Reading Autobiography Part II

 

Chris Heimerdinger

 

The first author that influenced me was a man named Chris Heimerdinger. He wrote a number of books that just captivated me. I really liked how his spelled out his name on the cover of the books. I could recognize them. I found his books in the school’s library, and I would check them out. I also recall our elementary school had a large van that would bring books that we could check out. I think the van came once a week, and as a class we would go through the van to return the books we were done reading and to check out new ones. I remember finding a Chris Heimerdinger book in there, so I checked it out. This was my first time reading something because I enjoyed the author’s other books. 

Staying up Late

 

When I was about 13, I started reading a series by Gerald Lund called The Work the Glory. I was enthralled. I was captivated. I was hooked. It was like a drug for me. I imagine what it is like for other teenagers that get into smoking, drugs, sex, partying, etc.  For me, it was reading this series. I would stay up until 2 in the morning. Of course, I never planned to stay up until 2 as I usually went to bed around 9:30, but I would take the book and a flashlight into bed with me. I’d say to myself, ‘I’ll just read one more chapter.’ But the end of each chapter would be such a cliff hanger that I just HAD to have my next fix. I couldn’t wait for tomorrow!  Sometimes I’d say to myself, I’ll stop reading at 11.  When I would look at the clock and it was 11:15, I’d think, ‘Well, it’s already past 11, so I might as well read until 11:30, but I won’t stay up until midnight!’ The clock would tell me it was 11:52 the next time I’d look, and I would deny that I had been reading for over 2 hours.  Sometimes I could convince myself to stop, but not always. 

When I was 19, I met Gerald Lund. It was all by coincidence, as I wasn’t introduced to him as the author but as an instructor.  I had a one on one talk with him, and somehow it clicked that this is THE Gerald Lund! I was so flabbergasted I didn’t know what to say.  I think I mumbled something like, “Your Work and the Glory series was awesome!” He replied, “Yes, I had a lot of fun writing those.”  I wished I had one of his books to hand for him to sign, but it didn’t matter.  I also wished I could have put into words how he was the first author to keep me up at night. I was so taken aback by recognizing him that my mind was blank and my reasoning went out the window. I think I viewed him as a god because of the power his writing had over me. 

Non-Fiction

 

Sometime in seventh grade or so, we were in the library and our teacher asked what our favorite books to read were. There were people saying science fiction, fiction, action, magazines, and stuff like that. I was trying to figure out what kinds of books I liked to read. Both series that I had fallen in love with were fiction, but based on real events.  I had read a couple other books that I loved which are real life experiences or books based on real life experiences.  I didn’t know what to call these, so when the teacher called on me I said “non-fiction.”  My teacher’s response was something like, “Oh yea, books based on real life experiences can be really good to read.” I look back at myself, and my peers were probably thinking I was sucking up to the teacher and loved textbooks.

I don’t like most textbooks. As I got into junior and senior high, I began to realize that I just had to memorize specific facts from the books to appease my teachers and pass tests. I would read every word, but really only remember the bolded words and the main themes (the stuff in larger print.)  I’d read, but only what was required. I’d struggle through not really understanding. I’d rather be outside playing, and sometimes doing my reading assignments were so painful I would break out into cold sweats. I still sweat when I am nervous.  I also get tunnel vision.  It’s tough to read a textbook.

Today, I still love picking up non-fiction books. I’m am often extremely interested in books such as The Great Deluge, The Tipping Point, The Art of Mingling, The Top 5 Things You Should Learn Before You Die, How to Win Friends and Influence People, The World is Flat, and Finances for Dummies.  I pick up books on advice, real life events, and theories of the day.  These books speak to me, and I often seek them out.  I often envision myself putting together speeches about what I have learned and sharing them with the world. 

 

Chris Heimerdinger

 

The first author that influenced me was a man named Chris Heimerdinger. He wrote a number of books that just captivated me. I really liked how his spelled out his name on the cover of the books. I could recognize them. I found his books in the school’s library, and I would check them out. I also recall our elementary school had a large van that would bring books that we could check out. I think the van came once a week, and as a class we would go through the van to return the books we were done reading and to check out new ones. I remember finding a Chris Heimerdinger book in there, so I checked it out. This was my first time reading something because I enjoyed the author’s other books. 

 

Staying up Late

 

When I was about 13, I started reading a series by Gerald Lund called The Work the Glory. I was enthralled. I was captivated. I was hooked. It was like a drug for me. I imagine what it is like for other teenagers that get into smoking, drugs, sex, partying, etc.  For me, it was reading this series. I would stay up until 2 in the morning. Of course, I never planned to stay up until 2 as I usually went to bed around 9:30, but I would take the book and a flashlight into bed with me. I’d say to myself, ‘I’ll just read one more chapter.’ But the end of each chapter would be such a cliff hanger that I just HAD to have my next fix. I couldn’t wait for tomorrow!  Sometimes I’d say to myself, I’ll stop reading at 11.  When I would look at the clock and it was 11:15, I’d think, ‘Well, it’s already past 11, so I might as well read until 11:30, but I won’t stay up until midnight!’ The clock would tell me it was 11:52 the next time I’d look, and I would deny that I had been reading for over 2 hours.  Sometimes I could convince myself to stop, but not always. 

