth.com/longevity/future-planning/happy-retirement.aspx

3

Preparation to retirement is essential for you and your family members.

“Most gerontologists agree that a period of adjustment will occur during the first years of “interning” as a retiree. Even more crucial is the “pre-retirement” or “imagination” stage of retirement, involving your preparation six to ten years prior to “taking the big leap” to FREEDOM!”

“Have you considered a few ‘terms of transformation’ below that are all-to-common to soon-to-be-retirees undergoing that life-changing transition to ‘living their dream?’ How should you unravel these “conundrums” or mysteries of transitioning to retirement?

  • Self-Identity and Change
  • Free Time
  • Energy and Fortitude
  • Losing Control and Perpetual Care”

“The only solution to ‘softening the blow’ of the possible turmoil and incongruity brought on at this time is to follow the Boy Scout rule… BE PREPARED.”

“According to TIPS Retirement for Music Educators by Verne A. Wilson (MENC 1989), at least three years before you leave your full-time employment:

  1. Sit down with your spouse if you are married (and other family members) and plan ahead carefully.
  2. Decide when you want to retire. Estimate as accurately as possible what your economic situation will be after you retire.
  3. Decide where you want to live after you retire. This means not just the neighborhood, city, or state, but also the kind and style of residence… retirement community, one-floor ranch, apartment, etc.
  4. Set some goals regarding how you want to spend your retirement time. Focus on your talents and abilities instead of looking at the handicaps that may come with the aging process.
  5. Be prepared for “change” and learn how to accept it, and be willing to embrace new opportunities for personal growth, flexibility, and adaptability.
  6. Be sure your intentions are clearly stated in writing (wills, power of attorneys, living wills, etc.)”

— “New Dreams and Horizons” by Paul K. Fox and other sources: https://paulkfoxusc.wordpress.com/2017/08/03/new-dreams-and-horizons/

old-couple-2435629_1920_MonicaVolpin

quote

“Prior to retiring, you should make a concerted effort to prepare for ‘life after work,’ including:

  • Cultivate interests outside work
  • Lead a healthier lifestyle
  • Revitalize family relationships
  • Spend more time with spouse
  • Embrace spirituality or meditation
  • Nurture friendships and make new friends”

— “Retire Happy: What You Can Do Now to Guarantee a Great Retirement” by Richard Stim and Ralph Warner, USA TODAY/Nolo Series: https://www.amazon.com/dp/141330835X/ref=rdr_ext_tmb

 

4

Retirement may or may not be completely different to what you are doing right now.

“Many people want to continue to work. In fact, 72% of pre-retirees, age 50 and older, say they want to keep working after they retire, according to a recent survey sponsored by Merrill Lynch in partnership with Age Wave. Almost half (47%) of current retirees either are working, have worked, or plan to work in retirement, the survey found.”

— “Work in Retirement: Myths and Motivations,” by Merrill Lynch in partnership with Agewave: https://agewave.com/wp-content/uploads/2016/07/2014-ML-AW-Work-in-Retirement_Myths-and-Motivations.pdf

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quote

“Planning for retirement may require a focus on self-management throughout a person’s career, according to a model of career development by psychologist Harvey Sterns, PhD, the director of the Institute for Life-Span Development and Gerontology at the University of Akron.

“No two retirees are the same and multiple pathways exist to get from work to retirement.”

“There is no right way to retire,” Sterns says. “Many people think retirement is wonderful, and for people who want to retire, that’s the right thing to do. If they don’t want to, that’s the right thing, too.”

“After 26 years as a counseling psychology professor at the University of Maryland, Nancy K. Schlossberg, EdD, was ready to retire. But she was hardly ready to slow down. She looked forward to having more flexibility and freedom in her schedule to explore other interests. Still, there was the question of what her new identity would be…”

“Retirement can take many forms, Schlossberg notes. In fact, she identified the following six based on her interviews with about 100 retirees:

  • Continuers stay connected with past skills and activities, but modify them to fit retirement, such as through volunteering or part-time work in their former field.
  • Adventurers start new activities or learn new skills not related to their past work, such as learning to play the piano or taking on an entirely new job.
  • Searchers learn by trial and error as they look for a niche; they have yet to find their identity in retirement.
  • Easy gliders enjoy unscheduled time and like their daily schedule “to go with the flow.”
  • Involved spectators maintain an interest in their previous field of work but assume different roles, such as a lobbyist who becomes a news junkie.
  • Retreaters become depressed, retreat from life and give up on finding a new path–the only negative path in Schlossberg’s classification.”

“The path retirees choose after retirement isn’t necessarily the path they stay on either, Schlossberg says.”

“It’s an evolving part of your career development,” Schlossberg explains. “And the longer you live, the more your path will shift and change.”

— “A New Face to Retirement” by Melissa Dittman, American Psychological Association: http://www.apa.org/monitor/nov04/retirement.aspx

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quote

“After the last school bell rings, retired teachers have a leg up. Opportunities cut a broad swath from tutoring to substitute teaching to jobs a little further afield, such as fitness training.”

“Teachers have a combination of tools in their kit that many retirees don’t — solid degree credentials, expertise in a specific field and a passion for helping people learn something new.”

— “Great Jobs for Retired Teachers” by Kerry Hannon, AARP: https://www.aarp.org/work/working-after-retirement/info-04-2011/jobs-for-retired-teachers.1.html

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quote

“Most teachers spend their first year of “retirement” decompressing from the full-time teaching gig. It’s that special time you’ve looked forward to for years. You do some traveling, catch up on all those books you never had time to read, and just relax. Your days are free of ringing bells and reports. Plus, you get to spend a much larger part of your day in your pajamas. Yay! You earned it. You know you’ve arrived when Labor Day stops feeling like D-Day.”

