Shaping perception: taking responsibility for our profession: the manner in which we present ourselves shapes the perceptions of those around us.

Shaping perception: taking responsibility for our profession: the manner in which we present ourselves shapes the perceptions of those around us. Misconceptions Misconceptions is an American sitcom television series for The WB Network for the 2005-2006 season that never aired. It features Jane Leeves, formerly of Frasier, and French Stewart, formerly of 3rd Rock From the Sun. about independent music teaching abound in oursociety. "It is not really a job," "That is parttime Adj. 1. parttime - involving less than the standard or customary time for an activity; "part-time employees"; "a part-time job"part-time work," "Anyone who has had piano lessons as a kid can teachpiano lessons," "People who teach in their homes cannot doanything better," "You cannot earn a living from teaching athome."Where do these incorrect assumptions originate o��rig��i��natev.1. To bring into being; create.2. To come into being; start. , and what is keepingthem alive? Parents, students and music teachers themselvesinadvertently can contribute to these misconceptions, but the onlypeople capable of changing them are teachers. The manner in which wepresent ourselves shapes the perceptions of those around us. It is up tous to change harmful stereotypes if our profession is to be regardedhighly within our communities.Because of my special interest in this area, I have conducted manylocal, state and national surveys on the business practices ofindependent music teachers (IMTs). Deciding to expand on the informationfrom those surveys, I recently conducted surveys comparing theperceptions that IMTs have of our profession with the perceptions of thepublic at large. This turned out to be truly fascinating, as the resultswere not necessarily what I had expected: Not only does the public viewour profession in a less than flattering flat��ter?1?v. flat��tered, flat��ter��ing, flat��tersv.tr.1. To compliment excessively and often insincerely, especially in order to win favor.2. manner, but in many cases, sodo we.I sent surveys to 102 music teachers, chosen at random, two fromeach state and the District of Columbia District of Columbia,federal district (2000 pop. 572,059, a 5.7% decrease in population since the 1990 census), 69 sq mi (179 sq km), on the east bank of the Potomac River, coextensive with the city of Washington, D.C. (the capital of the United States). . Two hundred surveys also weresent to people randomly selected from the Internet InternetPublicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the , from small ruralareas to large metropolitan cities. In the surveys, I stressed that Iwas looking for Looking forIn the context of general equities, this describing a buy interest in which a dealer is asked to offer stock, often involving a capital commitment. Antithesis of in touch with. perceptions about the independent music teacher.Respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. did not need to know the "facts," and there wereno "correct" answers.The following tables summarize sum��ma��rize?intr. & tr.v. sum��ma��rized, sum��ma��riz��ing, sum��ma��riz��esTo make a summary or make a summary of.sum the questions and answers. Pleasenote the percentages do not always add up to 100% because some teachershad multiple answers for certain questions and did not answer others atall.1. What percentage of music teachers teaching in a home studio doyou think have the following levels of education? Public TeachersMusic lessons as a child, no formal education in music after high school 30% 39%Bachelor's degree in some area of music 46% 43%Master's degree in some area of music 16% 14%Doctoral degree in some area of music 7% 5%I found it interesting that the teachers did not perceive us to beas educated as the public at large did, and based on surveys I haveconducted for state Music Teachers Associations (MTAs), the perceptionsare much lower than the reality. In reality, in many states surveyed,60% to 70% of IMTs have bachelor's bach��e��lor's?n.A bachelor's degree. degree in some music area. Thepercentage of master's mas��ter's?n.A master's degree. and doctoral degrees also are higher.2. What areas do you think the average teacher of piano or anyother instrument has studied to teach that instrument successfully in ahome studio? Public TeachersI don't know 15% N/ABasic music 20% N/ASome training in education classes 30% N/AMusic theory 10% 57%Psychology N/A 21%Education courses N/A 18%Literature of the instrument N/A 33%Their own instrument N/A 45%Pedagogy N/A 36%Music history N/A 42%Business skills N/A 15%Other areas teachers included were technique, harmony, eartraining, performance, child development, accompanying and ensemble The word ensemble can refer to a musical ensemble (This, along