Music Theory Secrets - Reading Together

Welcome to the newest Reading Together series. I'll be posting a summary about our reading each week on Tuesdays. Come join us!

We'll be reading Music Theory Secrets by Brent Coppenbarger. You can get a copy from your local library, your favorite bookstore, or pick up a copy from Amazon.

We'll read one chapter a week.
I'll post about the first installment on Tuesday, October 10. That means you have two weeks to get a copy of the book and to read the first chapter.

The great thing about this program is that it allows us to read works together that can help us in our professional development as well as providing a level of accountability and the added interest of comparing notes as we read together.

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How to Talk So Kids Can Learn - Reading Together - The Dream Catcher

"Maybe the values I had tried to encourage within these four walls had gone inside Roy and become a part of him. And maybe those values would keep him from harm’s way and help him to survive and cope.
Maybe the spirit that I had tried to bring into my classroom was the real “dream catcher” that would protect all the children.
Maybe out of the hundreds of hours and thousands of exchanges we had had with each other, something would remain that would safeguard and sustain them—a core experience that would leave them stronger, more compassionate, more able to think and learn and love. Anyway, I’d like to think so."

(locations 2764-2769, Kindle Edition)

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How to Talk So Kids Can Learn - Reading Together - The Parent-Teacher Partnership

THE IDEAL CONFERENCE

Instead of starting with what’s wrong…

1. START BY DESCRIBING SOMETHING RIGHT.
Teacher: I enjoy Sam’s thoughtful questions.
Parent:  Sam liked the lesson you gave on rockets.

Instead of pointing out what the child hasn’t done …

2. DESCRIBE WHAT THE CHILD NEEDS TO DO.
Teacher:  Sam needs to make up all the work he missed the week he was out sick.
Parent:  I think he’s feeling overwhelmed. He can probably use some extra help to catch up. Instead of withholding information…

3. SHARE PERTINENT INFORMATION.
Parent:  He used to play outdoors when he got home. Now he just sits in front of the TV.
Teacher:  I see him yawning a lot lately in class. Instead of giving each other advice…

4. DESCRIBE WHAT HAS WORKED AT HOME OR IN SCHOOL.
Parent:  Ever since he’s been sick, he seems to do better if he takes a short break every fifteen or twenty minutes.
Teacher:  I notice he has more energy after recess. Instead of giving up on the child…

5. DEVELOP A PLAN TOGETHER.
Teacher:  I’ll ask another student to help Sam with the work he missed. And I’ll see to it that he takes more frequent breaks.
Parent:  And I’ll make sure he watches less TV and gets some fresh air and exercise. Instead of ending on a negative note…

6. END THE CONFERENCE WITH A POSITIVE STATEMENT THAT CAN BE REPEATED TO THE CHILD.
Teacher:  Tell Sam I have confidence that he’ll be able to make up all his work. Also tell him that I enjoy having him in my class.
Parent:  I will. I know he’ll be glad to hear that. Instead of forgetting the plan after the conference…

7. FOLLOW THROUGH WITH THE PLAN.
Teacher:  Jeffrey has been helping Sam and he’s almost all caught up. He also seems to have more energy lately.
Parent:  My husband has started jogging and Sam has been joining him.

(locations 2480-2507, Kindle Edition)

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Monster Piano Stickers Giveaway - Winner! [updated]

Drumroll, please! I am pleased to announce our new winner of the Monster Piano Stickers giveaway: Marijane
Congratulations!

Please send me an email at pianolessonsmn (at) gmail (dot) com and we will send you a set of Monster Piano Stickers.

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How to Talk So Kids Can Learn - Reading Together - How to Free a Child Who Is Locked in a Role

FREEING A CHILD FROM PLAYING A ROLE
At Home and in School

Instead of labeling a child, you can:

1. LOOK FOR OPPORTUNITIES TO SHOW THE CHILD A NEW PICTURE OF HERSELF.
"What self-control! Even though you had a lot more to say, you realized that others needed a chance to talk."

2. PUT THE CHILD IN A SITUATION WHERE SHE CAN SEE HERSELF DIFFERENTLY.
"Nicole, I’d like you to chair the (class/family) meeting and make sure that everyone gets a turn to speak."

3. LET THE CHILD OVERHEAR YOU SAY SOMETHING POSITIVE ABOUT HER.
"Nicole has so many wonderful ideas that it’s hard for her to hold back. Nevertheless I’ve seen her do it."

4. MODEL THE BEHAVIOR YOU’D LIKE TO SEE.
"Oh, I’m sorry. I didn’t mean to interrupt. Please finish what you were saying. My thought will keep."

5. REMIND THE CHILD OF HER PAST ACCOMPLISHMENTS.
"I remember the discussion we had on capital punishment. You listened quietly, but when you finally gave your views, some people changed their position."

6. STATE YOUR FEELINGS AND/OR EXPECTATIONS.
"Nicole, when other people are waiting to speak, I’d like you to keep your comments brief."

(locations 2166-2182, Kindle Edition)

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