“After a year or so, however, you may start to realize you actually miss working. Not that you miss the standardized tests, parent conferences and grade reports. But something in that work stimulated you in a way nothing else comes close to doing. Perhaps you miss the pleasure you felt creating learning units, or the joy of introducing students to a new author, or the collaborative bonds with fellow teachers. These were true enjoyments and now they are gone.”

“Once you’ve decompressed sufficiently, you might want to consider doing a career redesign. Unlike many other careerists, retired teachers have the freedom and the financial ability to put together a ‘second-act’ career, tailored to the life they want. Keep in mind, U.S. pension policies have restrictions on post-retirement income, so keep a close check on those caps.”

“If you’re feeling ready to begin again, here are ten opportunities you should definitely consider.

  1. Tutoring
  2. Specialized Test Prep
  3. College Application Support
  4. College Adjunct Teaching
  5. Career and Life Coach
  6. Tour Guide
  7. Writing and Editing
  8. Educational Consulting
  9. Translator
  10. International Schools”

— “Ten Great Encore Careers for Retired Teachers” by Peter Spellman, Nextcalling: https://nextcalling.org/wp-content/uploads/2018/01/10-Great-%E2%80%98Encore-Careers%E2%80%99-for-Retired-Teachers.pdf

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quote

“We were fortunate to have Dr. John V. D’Ascenzo join the PMEA Retired Member Coordinator at the PMEA Summer Conference, assisting on the session “Retirement 101 – Retiree Stories and Strategies,” which was held on July 17-18, 2018 at the Red Lion Hotel in Harrisburg, PA.”

“John provided a lot of interesting perceptions and coping tips for the “soon-to-retire!” He shared new segments for consideration with references.”

“The evaluating of personal and professional paths prior to and at the time of retirement leads to behavioral changes that promote positive outcomes (Krawulski, de Oliviera Cruz, Medina, Boehs & de Toledo, 2017). Activities would include:

  • Giving and/or receiving education/training.
  • Volunteering roles: leadership, followership
  • Pursue different career paths for remuneration or gratis.”

Retired Member Network eNEWS, August 2, 2018: https://www.pmea.net/wp-content/uploads/2018/07/Retired-Member-Network-eNEWS-080218.pdf

 

5

Retirement may or may not be the time to pull-up stakes and move from your current residence.

“The US Census Bureau reports that 49 out of 50 people over the age of 65 stay right where they are when they retire.”

“If your current hometown is affordable, close to friends and family, and near activities and entertainment you most enjoy, why move for the sake of moving? Instead, consider whether the need for change can be satisfied through more frequent brief vacations, or by purchasing an inexpensive weekend getaway home.”

— “Fine Out Where You Should Retire” by Melissa Phipps, The Balance: https://www.thebalance.com/where-should-i-retire-2894254

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My next blog for this “Retirement Resources” forum will investigate this subject more closely and pose the questions, “Where Should I Retire?” and “What are the three most important factors to consider before choosing your retirement destination?”

Retirees: Do you have YOUR favorite “myth in retirement?” Please share. (Click on “comment” near the top of this article.) We would love to hear from you!

Otherwise, stay tuned for additional thoughts and tips on preparing a happy transition to retirement. You are also invited to revisit past blog-posts at this site: https://paulkfoxusc.wordpress.com/for-retirees/.

PKF

© 2018 Paul K. Fox

Photo credits (in order) from Pixabay.com: “emotional” by werner22brigitte, “knit” by foundry, “grandma” by fujidreams,”senior” by RitaE, “fisherman” by paulbr75, “old couple” by MonicaVolpin, “trumpet-player” by Hans, “fashion” by skeeze, “violin” by niekverlaan, “artist” by imaginart, “guitarist” by SplitShire, and “cottage” by MonikaDesigns.

 

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Retiree Concepts

Random Terms Re: Retirement Transitioning

dictionary-1619740_1920_stevepbThe “new” definition of retirement includes a unique collection of synonyms. Gone are the designations “seclusion,” “privacy,” “withdrawal,” “retreating” and “disappearing” based on archaic models of retiring when the average life expectancy at birth in the 1800s was 38 and in the 1900s was 47. (Merriam-Webster and others still show these words on their online dictionaries!) Now, some of the more creative descriptors for retirement are “renewment,” “rewirement,” “rest-of-life,” “second beginnings,” and “reinvention.” (Also see http://www.cbsnews.com/news/how-do-you-define-retirement/.)

In addition to these, there are a few nontraditional terms that may come up during the passage from full-time employment to “living the dream” (hopefully) in retirement. These will not show up in a typical book for retirees… but, understanding them can “make a difference” through this roller-coaster ride of coping with life-style changes/altered expectations, and finding creative new ways to self-reinvent and thrive.

 

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Marginality and Mattering

Do you feel “needed” and “making a difference” to others? The definition of “mattering” is “the belief that we matter to someone else.” This is an essential part of what author Ernie Zelinski of the best-seller Retire Happy, Wild, and Free emphasizes the importance of “finding purpose, structure, and community in retirement.”

“It has been suggested that one problem of retirement is that one no longer matters; others no longer depend on us… The reward of retirement, involving a surcease from labor, can be the punishment of not mattering. Existence loses its point and savor when one no longer makes a difference.”   – Rosenberg and McCullough Quoted in Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose by Nancy Schlossberg (APA, 2017)

According to counseling psychologist Nancy Schlossberg, Rosenberg’s concept of “mattering” is “a universal, lifelong issue that connects us all.”  Her four dimensions of mattering are:

  • Attention – the feeling that a person has the interest of another;
  • Importance – the feeling that others care about what you want, think, and do;
  • Ego-Extension – the feeling that others will be proud of your successes and/or saddened by your failures;
  • Dependence – the feeling that a person can depend on someone else.

