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leaders work extremely hard at accomplishing professional goals. This hard work is exemplified in the massive amount of time that is spent implementing many musical opportuni- ties for their students. Leaders develop a class atmosphere that is wholesome, friendly, positive and safe, allowing stu- dents to feel a sense of stability in their surroundings. Good teacher leaders handle discipline by approaching the nega- tivity of a situation and resolving it with affirmation. They possess a quiet strength through which they behave as if they have everything under control at all times. Good teachers have a knack for wooing their students to press-on and reach achievable musical goals. They empower their students to rely on their own strengths as musicians, and they place re- sponsibility on their students to acknowledge their own en- joyment of learning. High standards in delivering curricu- lum and a passionate desire for excellence in all things are also fine features of teacher leaders. Through my experience over the years, I suggest that practicing these attributes on a daily basis can make a profound and powerful impact on being a leader in the classroom and beyond.


DESSERT The rewards of great leadership are sweet and rich.


Music teaching at all levels and in every discipline can be scary, exciting, beautiful and bad all at once. This is true


FEIERABEND ASSOCIATION FOR MUSIC EDUCATION


from the first day on the job to the last day before retirement. Leadership in the classroom is the ability to deal with the constant imbalance and incongruity of life itself. The key to navigating this dichotomy is to embrace it with integrity and refinement. As someone once said, “The challenge of leader- ship is to be strong, but not rude; be kind, but not weak; be bold, but not bully, be thoughtful, but not lazy; be humble, but not timid; be proud, but not arrogant; have humor, but without folly.”


Reference


Borst, J. (2002) The exploration and description of the teaching


life of two exemplary choral teachers:


A comparative case study. Unpublished dissertation. Michigan State University.


In 30 years of teaching, James D. Borst has taught at all academic levels from Kindergarten


through the


university. He is in his 7th year as Director of Vocal Music


Education He holds a PhD in music education from MSU.


Announcing the NEW MMEA


ANNOUNCING THE


2016 Biennial FAME Conference Friday, July 15 - Sunday, July 17, 2016 Gordon College — Wenham, MA


Join us on the beautiful campus of Gordon College for a weekend of Tuneful, Beatful and Artful activities.


The 2nd FAME Biennial Conference will kick off with a Strawberry Social on Friday evening featuring country dancing called by Dr. John Feierabend with live music.


Alice Parker will give the Keynote Address and lead the Saturday night Community Sing.


Plenum sessions with Dr. John Feierabend.


16 break out sessions on a variety of topics led by experienced music educators who have found success using Dr. Feierabend’s First Steps in Music and Conversational Solfege curriculum.


Network with like-minded music educators and share ideas.


Visit www.feierabendmusic.org/2016Conference to register and for up-to-date information about the conference schedule


and presenters, special events, lodging information and more. 25


Technology Workshop


Tuesday, June 28, 2016 Hartland High School


Presenters: Denise Lewis, Joe Guarr & Ian Boynton


Join us from 9 AM - 3 PM for a day of morning sessions & afternoon “make & take” workshops. $25 for MMEA members, $35 for non-members. SCECHs will be available.


at East


Grand Rapids High School where he teaches five choirs.


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