“Do we have to do this?”

I led sectional groups every Tuesday at lunchtime, working with the sopranos from choir. My role was to lead by accompanying and singing through their parts, showing them necessary performance and vocal techniques. As it was Christmas we had been working on the descants of carols. This had been going well, so Claire (my supervisor) asked me to work with the altos as she wanted a layered vocal texture. This was my first time working with the altos so after spending time preparing, I was ready to teach their parts. Lunchtime began at 1pm as did sectionals. I patiently waited and 10 minutes later the altos noisily arrived. As I began to take attendance my frustrations were soon realised as only half of the members showed up. My plans were crushed, but I persevered by singing through the parts then asking them to sing along. Most students ignored me and those trying to follow were completely distracted by the disruption of others. I asked the group to pay attention, but this was met with insolent remarks such as:

I ended this disastrous sectional with nothing to show, contemplating if this was the career for me.

I have always struggled with singing low and harmonising, two necessities of an alto. So I was already apprehensive when lunchtime arrived. I watched the clock with each tick increasing my anxiety. After ten minutes I was convinced that no one was coming and was somewhat relieved as I thought I had escaped my fear of the altos. However, without apology the students appeared, and my anxiety levels increased. As I taught, I was rudely interrupted multiple times. This left me feeling deflated and frustrated as I had to keep stopping, starting, and redoing. Surprisingly, the perpetrators were sixth formers who are usually seen as the role models of the school. Not only was I disappointed I was also irritated as I could see the confusion in the younger students who were trying to follow me. Afterwards when I had a chance to reflect, I realised this behaviour was unacceptable.

A positive outcome was recognising the importance of behavioural management. I had been advised on how to deal with certain behavioural situations during my training and decided to take the calm yet firm approach. When students were talking over me, I stood in silence and stared at the perpetrators, isolating the disruptive students, and bringing their focus back to me. Of course, this strategy becomes monotonous when it must be repeated. Although there were many bad aspects to this sectional such as pupil attitudes, interruptions, and disorganisation, the worst outcome was that no progress had been made. Several students approached me at the end to apologise on behalf of the others and complained that they found it difficult to focus. This was when I knew I had to act as it not only disappointed me but also other students.

I am proud past pupil of Banbridge Academy, but I knew that pursing a placement there would reveal a completely different aspect of the school and possibly pose some issues. Being close in age to the older students, with some of them remembering me as a pupil, created an interesting dynamic. According to Sanders (1908) “Pupils are often more critical of young teachers than of teachers who have had experience” and are “quick to take advantage of them” (p.36). Considering I was already facing the challenge of detaching myself as a past pupil, I was also faced with the natural challenges of young teachers. This idea was reinforced by Claire as a plausible explanation to the students’ behaviour when I told her about the incident. She emphasised that students need to realise boundaries and respect their superiors. 

I learned that passion can be unpredictable especially as a music teacher as it involves a combination of; a love for music and “a passion to share music with others” (Beeching, 2020, p.18). Coming from a family of teachers I know the resilience needed to deal with the demands of teaching. I knew that bad days were inevitable, but it is the unpredictability of these days, like this sectional incident that make the job less appealing. Knowing what to do is essential but putting my knowledge into practise effectively is an area I need to improve. Looking back, I should have responded more quickly to the interruptions rather than letting them spiral out of control. Considering I am not a qualified teacher I struggle to know my place but Claire reassured me and granted authority for me to control behaviour when necessary.