Although initially attributed to collegiate retention, persistence and “getting students connected” (https://sites.google.com/site/uscedco030/Home/theorist-pages/marginality-mattering-and-validation-theory-nancy-schlossberg-laura-rendon/schlossberg), Schlossberg defines “maginality” as “a sense of not fitting in” and which “can lead to self consciousness, irritability and depression. For some, these feelings can be permanent conditions.” Furthermore, “feelings of marginality often occur when individuals take on new roles, especially when they are uncertain about what a new role entails.”

Just like the sometimes tumultuous passage to and emotional ups-and-downs during your “life after the work?”

 

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PTSD

What does “post-traumatic stress disorder” have to do with leaving your job? Hopefully it does not apply to you, but…

If are among the surprisingly large number of music teachers who lost their job “involuntarily,” you may be undergoing the same “stages of grief and loss” often shared during the breakup of a marriage or the dealth of a loved one:

  • Denial (disbelief, numbness, shock)
  • Bargaining (preoccupation with “what could have been,” guilt, remorse)
  • Depression (sadness, loneliness, emptiness, isolation, self-pity)
  • Anger (feelings of helplessness, abandonment)
  • Acceptance (emotional resolution, healing)

checkmate-1511866_1920_stevepbFeeling you were “kicked to the curb,” “downsized,” “minimized,” or somehow “forced” to resign or retire comes from many scenarios:

  • Music or staff are eliminated from the curriculum or building in which you teach.
  • You feel you must retire early before the end of the contract to avoid losing existing medical or other contractual benefits.
  • While voluntarily retiring from the full-time “day” job, you hope to continue serving in the capacity as assistant director (marching band, musical, etc.), but are not re-assigned or asked to return.
  • The new head coach of the sport in which you have assisted for many years fires you to bring in his “cronies.”
  • The perception that the program to which you have devoted your whole career is being dissembled or de-emphasized for the next “flavor-of-the-year.”

Most mental health experts agree, you cannot self-diagnose PTSD. However, the “warning signs” are probably evident. If you are having trouble sleeping, difficulty with relationships, or find yourself feeling significantly depressed or lethargic, visit your health care professional.

 

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Losing old habits…

“Surrendering your urge to be an agent of change!”

The next retiree concept is more of a habit or tendency, something that those of us who retired from education may find it a little hard to stop doing at first. Among the core values of “moral professionalism,” we consistently seek ways to reform “the system,” much like efficiency experts. In other words, “break it if it needs fixed,” or seek new practices or approaches to solve problems. This means we seldom accept the status quo or “that’s the way it’s always have been done.”

I found that in my volunteer work, when I come up to a challenge like a policy that isn’t working, I look for better ways of doing it. Teachers always self-assess and seek changes for “the good of the order,” but these “systems” are not our classrooms. Educators were expected to “monitor and adjust,” modify our lesson targets, rip down old bulletin boards and put up new with more exciting media, re-write curriculum, etc. – always with the mission to “build a better mouse trap” for more efficient delivery of instruction to all.

comic-characters-2026313_1280_OpenClipart-VectorsIn retirement, this can be frustrating. You can’t tell somebody else how to run their operation. Some people do not want to hear criticism, nor do they care what your opinion is, nor do they want to change their traditions or fine-tuned (?) step-by-step procedures. You on the other hand want things to improve, e.g. better training, more consistent application of the rules, etc., and therefore you feel “unrequited stress.”

Throughout my whole “professional life,” I never looked the other way. I try to fix things. But that’s not everybody’s inclination, and the world is not going to come to end if someone doesn’t take your advice. As retirees, remove the unnecessary hassle. You have two choices. Resign from the activity, or step back from being its self-appointed critic, accept the situation, and let everyone go back to playing their own way in their “sandbox.”

 

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Caregivers anchor

Many retirees choose to be part- or full-time caregivers, perhaps babysitting or serving as the custodian of a senior family member.

If you are fortunate enough to have grandchildren (your own or adopted ones), enjoy them! Your generous super-competent daycare services may provide ever-so-essential attention to your loved-ones. “Playing with the kids” is wonderful for your own mood, perspective, and mental health. And, how many times have I heard the sage advice to “immerse yourself around young people and you will stay forever young!”

grandparents-1969824_1920_sylvieblissHowever, invest your time wisely. Retirees deserve a life of their own and opportunities for unstructured “time-off.” Don’t forget the other items on your “bucket lists” (like travel, “encore career,” and volunteering). Serving as your family’s childcare “safety net” is nice, but don’t let this schedule dominate everything you do in your retirement… trading one job for another… with no financial compensation (but a whole lot of fun, I know).

Sometimes the responsibility of taking care of an elderly family member comes to you unexpectedly (like an ill parent or grandparent). When this “all-encompassing” duty is thrust upon you, it may consume every free moment in your schedule.

This excellent advice is from the blog-site “A Place for Mom.”

Many of us do end up deciding to become family caregivers, a demanding role that often includes advocating for your loved one, coordinating providers, and performing home medical care tasks.

In fact, over 65.7 million Americans currently provide care for a family member or loved one, according to the National Alliance for Caregiving, and 36% of those are caring for an elderly parent.

Being prepared for the role of caregiver means taking a lot of different factors into consideration. You will need to ask yourself hard questions about how your own availability and care-giving capabilities will affect your ability to provide effective care — for your loved one and yourself.