with 'ensemble cast' are the most commonly used ways to describe an ensemble though obviously not the only ways) skills, injury prevention, technology skills, stage presence and sightreading.This question points out immediately that the public-at-large isunaware of all we have studied to prepare for our job. It is up to us tochange the way we are perceived by letting the parents and students knowwhat we have studied. A studio brochure can list our areas of study,expertise, degrees and the services offered in the studio. Parents neednot be in the dark about what goes on in the studio and about ourbackgrounds and qualifications.3. Are there any duties that a private music teacher performs forhis or her students or job besides giving the lessons? If so, what? Public TeachersEncourage students, build confidence 20% 12%Assist students with life lessons such as setting goals and having the persistence to reach them, work ethic and so on 10% N/ALesson preparation 10% 21%Critique and evaluate students 20% N/AArrange performances and recitals 20% 21%Scheduling of lessons N/A 15%Buying music, supplies N/A 21%Accompanying N/A 15%Keeping records, collecting bills N/A 33%Provide appropriate materials for each student N/A 9%College recommendations and preparation N/A 12%Keeping up with one's own continuing education N/A 21%Involvement in professional organizations N/A 30%Competitions and auditions N/A 18%Taking students to concerts N/A 9%Communicate with parents N/A 12%Be a role model N/A 9%Counseling N/A 36%Be a friend N/A 9%Other duties teachers included were ear training and rhythm skills,adjudicating, public relations public relations,activities and policies used to create public interest in a person, idea, product, institution, or business establishment. By its nature, public relations is devoted to serving particular interests by presenting them to the public in the most , planning studio policy and publishing astudio newsletter.Answers from the publie-at-large are divided almost equally betweenprofessional duties and people skills, a recurring re��cur?intr.v. re��curred, re��cur��ring, re��curs1. To happen, come up, or show up again or repeatedly.2. To return to one's attention or memory.3. To return in thought or discourse. division throughoutthe survey.The majority of duties included by teachers are professionalduties, and a smaller number are people skills that are important to ourprofession. One thing I found somewhat disheartening dis��heart��en?tr.v. dis��heart��ened, dis��heart��en��ing, dis��heart��ensTo shake or destroy the courage or resolution of; dispirit. See Synonyms at discourage. is some teachersactually answered with all people skills or with very few professionalduties listed. Also, counseling was listed by the highest percentage ofteachers as something that we do. I agree people skills are veryimportant to our profession, but not more so than many of theprofessional duties listed above.4. What skills besides musical skills do you think a private musicteacher uses in order to successfully teach music in a home studio? Public TeachersPeople skills 20% 42%Communication and listening skills 25% 30%Ability to work with kids 20% N/AChild psychology and child development 10% 36%Patience 30% N/AOrganizational skills N/A 27%Technology skills N/A 12%Business skills N/A 60%Knowledge of different learning styles and how to match N/A 6%Ability to challenge and motivate students N/A 18%Empathy N/A 9%Other teachers listed were public relations skills, sense of humor Noun 1. sense of humor - the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor"sense of humour, humor, humour ,writing skills, creativity, flexibility and the ability to train yourstomach to wait to eat until after the supper Supper is the name for the evening meal in some dialects of English - ordinarily the last meal of the day, usually the meal that comes after dinner.The term is derived from the French souper hour without growling.5. Do you think that teaching in a home is a full-time full-timeadj.Employed for or involving a standard number of hours of working time: a full-time administrative assistant.full or part-time part-timeadj.For or during less than the customary or standard time: a part-time job.part job for most teachers? Public TeachersPart-time 75% 74%Full-time 15% 15%Could be either 5% 11%Not responding 5% N/AI found it astounding a��stound?tr.v. a��stound��ed, a��stound��ing, a��stoundsTo astonish and bewilder. See Synonyms at surprise.