On the Blink

In his TED presentation, Jacob Collier conducts an orchestra through a song they don’t know and haven’t rehearsed. He builds each part systematically, telling the musicians the notes and techniques to use. Collier revises and affirms as the sections come together. He teaches a few lines, allows the orchestra to play, then moves on. It’s a remarkable process.

Collier’s demonstration confirms that music-making is magic. Every member’s investment builds a community of purpose. Each musician possesses a unique skill that the performance needs. The conductor unifies the ensemble in pursuit of a vision, and the ensemble creates the reality.

“Conducting” Your Classroom: 4 Moves from Collier

Collier’s demonstration offers practical lessons for teachers that will improve every class.

• Teach with a vision or purpose.
  Imagine a future beyond what your students can see at any given moment. Teach with a drive and purpose that will guide the class, especially on days when students are uncooperative, tired, or discouraged. There will be times when the class shares and understands your vision, and times when they help you construct it.
  
  There will also be days when your students can’t fathom what they are working toward. You must hold in your mind the purpose for your position: enter class daily with that vision intact.
  
• Understand the elements of your curriculum.
  Collier knew what the notes would sound like before he spoke them aloud. He used discipline-specific vocabulary (arco, glissando) with ease. He and the orchestra shared the common language of proficient musicians.
  
  Own the language of your subject. Resist the urge to use only what the curriculum prescribes. Deploy expert language in your classroom. Offer your students the insider knowledge of scholars, whether it’s scientific terminology or Shakespeare studies.
  
  You may be thinking, “Don’t all teachers know their subject matter?” No, they don’t. I’ve heard teachers say, “I don’t teach poetry” or “I let other teachers handle Shakespeare.” None of us will master every aspect of our discipline with genius, but don’t let a colleague’s knowledge outshine yours because you refuse to improve. If you expect your students to learn, you need to learn, too.
  
• Empower the players.
  Give students the tools they need, and stand back! Let them come to the board, let them teach their peers. Your job is to bring the knowledge, and get out of their way.
  
  A strong orchestra depends on individual members as well as unified sections. Education is not a solitary pursuit. Let students work in a variety of configurations to build their confidence and skills. Arrange your classroom so that students can sit in pairs, small groups, and large groups. Invite students to work with classmates that they may not choose on their own.
  
• Welcome the unique and diverse skills of every student.
  Knowing the musical range and potential of each instrument, Collier builds the performance to maximize the musician’s skills. We need to recognize that our students bring diverse abilities and interests into the classroom. Wherever possible, teachers should embrace these skill sets — whethehr it’s creating a new class job, allowing a student to pursue a special interest, or inviting students to design class assignments.
  
  The beauty of music depends on many different sounds created by instruments that require specialized technique. What can the harpist teach the trombone player? What can the winds and the brass learn from each other about breath? By validating each student’s right to learn and dynamic intelligence, you will demonstrate the value of acceptance in your classroom.

Activities Inspired by Another Conductor

Benjamin Zander delivered a talk for teachers that expressed some of these ideas:

Like Collier, Zander emphasizes the conductor’s role as facilitator, letting players (students) shine. Zander recognizes the threat of self-doubt and the power of encouragement. Here are some ways you can apply his advice in your classroom:

• Invite your students to write Zander’s “A Letter” using course materials. They will articulate their goals, strengths, and challenges in an affirming style. This reflection can guide how you collaborate throughout the term.
  
• Organize your students by traits other than academic achievement. Randomize your class groups or group students by interests. This method will help them see that academic achievement is not the only measure of quality in a class.
  
• Find a reason to laugh, especially at your own mistakes. Model this resilience for students so that they are not discouraged by failure.
  
• Recognize that you never know a student’s complete story. If they seem indifferent or uninspired in your class, these feelings may have nothing to do with you. They have come to you with an educational history, and it takes time to build trust and enthusiasm. I have watched students bloom after two weeks in my classroom, and I’ve seen others take three years. Time and kindness usually work, but the pace is theirs, not yours.

I hope this post has inspired you to recognize the limitless gifts students can show when working together for a common purpose. You are the standard-bearer of community in your classroom. Your welcoming spirit is contagious. And once you light the spark of collaboration, students will keep it going.