  – https://www.aplaceformom.com/blog/2-24-14-caregiver-questions-to-as/

Several of the “big questions” from their site:

  1. Am I financially prepared for the extra costs of care-giving?
  2. Am I really capable of taking care of Dad or Mom all by myself?
  3. Do I have the social support and resources I’m going to need?
  4. How will care-giving affect my physical and mental health?
  5. Will I be able to make time for myself and my family?

seniors-1505938_1920_geraltAgain, that focus on “first things first” (remember the book of the same name by Stephen Covey?) and “take care of yourself, too!”

In her book In A Different Voice (Harvard University Press), author Carol Gilligan describes the philosophy of moral development based on “evolving steps of caring.”

  1. Decisions based solely on care for their needs. (GOOD)
  2. Decisions based on care for the needs of others. (BETTER)
  3. Decisions based on care for themselves and others. (THE BEST)

As mentioned in a previous blog, we could all hope to prescribe to Kathy Merlino’s “independent-living manifesto” ― being actively involved in her children’s lives, but NOT leaving them the ultimate chore of “taking care of mom!”

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“Stressed over the season”

Finally, while we are on the subject of care-giving, here are a few links to alleviating stress, especially around the coming winter holidays:

Also, although I wrote my own blogs about “the happiest time of the year,” (see https://paulkfoxusc.wordpress.com/2015/11/29/tips-for-retirees-on-managing-stress-during-the-coming-winter-celebrations/ and https://paulkfoxusc.wordpress.com/2015/12/22/random-acts-and-other-resolutions/, I found more wisdom re: “stress for seniors.”

Best wishes for you and yours to enjoy the festive season and a Happy New Year!

PKF

© 2017 Paul K. Fox

 

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Photo credits from Pixabay.com: “person” by RitaE, “dictionary” by stevepb, “volunteer” by maialisa, “stress” by thedigitalartist, “checkmate” by stevepb, “head” by johnhain, “comic-characters” by OpenClipart-Vectors, “grandfather” by kko699, “grandparents” by sylviebliss, “seniors” by geralt, “shopping-mall” by stocksnap, and “senior” by RitaE

How Retirement Has Changed Me… Revisited

Part II: The reinvention continues… new perspectives, recent renovations, fun pathways, and more technology

Happy Thanksgiving to all! Enjoy your time with your family and friends next week!

I feel very blessed and thankful for my health, happiness, economic stability, and relative comfort. My wife and I have “weathered” the so-called “passage to retirement” with success and grace, and continue to explore finding life’s meaning to fulfill the three most important things a job usually provides (according to best-selling author Ernie Zelinski): purpose, community, and structure.

Back in July 2015, I wrote the introduction to this “personal trek” of post-employment transitioning, coping with life-style changes/altered expectations, and personal metamorphosis to “living the dream!” (You can review all of these articles by clicking on the “For Retirees” above.) Specifically on “how retirement has changed me,” nine months ago, I wrote “Part I – One retiree’s quest for learning technology, science, and history” (https://paulkfoxusc.wordpress.com/2017/02/13/how-retirement-has-changed-me/), and can report “all is good” in progress on all of these fronts.

We all know personal growth is about curiosity, exploration and acceptance of change… so, now’s the time to report back. What have you been up to, Paul, since then?

 

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Writing, Collaborating, and Becoming a Better Techie

Here are a few quick check-marks to add to my post-employment technology portfolio:

  • I learned how to create a blog site and write blog articles
  • I learned how to use Zoom online and hold committee meetings on the web
  • I learned how to make a webinar video

To all current and future retirees, I strongly recommend venturing into the creative process of writing… and building a website to archive all of your “treasures.” Posting a blog is a perfect vehicle for getting something off your chest, promoting discussion on almost any topic, researching areas you always wanted to unearth, sharing your thoughts and experiences, and stating your opinion for the record using the Internet.

“The sky’s the limit” for the subjects you could present. What do you like to write about? It is probably easier to dive into the things that are closest to you, your “pet peeves” and passionate viewpoints, or perhaps drawing from the vast store of knowledge and competencies you developed in your music education career. My own “categories” on my website are “Becoming a Music Educator” (for pre-service and new music teachers), “Creativity,” “Ethics,” “Firesides” (epistles I have given to my students), and “For Retirees.”

Look into one of the free, “do-it-yourself” online sites like WordPress, Wix, Web, or Weebly.com. Unless you really want to, it is not necessary to pay for a domain name. However, if you want an easy-to-remember tagline (something everyone can remember), be creative with the title of a new Google email account (from which these web-creation services usually generate your website’s domain name). My professional email is paulkfox.usc@gmail.com, so WordPress removed the dot and created my website moniker as “paulkfoxusc.wordpress.com.”

My quest for further education in stimulating personal technological advances have included using services like “Doodle,” “Wufoo,” “Zoom” or “Go to Meeting” for collaborating with members of the Council for Teacher Training, Recruitment, and Retention, and submission of several videos which have been archived in the NAfME Academy Professional Development library (of which I am most proud):

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  • Marketing Your Professionalism for Collegiate Music Education Majors: Tips and Strategies to Prepare and Present Yourself for Interviewing and Landing That First Music Teacher Job (two-part video)
  • Preparing for a Smooth Transition to Retirement
  • Supercharge the School Musical

 

Non-Technological Developments

No, I’m not dead yet. Retirement has provided me many rich new set of pursuits and brain-stimulating activities. Some of these activities are intellectual, some physical, and some just wear out my wallet!