[From Middle English astoned, past participle of astonen, that such a high percentage of music teacherswould answer that this is a part-time job considering how overworked somany independent teachers are. Maybe the clue to understanding this isthe answer of one teacher, "Probably part-time, but for me it feelslike full-time." My answer to that is, "If it feels likefull-time, it probably is full-time."6. About how many hours a week do you think the average privatemusic teacher spends on his or her job? Public Teachers8-12 hours 5% 3%10-15 hours 25% 9%20-25 hours 25% 57%30-35 hours (part-time) 15% 21%40 hours 10% 9%60-80 hours 0 3%One major difference among teachers' answers is how theworkweek is calculated. Some teachers only figured in their teachingtime when they answered this question; others add time to teaching hourswhen figuring the workweek. This extra time reflects the many dutiesother than lessons that are included in the studio.Think of all you do before you figure the hours of your workweek.Consider yourself to be at work every time you shop for music, attend ameeting, run a festival, keep records, hold an office in a musicorganization, accompany a student, practice your instrument, read musicpublications, give a theory class, do book work, set up and run aworkstation, attend a workshop, send bills or go to a recital Recital - dBASE-like language and DBMS from Recital Corporation. Versions include Vax VMS. . In otherwords Adv. 1. in other words - otherwise stated; "in other words, we are broke"put differently , we do a lot of varied activities when we run our business.I would add here that the load for college faculty is based on thenumber of contact hours they have with students. A normal full-time loadis between twelve to fifteen hours a week. Private music lessons arecalculated somewhat differently, but about eighteen lesson hours isconsidered a full load. The rest of the faculty workweek is occupiedwith preparation, committees, student evaluations, recitals, advising,practice time and so on. In other words, a full-time faculty member in amusic department does not need to teach forty hours of lessons to beconsidered full-time.Think hard before you decide if you are a "part-time"teacher. My bet is most of us are not.7. Take a guess at the annual incomes (ex. $35,000) for theseprofessions. Do not worry about being totally accurate. This question isto measure your perception of these annual incomes. Public TeachersLawyer $93,611 $113,700Electrician $47,500 $52,220Plumber $46,111 $50,000Truck driver $42,222 $38,840Elementary school teacher $28,833 $34,000Janitor $24,722 $25,420Private music teacher $20,000 $19,940I would like to compare the figures on perceived music income tofigures from surveys conducted on actual income of IMTs. Below, State Ahas a mostly urban population, State B has a mixture of communities, andState C has mostly rural communities. The Northern Virginia Northern Virginia (NoVA) consists of Arlington, Fairfax, Loudoun, and Prince William counties and the independent cities of Alexandria, Falls Church, Fairfax, Manassas, and Manassas Park. MusicTeachers Association (NVMTA) is a large local chapter in the Washington Washington, town, EnglandWashington,town (1991 pop. 48,856), Sunderland metropolitan district, NE England. Washington was designated one of the new towns in 1964 to alleviate overpopulation in the Tyneside-Wearside area. ,D.C., suburbs that has made professionalism professionalismthe upholding by individuals of the principles, laws, ethics and conventions of their profession. in the independent studio atop priority for its members.Average annual income: State A-1997 State B-1998Teaching only: $17,960 $11,800All music income: $22,640 $19,935 State C-1999 NVMTA-1999Teaching only: $8,130 $31,160All music income: $9,403 $37,939As you can see, the actual income for most teachers is often lowerthan the already low perceived income. Only in the large metropolitanarea of Northern Virginia are the rates significantly better, and theyare not that high considering the educational levels of the teachers inthat organization and the income from other professions in the area.I found it disturbing that the private music teacher holds thebottom slot in the survey on perceptions. Janitors, plumbers and truckdrivers all are among the many careers perceived as earning more. Doesthis mean the perception is that these jobs should be better paid?Remember, too, the independent teacher receives no benefits.Military personnel receive a month of paid vacation Noun 1. paid vacation - a vacation from work by an employee with pay grantedholiday, vacation - leisure time away from work devoted to rest or pleasure; "we get two weeks of vacation every summer"; "we took a short holiday in Puerto Rico" , free medical care,retirement income and housing allowances. This adds up to a hugedifference in income, even if the salaries match.There are other factors contributing to our professions lowincomes:* The fact that we have a traditionally female profession isreflected in our salaries.* Too often we think in terms of our lesson fee per hour ratherthan our annual income. If a teacher figures his or her annual incomeafter expenses, and it is not enough to support a family, that teacheris not earning a professional income.