Saige-Coyle-Ch5-7

 Saige-Coyle-Ch5

It is very interesting how primal cues help students find deep motivation for things like music or sports. It reminds me of when I was a young girl trying to figure out what I wanted to do with my life or what my talents were. Over the course of my childhood, I was intrigued by the piano and loved making up songs and performing, but I eventually discovered that I had become very good at some of the musical skills I have developed. When I heard my parents tell me how talented I was and telling me that they discovered that I have perfect pitch, I knew immediately that I wanted to make music. I became excited to attend music classes and discover unique opportunities to learn additional instruments or have compositions and arrangements be performed. Now, I am fulfilling my self-proclaimed “calling” of becoming a music teacher, and I will always be grateful for my parents for helping me discover the gifts and talents I have and use them.

Saige-Coyle-Ch6

This chapter seemed a little redundant with the message from the previous chapter at first, but then it made a lot more sense to me as some of the stories went on. I think allowing students to recognize their potential while still reaffirming that there’s always going to be room for improvement is very important. Discouraging phrases like “anyone can do that” or “that’s because you were lucky today” will guarantee a student will want to quit doing something they like. This is why hard work is so important; students need something to be proud of. It also reminds me of one of my favorite Disney movies, The Princess and the Frog, where Tiana knew she was a talented cook but the only way she could go and open up her own restaurant is if she put in hard work to make that dream happen—wishing on a star wouldn’t do the job for her. I think when I start teaching students to sing, whether in a choir or in private lessons, I want to make sure I can allow students to believe that they’re smart while emphasizing it as a tool for success rather than the guaranteeing factor.

Saige-Coyle-Ch7

I really like the ideas that come from the KIPP schools that this chapter talks about. I do wonder how students learn to handle micromanagement (from the rules, that is) if they cannot stand it, but then again maybe they learn to stand it when it comes to following authority. What stood out to me the most, however, was the fact that the teachers actually care deeply about their students and practice what they preach. That is always extremely important not only in real life, but also when you mentor a student for absolutely anything—singing, playing an instrument, practicing math, or recognizing social cues and reacting appropriately. In fact, I’m interested in possibly looking for some KIPP schools around me and going in to see what they do, because I want to be the kind of teacher that can qualify for teaching in a KIPP school after hearing about what they can do.