How to spend large amounts of our monthly pension? In other dimensions of personal development, my wife and I are slowly renovating our house, finally getting around to making decisions on colors, styles and its overall presentation. When I was a full-time music teacher, I didn’t spend a lot of time at my home. Now in retirement, I have discovered how much it costs to frame a picture, especially if the only criteria when choosing a frame is the beauty of the wood grain and how well you match the double matting to the lithograph. (Without asking the price, I bought a $800 frame for my $125 Charles Wysocki print!)  Taking the high road, we hired a professional to securely hang things on the wall, another very expensive process when your interior decorator ($75/hour) accompanies your installer ($50/hour) to do the job, but all is “perfect” and no marital disputes erupted! After refinishing the floors, installing new windows, painting all the walls, “staging” several rooms (new transformations), and finally finishing the wall-hangings, it looks like the Foxes have a “showcase” residence.

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Raising two cute dogs have become a centerpiece of my life. We need to walk them several times a day, something on which you can’t procrastinate. One would think this regular physical exercise is part of an aerobic routine that is keeping me super-fit!

I have learned so much from my day-to-day dealings with my pups Gracie and Brewster (see previous blog-post https://paulkfoxusc.wordpress.com/2015/09/22/what-i-have-learned-from-my-dogs-in-retirement/), although inspiring a few questions:

  1. How do they always know my mood and needs better than I?
  2. No matter when you glance at them, what moves them to show you unconditional “love at first sight,” instantly lowering your blood pressure, nurturing your peace-of-mind, and improving your disposition?
  3. Since dogs have no lips, how are they so aptly able to express a loving kiss with a simple lick of our hands?
  4. How is it that they are always available (24/7) to cuddle, play, sleep in your lap, explore the mysterious ends of their leashes, and follow you everywhere?
  5. Regardless of the mistakes you make, why are they the first to forgive you?

And all they ask in return is to “hang around with you!”

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Just for fun, check out illustrator Kelly Angel’s representation of “how your dog views you” at https://www.boredpanda.com/how-you-see-yourself-vs-how-your-dog-sees-you/.

Although I volunteer as the founding director of the South Hills Junior Orchestra and teach “kids of all ages” on Saturdays every week, one of my other volunteer pursuits centers around pushing wheelchairs at the local hospital. The good news? I see so many of my students and their families at St. Clair Hospital. My favorite trip is going to the family birth center and discharging a new mother and her baby… and with surprising frequency, reuniting a former student or colleague with their “old” school music teacher or community orchestra director. Any bad news? Well, I am still puzzled why I have lost a little of my stamina and endurance since retiring. After only a little more than 3 1/2 hours of pushing wheelchairs (some of whom contain very large patients), I notice I am ready for a power nap! This does not mesh well with my employment days when I was teaching full-time, arriving to school by 6:45 in the morning, and often did not make it home until 9 PM (after-school rehearsals, meetings and performances of the marching band, fall play, and spring musical. What’s up about that?

 

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Philosophy of Post-Employment Professional Engagement

“Ask not PMEA can do for you, but what you can do for PMEA.”

Where have you heard that before? Sounds like something from the soapbox of the PMEA Retired Member Coordinator? (Check out “PMEA in Retirement”).

The most important part of my long-term goals is to try to make a difference in other people’s lives… colleagues, collegiate or pre-service educators, and others.  As for PMEA, I’m throwing my hat in the ring as your Coordinator of Retired Members. In addition, I accidentally walked into a summer meeting a little more than a year ago and was voted in as chair of the Council for Teacher Training, Recruitment, and Retention. This is an exciting time in during PMEA’s new governance and recently ratified five-year strategic plan. We have the opportunity of doing some real meaningful work for music education in the state of Pennsylvania.

I hope that you continue to participate in PMEA and NAfME yourself. Obviously, once we “Cross the Rubicon” into retirement, we need not to worry about the hectic day-to-day schedule, politics, and stress of a full-time teaching position. However, we can make a difference, acting less engaged but still on-board helping our professional associations and advocating for the success of music education. PA music teachers (the focus of many of these blogs), please consider keeping your membership up-to-date, joining the PMEA Retiree Resource Registry, volunteering for guest conducting, presenting sessions, doing other jobs for PMEA, an/or attending official events.

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In a recent Retired Member Network eNEWS, I mentioned that as unofficial mentors and sage advisers, there are many ways retired members can “return the favor” of a career full of wonderfully enriching professional development and music festival resources, simply by helping PMEA out a little:

  1. Review the five-year PMEA Strategic Plan – posted online at https://www.pmea.net/wp-content/uploads/2012/09/PMEA-Strategic-Plan-2017-21-Final-1.pdf. Focus on possible things in which you may have the skills or interests to contribute to our profession, and propose something new “for the good of the order.” Here are sample objectives – any of these “strike a chord” with you?
    • 1E. Continue to improve and find new and innovative ways to engage PMEA members in advocacy efforts including Advocacy Day in Harrisburg and Music in Our Schools Month activities (“team-up” with retiree Chuck Neidhardt, PMEA State MIOSM Coordinator).
    • 2A. Explore topics of lifelong learning (music therapy, community music, service learning…)
    • 2E. Focus on topics of Inclusion, Diversity, Equity, and Access by providing space for dialogue, reaching more students beyond traditional ensembles, and identifying and promoting success stories and appropriate practices.
    • 3B. Investigate possibilities of various partnerships with other music associations.
    • 3E. Develop leadership (e.g. retreat and training sessions).
    • 4B. Promote and expand the Music Performance Assessment program (e.g. solo and chamber ensemble opportunities, virtual MPA’s, and traveling adjudicators).
  2. Still have your “conductor chops?” One way to encourage your colleagues to think of you in becoming a guest director or accompanist of a PMEA festival is to join the PMEA Retiree Resource Registry (see the retired member section of the website at https://www.pmea.net/retired-members/) and send an email sharing your interest and availability to the District President and the local Festival/Fest Coordinator.
  3. Did you know that anyone can suggest a session for a local workshop or PMEA spring and summer conference? (See the PMEA website.) What’s on your mind? What do you think is important to explore, collaborate, or exhibit? I know of few PMEA retired members who do not have a “special expertise” and passion about an area in music and education. Go ahead, “let the cat out of the bag” while it is still “fresh” in your mind!
  4. Submit articles or reviews to our PMEA News editorial committee chair Doug Bolasky (also a retiree) for publication consideration in our state journal. Like #3 above, this is an excellent outlet to “get something off your chest,” promote discussion on almost any topic, research areas you always wanted to unearth, share your thoughts and experiences, and state your opinion “for the record.”
  5. Offer to serve on a PMEA committee. For example, volunteer to serve on the listening or session evaluation committee. Prefer to stay “close to home?” Ask your District President if you can be appointed to (or be placed on the ballot for) one of the many leadership positions in need of caring, committed, and competent representatives. Also, PMEA always needs guest lecturers, panel discussion members, presiding chairs, and info booth volunteers for the spring conference.

 

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In short… we need you, your collective wisdom, experience, and the ability to dodge problems before they become big. Sure, relax a little, personally reflect, refocus, and revitalize your goals during your retirement, but don’t retreat from “doing your bit” for “making a difference” in music education.

PKF

© 2017 Paul K. Fox

 

Photo credits from Pixabay.com: “grandparents” by Marvin Roaw and “senior” by RitaE.

New Dreams and Horizons

“Self-Realization” ― The Key to Resolving Retirement “Conundrums”

Most gerontologists agree that a period of adjustment will occur during the first years of “interning” as a retiree. Even more crucial is the “pre-retirement” or “imagination” stage of retirement – (see https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/ or http://www.investopedia.com/articles/retirement/07/sixstages.asp…) involving your preparation six to ten years prior to “taking the big leap” to FREEDOM!

Have you considered a few “terms of transformation” below that are all-to-common to soon-to-be-retirees undergoing that life-changing transition to “living their dream?” How should you unravel these “conundrums” or mysteries of transitioning to retirement?

  • Self-Identity and Change
  • Free Time
  • Energy and Fortitude
  • Losing Control and Perpetual Care

The only solution to “softening the blow” of the possible turmoil and incongruity brought on at this time is to follow the Boy Scout rule… BE PREPARED.

Tips Retirement for Music EducatorsThat means, according to TIPS Retirement for Music Educators by Verne A. Wilson (MENC 1989), at least three years before you leave your full-time employment:

  1. Sit down with your spouse if you are married (and other family members) and plan ahead carefully.
  2. Decide when you want to retire. Estimate as accurately as possible what your economic situation will be after you retire.
  3. Decide where you want to live after you retire. This means not just the neighborhood, city, or state, but also the kind and style of residence… retirement community, one-floor ranch, apartment, etc.
  4. Set some goals regarding how you want to spend your retirement time. Focus on your talents and abilities instead of looking at the handicaps that may come with the aging process.
  5. Be prepared for “change” and learn how to accept it, and be willing to embrace new opportunities for personal growth, flexibility, and adaptability.
  6. Be sure your intentions are clearly stated in writing (wills, power of attorneys, living wills, etc.)

Now, to define your “life’s goals” and anticipate several of the “big issues,” read on!

SELF-IDENTITY & CHANGE: Who am I?

The prep and passage to your “golden years” is the perfect time to a little self-reinvention based on self-assessment towards finding purpose, meaning, fulfillment in your life. There are many publications that promote personality and interest surveys to point you in the right direction and help synchronize your goals with your spouse, “significant other,” other family members.

the_retiring_mind_coverRobert Delamontagne writes in detail about using the enneagram as an evaluative tool in Honey, I’m Home: How to Prevent or Resolve Marriage Conflicts Caused by Retirement (Fairview Imprints, 2011) and The Retiring Mind: How to Make the Psychological Transition to Retirement (Fairview Imprints, 2010).

The definition of enneagram is “a system of classifying personality types that is based on a nine-pointed star-like figure inscribed within a circle in which each of the nine points represents a personality type and its psychological motivations (such as the need to be right or helpful) influencing a person’s emotions, attitudes, and behavior.” And now, the essential question: Are you and your spouse or significant-other “compatible” and facing your retirement future “on the same page?”

I have come to learn that different people process life-changing events in various ways, depending on their personality type. You slam a hard-charging personality type with an achievement addiction into an unplanned, downsized retirement life and you won’t see stress like this unless you invested your retirement money with Bernie Madoff.

― Robert Delamontagne in The Retiring Mind: How to Make the Psychological Transition to Retirement

enneagramDelamontagne labels the characteristics of each E-Type. After reading his book, which ones are closest to resembling you and your spouse?