* Another problem is that once the rates are set, we do not raisethem in regular increments. Since we operate independently from otherteachers, we do not walk into a pre-set pay scale with regular raises inannual increments like the salaries in a corporate position would be setand raised. To give an example, in one of the Minneapolis Minneapolis(mĭn'ēăp`əlĭs), city (1990 pop. 368,383), seat of Hennepin co., E Minn., at the head of navigation on the Mississippi River, at St. Anthony Falls; inc. 1856. schooldistricts, an elementary school elementary school:see school. teacher just starting out in the firstyear of teaching gets $26,000 plus benefits. After seven years ofteaching and earning a master's degree master's degreen.An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree.Noun 1. , that teacher will earn$52,000 plus benefits, far more than most IMTs in the area with amaster's degree and thirty years' experience.In the long run we are responsible for our low rates, and we candecide to change them. Any teacher who allows his or her rates to stayartificially low hurts not only him- or herself, but also the entireprofession.8. When you think of the typical music teacher who teaches lessonsin a home studio, what image comes to mind? Please provide a shortdescription of this teacher.Some of the more interesting answers from the public-at-large are:* White female in her thirties or forties working part-time tosupplement income for the family. Middle-aged middle-agedadjective Referring to a person between age 45 and 65, used in taking a history. Cf Elderly, Older. and married.* An older lady usually forty-plus years old.* A musical person with one or more children at home, regardless ofdegree or teaching experience. A great job for moms who want to stay athome.* A very warm person, with a genuine love for all kinds of music,friendly and patient. Middle-aged, middle income, female who works forextra money but could squeeze the budget and be fine otherwise. Gentle,patient, caring, has a love for the instrument. Some of the morepositive descriptions given by the music teachers are:* A very busy person. Usually is also a wife and mother, a churchworker and involved in other music and club activities. She has to be agood organizer to do the planning and preparation.* Incredibly overworked but deeply satisfied. Gentle, patient,funny, truly enjoys the students, able to communicate high expectations.(What I want to know is if so many of us are part-time, how come we areall so overworked?)* I think of a teacher like myself. Degreed de��greed?adj.Having or requiring an academic degree: a degreed biologist; a degreed profession.and takes their jobseriously. They do not teach for "extra money."* A happy, self-employed, educated, caring professional, practicinghis or her art in a comfortable setting. Extremely satisfied in sharingmusic with others.These answers certainly reflect some of the best qualities anindependent music teacher projects. Some not so positive descriptions bymusic teachers included:* Fifty-year-old female, married or widowed. Some college levelstudy. Loves children. Supports art in the community. Dependent onhusband's income for livelihood. A sweet, but not "withit" lady.* The image of overworked, underpaid un��der��paid?v.Past tense and past participle of underpay.underpaidAdjectivenot paid as much as the job deservesunderpaidadj → and underappreciated does seemappropriate.* Often sells oneself short.* Music everywhere, in closets, under benches, on tables, in filecabinets. Not dressed professionally, casual home attire.* A teacher who has had six to eight years of private instruction(pre-college), uses the same methods for all students, is teaching toimprove financial status, teaches mostly beginning students.* The lady down the street, doing this job as a hobby A hobby is a spare-time recreational pursuit. Origin of termA hobby-horse was a wooden or wickerwork toy made to be ridden just like the real hobby. From this came the expression "to ride one's hobby-horse", meaning "to follow a favourite pastime", and in turn, for a littleextra income.* Little gray-haired lady with glasses perched on her nose.* Likely a widow/widower or low-income person, nonprofessional non��pro��fes��sion��al?n.One who is not a professional.nonpro��fes anduntrained.I think some of us are aware of some pretty harsh stereotypes andstill feel like they are out there. Some of us even seem to hold someharsh stereotypes ourselves.The following question was asked only of the music teachers.9. Do you have any interesting anecdotes about the perception yourstudents, their parents or someone outside the profession has had aboutthe independent music teacher or of the job of teaching in a homestudio?* "Oh, you are a piano teacher. Do you work?"