Chapter 2
Eat or Be Eaten
When I began at my high school, I had 24 people in the choir. The first day, three-quarters of them walked in late, and almost all of them were chewing gum. They sat down and sized me up. It was straight out of To Sir, With Love. I began the year by telling them that I would make a deal with them: "If you aren't late to class anymore, and if you lose the gum when you walk in, I won't write you up for a one-hour detention after school." I wish I'd had a camera to capture the looks...
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As someone faced with either starting or rebuilding a choral program, you have two choices regarding the crucial issue of classroom management: control the students, or be controlled by them. Many veteran teachers have said it at one time or another: kids can smell fear. Students will see how far they can push you before you push back. So, you need to push first - even in a "happy" class like choir. You must lay down your laws before they have a chance to make up their own.
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I have only 25 students in my choir. If I start getting tough, handing out detentions and the like, they'll hate me. Then they'll quit, which will leave me with even fewer singers. Achieving (and maintaining) this difficult but crucial balance is by far the hardest- and slowest-learned lesson that many young directors encounter. Students must respect you first, and like you later. And it will happen. You need to care deeply about your students, and let them know it, but at the same time, you must be diligent about enforcing your rules in a consistent and professional manner. Kids have extraordinary radar that can quickly detect a weak-spined leader. You need to avoid becoming one at all costs - even at the risk of having very few singers in choir for a while. If you have to hit rock bottom, at least you'll know that there's only one way out: up. Take it as a challenge. After all, why were you hired? To build a choir, or to pander to students who might be in your class for the wrong reasons (social time, easy "A"), and who are most certainly transient, due to graduation?
Other questions, reflections and issues addressed in this chapter:
- Do I follow through on what I say I'm going to do?
- Am I in total control [of my classroom]?
- Are my expectations high enough?
- You don't understand. My kids can be hellions.
- My principal will never support this kind of policy.
- My students don't take rehearsal seriously. They are off-task, and chatter constantly.
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