  • E-Type 1: The Master
  • E-Type 2: The Enchanter
  • E-Type 3: The Star
  • E-Type 4: The Drama Queen
  • E-Type 5: The Solitary Mystic
  • E-Type 6: The Closet Rebel
  • E-Type 7: The Cruise Director
  • E-Type 8: The Conquistador
  • E-Type 9: The Harmonizer

Approaching it from an individual retiree’s quest for self-reinvention in their book Shifting Gears to Your Life & Work After Retirement (New Cabady Press, 2013), Dr. Carolee Duckworth and Dr. Marie Langworthy offer self-assessments and analyses with the four-letter personality type code in Chapter 6: “Reinvent Yourself” (see the Myers-Briggs Personality/Cognitive Style Inventory Test at http://www.personalitypathways.com/type_inventory.html and TypeLogic Profiles at http://typelogic.com/index.html) followed by the Interest Profiler in Chapter 7: “Rediscover Your Work” (see https://www.cacareerzone.org/ip).

shifting gears bookcoverOn their book jacket, Duckworth and Langworthy promote their work as “a call to action on your own behalf” to:

  • Jump start your newly invented personal and professional retirement ― your Next Phase life and work.
  • Create your own custom road-map to how Baby Boomer YOU will live your last and BEST personal opus, with vitality, enthusiasm, and enjoyment.

These sections from their reading were also very interesting to review: the 10-point Retirement Countdown, 7 “What Comes Next” Pathways, a 5-Step Process to Create Your Retirement, and 5 Major Types of Retirement Work Options.

In a similar fashion, before you finish the first three dozen pages of The Joy of Retirement, authors David C. Borchard and Patricia A. Donahoe introduce the Life Vitality Assessment and a Transition Readiness – Change Aversion vs. Attraction poll to assist in your self-analysis.

The book develops the “Core Themes for Your New Life,” with the hopes to assist you in re-creating a new life involving the following four phases:

  1. Envisioning the nature of the kind of future you desire.
  2. Articulating that picture into the written word.
  3. Claiming your passion once you are clear about what it is.
  4. Developing a plan or a map for getting where you want to go and for achieving who you want to be.

Joy of Retirement bookcoverLife Themes Profiler, a comprehensive assessment tool developed by David Borchard and laid out initially in Chapter 4, will help you understand and graph the retirement themes and “your intentions for the next chapter of your life.”

They say that 50 is the new 40. If you’re over 50, chances are you feel more vital, energetic, and passionate than ever. While you may be ready to retire, you may not be ready to stop working entirely. These days, life after work no longer conjures up images of couples wandering the malls, playing golf, and taking endless Caribbean cruises. As baby boomers reach their 50s and 60s, they are re-defining what it means to retire. What they want is joy, vitality, and meaning in their lives.

― Back cover of The Joy of Retirement

At the very least, these book resources may open-up new pathways to define your values, personality, temperament, and what may “float your boat” in selecting future service projects, “encore careers,” and hobbies.

Now, get busy on these and “the rest of your life!”

 

FREE TIME: Where do all of our hours go?

There’s never enough time to do all the nothing you want.

― Bill Watterson, Calvin and Hobbes

It’s a good thing I have that Calendar app on my phone, or I would never remember all of the unique, non-repetitive, and less predictable appointments that I make as a retiree.

ZelinskiObviously, fulfilling your “bucket lists” and goals will influence the structure of your daily/weekly schedule.  According to Ernie Zelinski, with or without “a job,”  you need to find a “work-life balance” and devote equal time to these essential priorities:

  • Job or Volunteer Work
  • Family, Relationships
  • Friends and Colleagues
  • Community Activities
  • Self Care – Sports/Exercise
  • Religious/Spiritual Philosophical Concerns
  • Hobbies/Interests
  • Future Plans/Projects

In his book, How to Retire Happy, Wild and Free (Ten Speed Press 2016), Zelinski lays out his “plan” for finding purpose (and prioritize time) in his life:

  • To make a difference in people’s lives
  • To make a contribution
  • To find creative expression
  • To take part in discovery and challenge
  • To help preserve the environment
  • To accomplish or achieve a challenging task
  • To improve health and well-being

Design Your Dream Retirement Cover-slanted-with-shadowDave Hughes echoes these sentiments with his “four essential ingredients for a balanced life” in the book Design Your Dream Retirement: How to Envision, Plan for, and Enjoy the Best Retirement Possible (2015):

  1. Physical activity
  2. Mental stimulation
  3. Social interaction
  4. Personal fulfillment

Watch out for what I will call “the caretaker’s anchor.” One of the greatest things you can do in retirement is to surround yourself with young people… As many wise people have said, “They will keep you forever young!” However, unless you want it to be the primary focus of your life, your babysitting duties should not take over your entire retirement schedule. It is easy for your love ones to assume that since you no longer have a full-time job, you can assume the responsibility of serving as the “safety net” or even the number one full-time caregiver for your grandchildren and grandnieces.

Several additional time management tips:

  1. If you are married, synchronize your schedule with your spouse.
  2. Set aside at least 30-45 minutes a day for sustained physical activity.
  3. Avoid watching more than an hour and a half of television per day. Experts say this is not healthy.
  4. shiny-brain-1150907-1Do something every day that will expand your mind, stimulate your intellect, or increase your curiosity quotient.
  5. Hobbies that focus on self-expression or other creative pursuits are best enjoyed in the morning when you are fresh. You might consider doing your music warmups, practicing, composing, writing, painting, etc. ― anything that requires firing up your artistic “right brain”― before lunch and prior to your appointments, chores, and shopping. Besides, if it’s something you really look forward to doing, it will help motivate you to get out of bed early in the morning.
  6. Get enough sleep. Believe it or not, many retirees have re-occurring bouts of insomnia. Check out “Retirement Insomnia” by Claire N. Barnes at HUFFPOSThttp://www.huffingtonpost.com/claire-n-barnes-ma/retirement-insomnia_b_6395998.html.