* One man ran into an old high school classmate in a supermarketparking lot. "I knew he had become a lawyer and judge. Pleased tosee me, he asked if I was `still teaching piano.' I replied `Yes, Iam, are you still practicing law?' His embarrassed apology apology[Gr.,=defense], literary work that defends, justifies, or clarifies an author's ideas or point of view. Unlike the ordinary use of the word, the literary use neither implies that wrong has been done nor expresses regret. followed."* "I received a call from a parent interested in lessons forher daughter. The mother asked some good questions about my educationalbackground and the length of the lessons I taught. Then she asked howmuch I charged. When I told her, there was a pause followed by anastonished a��ston��ish?tr.v. as��ton��ished, as��ton��ish��ing, as��ton��ish��esTo fill with sudden wonder or amazement. See Synonyms at surprise. , `Well, that's more than I pay my cleaning lady!' Ijust hung up without replying."In surveys on business practices, I often could distinguishteachers who presented themselves professionally, and would thereforehave very few problems being perceived with respect, versus thoseteachers who set themselves up for disaster by the way they presentedthemselves.One teacher may say, "Parents and students are constantlycanceling lessons at the last minute for every conceivable con��ceive?v. con��ceived, con��ceiv��ing, con��ceivesv.tr.1. To become pregnant with (offspring).2. reason, andthen want to know when I will make it up. I wish they would respect mytime." Another teacher may say, "I have a firm makeup makeupIn the performing arts, material used by actors for cosmetic purposes and to help create the characters they play. Not needed in Greek and Roman theatre because of the use of masks, makeup was used in the religious plays of medieval Europe, in which the angels' faces policyand my students all understand it, and I have no problems withmake-ups." In each case, the teacher is responsible for how parentsand students feel about asking (or not asking) for make-up Make-upThe amount of deficiency when a cash flow or capital item is deficient. For example, an interest make-up relates to the interest amount above a ceiling percentage. lessons andfor attending lessons faithfully.One teacher might get paid by a check every week or a check that isadjusted at the end of every month. If students do not show, they do notpay, leaving it virtually impossible for that teacher to budget. Anotherteacher may receive checks for a standard amount every month or everysemester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s regardless of the number of lessons in any given month andregardless of who does or does not show. The second teacher has an exactincome and does not have budget difficulties like the first teacher.Again, it was the teacher who made the choice.These examples show one teacher who handles some studio aspects inan unprofessional manner, reflecting poorly on the teacher as anindividual as well as on the profession. The second example in each ofthe last two paragraphs shows a more professional manner that presentsboth the teacher and the profession as deserving de��serv��ing?adj.Worthy, as of reward, praise, or aid.n.Merit; worthiness.de��serving��ly adv. respect from parents,students and the community.I believe we determine the perceptions of those around us. Are weseen as highly trained, dedicated, well-paid professionals? Is what wedo viewed as an important, valuable and profitable profession, or is itnot even perceived as a real profession? If the old stereotypes have notdied yet, it is up to us to lay them to rest. We can set professionalrates, have a firm make-up policy, employ a workable system for billingservices and print a studio brochure and policy sheet. We can projectourselves in such a way that people can only be impressed im��press?1?tr.v. im��pressed, im��press��ing, im��press��es1. To affect strongly, often favorably: with ourskill, education and talent. We can, and we must, take responsibilityfor establishing a positive perception of our profession.Beth Gigante Klingenstein is the author of A Business Guide for theMusic Teacher. She has twenty-eight years of experience as anindependent music teacher and is presently on the music faculty ofValley City State University (VCSU VCSU Valley City State University (Valley City, ND, USA)) in North Dakota North Dakota,state in the N central United States. It is bordered by Minnesota, across the Red River of the North (E), South Dakota (S), Montana (W), and the Canadian provinces of Saskatchewan and Manitoba (N). , where she also isthe director of the VCSU Community School of the Arts School of the Arts is the name of several schools (usually high schools) that are devoted to the fine arts, including: Brooklyn High School of the Arts, Brooklyn, New York Charleston County School of the Arts, Charleston, South Carolina .