feature


a key element of approaching classroom management. Starting a conversation with genuine concern and a willingness to listen immediately de-escalates anger and fear in the student. It centers their frame of mind to process their actions and well-being. More often than not the unconstructive actions in class are a direct result of some more serious underlying issues in their personal life. In addition to being able to address the issues in a caring way, a strong bond of trust is quickly established.


The “Favor Bank”


In any band program, our students have responsibilities that at times are not the highlight of their existence. It could be the 12th


pep band that hits the day before


finals. The “I’ve had this chart memorized for two weeks now. Why do I have to keep playing it with the rest of the band?” 120 chairs need to be set up in the auditorium. I call these moments “Favor Bank With- drawals.” When do students struggle with these requirements and requests? When we, as their directors, have not made enough “Favor Bank Deposits.” I charge myself to build up my “individual student balances” as early on as I can and maintain those. What do I do? I call local businesses to get kids hired. I pick up spilled music. I proofread papers. I’m flexible with student schedules. I take time to ask questions and listen. With the “Favor Bank” system in place, the students know I have their backs and they have mine.


“Shuffle Your Feet”


How do your students applaud their class- mates and publicly celebrate greatness without dropping their $7,000 school horn? Have them shuffle their feet instead! It is critical that our students learn how to ac- knowledge the successes of others both in- dividually and in our ensembles. Shuffling their feet is a quick and very powerful way to acknowledge those successes in your ensembles. There is a magical reaction from students when their peers notice the good things they have done. We also have to remember we are in the teaching business. We have to give opportunities in our band classes for our students to practice this. It is a much stronger message when a compli-


Wisconsin School Musician


ment comes from the ensemble versus an individual compliment from the director.


“Bad Band Director Jokes”


Covid brought out the reality that there are a great deal of very serious topics that weigh down our student’s minds. I have found that a little levity goes a long way. Silly stories and jokes can give your brass players a lip breather. Some humor can also give the whole band a chance to come down out of the higher order thinking and intensity we ask of them throughout the rest of the rehearsal. With individuals it can create that comfort in starting a more serious conversa- tion. Eye rolls inevitably will happen, but you’ll find those stories and jokes make it home more than you think. One more topic of conversation between kids and parents is a good thing!


“Working Myself Out of a Job”


I have discovered through a great deal of reflection that my students thrive the more they lead their learning. How do I imple- ment this? Rehearsal notes and observa- tions come first from my students. When that happens my students are more involved in the learning process. Each ensemble elects their own student director. These students direct, teach and help organize rehearsals when needed. Section leaders are the first step in answering questions from the section. This structure provides more peer leadership and responsibility. Students choose our literature (from appropriate choices) which enhances buy-in. Guid- ing students to musical independence is a great joy. Knowing that after my students graduate that they have the skills needed to continue on in their musical interests is my way of “Working Myself Out of a Job.”


Did I mention that I am a high energy, Type “A” perfectionist? I am guessing there are more of you out there reading this. I can’t change who I am, but I have over the years changed my perspective of how I apply my energy to music education. I have worked very hard to gain stronger musical growth through focusing on the individual student as part of an ensemble instead of the en- sembles themselves. I find through incor- porating my personal mottos above that my


students are much more relaxed, confident, respected and learn and perform better.


Wade Heinen is band director and National Honor Society advisor at Sheboygan South High School.


Email: wheinen@sasd.net


St. Norbert College Music


scholarship auditions


Scholarships available in voice, brass, percussion, woodwinds, strings and keyboard. Open to undergraduate music majors and non-majors.


St. Norbert College, a nationally recognized liberal arts institution located north of Milwaukee and Chicago, offers degree programs in music education, performance and liturgical music.


Three ways to audition:


Submit a video at snc.edu/go/auditions or scan the QR code. Video must be received by Jan. 27, 2023.


Audition in person on Jan. 27, 2023. Register at snc.edu/go/auditions or scan the QR code.


Audition live online on Jan. 27, 2023. Register at snc.edu/go/auditions or scan the QR code.


Registration deadline for Jan. 27 auditions of both types is Jan. 6, 2023.


Questions? Contact the music department at snc.edu/music or 920-403-3112.


snc.edu • St. Norbert College 100 Grant Street, De Pere, WI 54115-2099 23


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