 

When I was 19, I met Gerald Lund. It was all by coincidence, as I wasn’t introduced to him as the author but as an instructor.  I had a one on one talk with him, and somehow it clicked that this is THE Gerald Lund! I was so flabbergasted I didn’t know what to say.  I think I mumbled something like, “Your Work and the Glory series was awesome!” He replied, “Yes, I had a lot of fun writing those.”  I wished I had one of his books to hand for him to sign, but it didn’t matter.  I also wished I could have put into words how he was the first author to keep me up at night. I was so taken aback by recognizing him that my mind was blank and my reasoning went out the window. I think I viewed him as a god because of the power his writing had over me. 

 

Non-Fiction

 

Sometime in seventh grade or so, we were in the library and our teacher asked what our favorite books to read were. There were people saying science fiction, fiction, action, magazines, and stuff like that. I was trying to figure out what kinds of books I liked to read. Both series that I had fallen in love with were fiction, but based on real events.  I had read a couple other books that I loved which are real life experiences or books based on real life experiences.  I didn’t know what to call these, so when the teacher called on me I said “non-fiction.”  My teacher’s response was something like, “Oh yea, books based on real life experiences can be really good to read.” I look back at myself, and my peers were probably thinking I was sucking up to the teacher and loved textbooks.

 

I don’t like most textbooks. As I got into junior and senior high, I began to realize that I just had to memorize specific facts from the books to appease my teachers and pass tests. I would read every word, but really only remember the bolded words and the main themes (the stuff in larger print.)  I’d read, but only what was required. I’d struggle through not really understanding. I’d rather be outside playing, and sometimes doing my reading assignments were so painful I would break out into cold sweats. I still sweat when I am nervous.  I also get tunnel vision.  It’s tough to read a textbook.

 

Today, I still love picking up non-fiction books. I’m am often extremely interested in books such as The Great Deluge, The Tipping Point, The Art of Mingling, The Top 5 Things You Should Learn Before You Die, How to Win Friends and Influence People, The World is Flat, and Finances for Dummies.  I pick up books on advice, real life events, and theories of the day.  These books speak to me, and I often seek them out.  I often envision myself putting together speeches about what I have learned and sharing them with the world.

Reading Autobiography Part I

For my literacy class, we are focusing on was to use literacy in our specific areas of teaching, so my focus has been music literacy. I am constantly asking, “How am I going to teach reading in a band room?!” I’ve come across a few ideas, which I hope to share in later posts. This post is part I of my reading autobiography I wrote for the class that I think came out well. It is almost a book in its length and categories.  Enjoy reading and learning a bit more about me.

Being Read To

 

When I was a child, I enjoyed being read to.  There is a picture of the four kids on a queen size bed, and my dad in the center reading a book to us.  From very young, I enjoyed my father reading to my siblings and me. My mom says I enjoyed having dad read a certain kid’s magazine that came every month. I remember enjoying filling out the puzzles and drawing on the kid magazines we got.

Learning to Read

 

My mother purchased a set of books to teach reading that had a pen which light up when put against the correct answer. I loved the immediate feedback, and I wondered at how it worked. I recall having 2 to 4 options, and when the pen was pressed against the correct option it would light up on the top of the pen where a pencil has an eraser. I loved to get the positive affirmation that my answer was correct. I would request using this particular book and pen set, and I think I began to take ownership of it.  My siblings would want to also use it, and I felt I had to give permission.

My mom also remembers how I used to read from small books that had titles such as Mr. Giggles, Mr. Tall, Mr. Strong, and Mrs. Chatterbox.  Each book had a story about the character who had characteristics that matched his name. They would interact with each other in expected ways due to their personalities.  The books were about 10 pages long and had pictures.  I really liked those little books as I could usually figure out the story based on the pictures. I think I remember learning words like egg, man, house and of course their names.

Readers

 

In school, we read sets of books from the Sullivan readers that were about Sam and Ann. I remember my grandparents had a set, and when we were over there, I would borrow and trade the books.  I remember the first books in the set were worn and seen much use. I loved the series, so I read all of them. The latter ones in the set were less worn and seemed to have been read less. I think I vaguely put together the notion that others had started the series but had not finished it. I didn’t understand how someone could read Sam and Ann’s adventures and not want to know what happens next. They went to magical places, overcame impossible challenges and always made it back home. I think this was the first series that I feel in love with. 