It’s 3 a.m. and I’m awake! How many of you boomers have this experience? As the Inspirement journey continues, I have been surprised to learn how common insomnia is among retirees. Forget all the advice suggesting that when you retire, you can sleep more (or longer…. or later). The practical reality is a large percentage of retirees experience insomnia or sleep difficulties.

whatever clockAlthough the exact number of boomers and seniors who experience sleep problems is hard to pinpoint, a national study of our aging population suggests nearly 42 percent of those surveyed have sleep difficulties. That figure is beyond an epidemic.

― Claire N. Barnes

 

ENERGY & FORTITUDE: What happened to my stamina and endurance?

Participating in several extra-curricular programs (marching band, fall play, after-school strings, spring musical, etc.), my hectic music teacher weekday work routine began at school around 6:30 a.m., and often I did not make it home until after 9:30 p.m. Since retiring in 2013, I volunteer at the hospital several days a week pushing patients in wheelchairs (with some of our discharges weighing over 300 pounds!). Considering that 15 hours use to be my daily norm, I keep asking myself: “What’s up with my needing to take a ‘power nap’ after only three hours of a moderate physical activity?”

Aerobic activities, strength training and flexibility exercises can help retirees preserve muscle and bone mass, feel young and be better able to do the activities of daily living, such as putting items on shelves and even holding the grand-kids.

― Felicia Stoler, registered dietitian and exercise physiologist in Holmdel, N.J.

running-in-the-morning-1538848 Patrick NijhuisRegular physical activity is a must. Quoting from a future article I plan to submit to the state journal of Pennsylvania Music Educators Association PMEA News: “The definition of ‘exercise,’ especially in order to receive cardiovascular benefits, is to raise your heart rate for 30 minutes or more. Leaving your La-Z-Boy to let the dogs out or looking for the remote does not count!”

Actually, taking the dogs out for a long walk may be a good idea, but you need to move at a fast pace. Stopping to talk to the neighbors down the street or allowing the pups to slow down and sniff every bush, may not bring the health benefits you desire.

The best tip prior to adopting an exercise program in retirement is to see your doctor.

Here are a few Internet resources:

 

LOSING CONTROL & PERPETUAL CARE:  Should we expect our children to take care of us in our old age?

helping-the-elderly-1437135 melodi2This final category of “pre-retirement planning” has everything to do with living with independence and security as we grow older. Many Baby Boomers just starting their retirement journey may not actually see this as “a big deal” right now. However, developing a long term “backup plan” for maintaining our health care, mobility, and comfortable living is critical. Again… we must think ahead!

As a “senior” with no children, nephews, or nieces, I again seek the advice of experts.

First, visit Kathy Merlino’s recent blog for a good introduction on this subject, especially as it applies to your children becoming the adult caregivers: https://kathysretirementblog.com/2017/07/23/should-your-kids-take-care-of-you/.

She is very eloquent in her “independent-living manifesto”― being actively involved in her children’s lives but NOT leaving them the ultimate chore of “taking care of mom!”

The primary reason for my planning for independence is my children. I’d like for them to live unfettered with my care. They have their own lives, spouses, children and now, my oldest daughter, has her very first grandchild. Taking care of myself is the best gift I can give them…

We, as parents, should never expect our kids to resign from their lives to care for us. It is up to us to care for us. We owe it to our children to stay physically active, to eat a healthy diet, to pursue our passions, to stay mentally sharp, to develop a community of friends of our own, to stay spiritually true to ourselves. And, if necessary, live in an assisted living community. That is the best legacy we can leave them.

― Kathy Merlino

Consumer Reports offers an excellent online article “Healthy Aging in Your 80s and Beyond – 5 Tips to a Long, Healthy Life,” recapping the above advice on physical fitness and offering a few recommendations on how to live independently:  https://www.consumerreports.org/cro/magazine/2014/06/healthy-aging-into-your-80s-and-beyond/index.htm.

Consumer Reports logoFifty-five percent of our respondents wanted to stay in their own homes, with help as needed, as they got older and required more care. But a recent AARP survey revealed that only about half of older adults thought their homes could accommodate them “very well” as they age; twelve percent said “not well” or “not well at all.”

“The time to think about your housing options is when you first retire and are relatively healthy and young,” said Linda Fodrini-­Johnson, a geriatric-care manager in Walnut Creek, Calif. “You need to think realistically about the things that might happen over the next 20 years.”

Consumer Reports, June 2014 issue

I like a few additional resources on the web:

romanticism-1309299 Claudia Meyer

CONCLUSION ― Food for Thought!

Gerontologists like Ken Dychtwald and Robert Atchley contribute loads of research and recommendations for the “imagination” (pre-retirement), “anticipation,” and “liberation” stages of retirement. They provide the basis for all the concern and rush to reflect on senior self-realization and dodge anticipated problems we may encounter during this period. One quote from TIPS Retirement for Music Educators by Verne A. Wilson sums up the need for a concerted effort in “advance planning” to enjoy and find meaning in your post-employment “new dreams and horizons!” Conquer your own retiree “conundrums!”

If you were planning to spend the rest of your life in another country, you would want to learn as much about it as possible. You would read books about the climate, people, history, and architecture. You would talk to people who had lived there. You might even learn a bit of its language. Old age is like another country. You’ll enjoy it more if you have prepared yourself before you go.

― B. F. Skinner and Margaret Vaughn in TIPS Retirement for Music Educators

 

PKF

© 2017 Paul K. Fox

Photo credits from FreeImages.com (in order): “Sunset Years” by Bill Davenport, “Shiny Brain” by artM, “Running in the Morning” by Patrick Nijhuis, “Helping the Elderly” by Melodi2, and “Romanticism” by Claudia Meyer