Being Read To

 

When I was a child, I enjoyed being read to.  There is a picture of the four kids on a queen size bed, and my dad in the center reading a book to us.  From very young, I enjoyed my father reading to my siblings and me. My mom says I enjoyed having dad read a certain kid’s magazine that came every month. I remember enjoying filling out the puzzles and drawing on the kid magazines we got.

 

Learning to Read

 

My mother purchased a set of books to teach reading that had a pen which light up when put against the correct answer. I loved the immediate feedback, and I wondered at how it worked. I recall having 2 to 4 options, and when the pen was pressed against the correct option it would light up on the top of the pen where a pencil has an eraser. I loved to get the positive affirmation that my answer was correct. I would request using this particular book and pen set, and I think I began to take ownership of it.  My siblings would want to also use it, and I felt I had to give permission.

My mom also remembers how I used to read from small books that had titles such as Mr. Giggles, Mr. Tall, Mr. Strong, and Mrs. Chatterbox.  Each book had a story about the character who had characteristics that matched his name. They would interact with each other in expected ways due to their personalities.  The books were about 10 pages long and had pictures.  I really liked those little books as I could usually figure out the story based on the pictures. I think I remember learning words like egg, man, house and of course their names.

 

Readers

 

In school, we read sets of books from the Sullivan readers that were about Sam and Ann. I remember my grandparents had a set, and when we were over there, I would borrow and trade the books.  I remember the first books in the set were worn and seen much use. I loved the series, so I read all of them. The latter ones in the set were less worn and seemed to have been read less. I think I vaguely put together the notion that others had started the series but had not finished it. I didn’t understand how someone could read Sam and Ann’s adventures and not want to know what happens next. They went to magical places, overcame impossible challenges and always made it back home. I think this was the first series that I feel in love with.

The BIG “F” Word

In my current education class, my teacher said something like this:

“Now, you’ve all had me before, so you’ve heard me say that as teachers we often have to be the BIG “F” word? What is the BIG “F” word?”

My response:

“Fakin’it?”

I was wrong, it’s Flexible!

This is Torture!

This Semester, I took a class called Band Instruments in which we learned to play the instruments of the band. Our teacher, Paul Moulton, decided to have us learn string instruments in case we end up being the director of an orchestra or symphony.  The opportunity to learn strings is something I have been looking forward to with anticipation and fear.

I feared learning strings because you have to really use your ear.  String players have the best ears. I was most afraid to learn the violin. I found that learning the strings was similar to playing the trombone. There are positions, but you have to make minor adjustments in order to keep the notes in tune.  I still struggled, but my ear’s ability to hear intonation really increased. I realized how string players really do have good ears. They have to, else it sounds bad.

Another thing I learned is that string players LOVE key signatures with sharps while band players LOVE key signatures with flats. The instruments in the band seem to be arranged to play flat key signatures easier.  The string instruments are strung to play key signatures with sharps easier.  I really got a feel for this when I opened up a Christmas Songbook and tried to practice the violin at home. My fingers could more easily play the songs with sharps. The Frist Noel came especially easy, and I can now play it from memory on the violin. I can’t believe that in less than one week I have been able to memorize a song on the violin! The instrument I most feared.

My teacher said we could go to a local orchestra concert for a junior high for credit.  I discovered from a friend that his daughter in 8th grade was having a Christmas Concert, so we planned to attend. During the performance, my one year old wanted to walk around, so my wife took him to the back of the auditorium and walked him.  Towards the end of the concert, she came back with him to sit beside me and said, “This is torture!”  I asked, “The concert, or walking him?” “The concert.”  And we both laughed.  I said, “Yes, in class we discussed how junior high orchestra teachers struggle to stay sane!”

Teach Like Your Hair’s On Fire

 At least 2 years ago, I heard about a book on National Public Radio and the author was talking about how the title and inspiration for much of his teaching came from an experience where his hair actually caught fire in the classroom. The name of the book has stuck with me, and I have intended to read the book. It has been on my book wish list for some time.

As I sat down to order my books for next semester, I decided to order this book.  The book has been a delight. Though I will not be teaching in a 5th grade general education classroom, it has brought me many laughs, insights and the burning passion to teach.  In chapter nine, Rafe Esquith talks about the arts.  He begins by talking about how he was concerned about the students who left his class for band and choir were missing three hours of his class and he tried to find ways to make up the time “lost.” 

To his surprise, these kids did not fall behind. Infact, he says ” the kids in orchestra and chorus not only kept up with their colleagues, they did the best work in class.”  He has come up with the following reason why this is:

“When a child goes off to play in an orchestra, he is not only learning to play the violin or clarinet, he is also learning about discipline, responsibility teamwork, sacrifice, practice, correcting mistakes, listening and time management. That’s not a bad set of skills for a kid to have in his pocket. And to learn them and have fun at the same time is a pretty neat trick.”

SO, I guess in the band room, we are performing magic. Somehow, these students who are getting less time in the “more important” subjects, are still being able to be the “best”in their classes. I’d say that’s MAGIC!!!

Who’s Who

A letter arrived in the mail from WHO’S WHO AMONG STUDENTS IN AMERICAN UNIVERSITIES & COLLEGES which states I have been nominated to be included in the 2010 edition. It came unexpectedly, and is a great honor.

I’ve got a bio page to fill out to be included in the book. The choice that troubles me most is to get the book as it is quite pricey or just pay for the bio to be placed in it.

There is also the potential of winning a scholarship, yet the numbers would be such that I would be incredibly fortunate to be given one of them.

This is happy news.

CROWD CONTROL

Just before fall break, one of my education classes was talking about classroom management, and I was again nervous as I do not have any specific plans for managing a band classroom.   With a moment, I quickly ordered the book CROWD CONTROL: CLASSROOM MANAGEMENT AND EFFECTIVE TEACHING FOR CHORUS, BAND AND ORCHESTRA by Susan L. Haugland. She has done an excellent job at making a novice ready for day one after reading her first chapter. The later chapters and appendixes add further understanding to the basic concepts of the first chapter.

After reading her book, I have a checklist of what to do before day one in  my classroom.  More specifically, it is what to do for day one of a junior high classtroom as the management techniques may need to be altered for a high school classroom.  I’m of the opinion, I’ll be starting in a junior high, so this is sufficient for now.

Why starting at a junior high? It is my uneducated opinion on this particular subject, that many first year bandteachers are junior high teachers as the experienced junior high teachers are hired on to the high school level when the high school looks for a replacement, but I digress.

Crowd Control is a book I am adding to my collection and plan to wear out with use the first few years of teaching as it will aid me in my management of the classroom.

NAME CARDS

I have a hard time learning names, so I must work hard to learn them. I read in How to Win Friends and Influence People that it is often not because learning the name is so difficult but that we don’t apply ourselves into the learning of the name.  I agree, that when I put some effort into learning the name, I am able to eventually learn the name of a person. OR if I’ve had enough life experience with the person I can bring their name to recall. Regardless, as a teacher, I will be required to remember a lot of names, so I am thinking of ways to remember the names of my students.

In my tudying, I have learned the value of flash cards. I often pull out a flash card and write a definition I do no yet know and then drill myself later to learn the new word or concept.  The other day as I was practicing with my flash cards the idea came to me to use flash cards to remember the names of my students.

Great idea, but hard to apply because I’d have to write out the names of all my students. Then the idea came to require my students to make the flash cards. The first day of class I can pass out flash cards and the students will write their name on the front, and on the back a description of them a. For me, it would read: TONY  brown-haired boy playing tbone in jazz ensemble.  This way I can review the names of my students and also see how they view themselves. the process should take about 5 minutes of class time, and each day I can review the names until i have them all memorized. The students should be fine with this method as they want me to learn their names and it’s unique, and a simple way to get all their names the first day (no need to take roll…).

4s on 5s

Something to say has come to me:  “THIS RHYTHM DIFFICULT, IS NOT.”  It’s got a bit of star wars in it with the phrasing in “YODA SPEAK.”

In review:

3s on 5s: “PLAY THIS RHYTHM REALLY FAST. ” or “M-I-S-S–P-P-I”

4s on 5s: “THIS RHYTHM DIFFICULT IS NOT”

5s on 6s: “THIS RHYTHM 6 5 IS 5 6 RHYTHM.”

Quintuplets

I had a previous post about tuplets being played at the same time as eight notes and my piano teacher taught me to think “not difficult” to get the rhythm. Following that, I came up with how to do tuplets and 16th notes by thinking “I can play this rhythm.” These two will cover most triplet arrangements as sextuplet on 16th notes is the same as two sets of “not difficult” in one beat.

I have now begun working on quintuplets; that is to say, 5s. I have come up with what to say for a tuplet and quintuplet and 16th notes: M-I-S-S–P-P-I. The last S and the first P are done on the same hand (when playing the rhythm on a piano). The double hyphen (–) is a small space that actually happens almost naturally when saying M-I-S-S-P-P-I, but I’ve found there is the need for that extra little space when I take it slow. Now I’m struggling with what to say for 16ths on quintuplets (4s on 5s), so I am open for any feedback from expert musicians.

But I have come up with what to say for 5s on 6s: “This rhythm, 6 5, is 5, 6, rhythm.”  The phrase helps because it is a reflection of itself, is not a tongue twister, and the 6s are said on the sextuplet and the 5s of the quintuplet.

 The work to figure out easy was to remember rhythms continues!