How I Teach

This Colorado music teacher doesn’t want to stifle the noise — or students’ creativity

PHOTO: Shaina Cavazos

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Considering that music teacher Justin Bankey describes his teaching style as “structured goofiness,” it’s not surprising that he doesn’t always jump in when his students are noisy or distracted. Often, he says, those are the moments that spark the greatest creativity.

Bankey, who teaches at Cactus Valley Elementary School in the Garfield School District in western Colorado, talked to Chalkbeat about his sense of humor, his extracurricular jobs and the conversation-starters he uses with students.

Bankey is one of 20 educators who were selected for the state’s new Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education on the impact of education policies in the classroom. He’s also twice been named his school’s “Teacher of the Year” by colleagues in his building.

This interview has been condensed and lightly edited.

Music teacher Justin Bankey dressed as a magician

Why did you become a teacher?
I became a teacher in a roundabout way. I went into college double-majoring in music and psychology in hopes of going into music therapy. My vocal scholarship allowed for music performance and/or music education, and the deeper I became involved in my education classes, the more I realized that I enjoyed the education aspect. I also started to reflect on all the wonderful teachers I had and how those teachers influenced me.

What does your classroom look like?
A large rectangle, and some other stuff. Oh, you want to know about the other stuff? I surround the students with pictures and words that involve music: posters of composers, pictures of musical symbols, a musical word wall, a wall devoted to the work that students create, whiteboards, pictures of instruments split into families or orchestral positions, tables to set instruments on or micro keyboards for my piano lab, musical rugs, chairs and a projector in the middle. The heart of my operation is my sound system: CD player, amp, equalizer and a computer to run sound and slides. Also, two of my large walls move so my room can open up as the stage we use for performances on either the gym or cafeteria side.

If you can picture the most awesome music room imaginable and then… look next door. I’m joking. I think it is a wonderful room. We are lucky to have it, but if I had the money I can imagine some pretty cool stuff for the students.

Fill in the blank. I couldn’t teach without my __________. Why?
My sense of humor. I can’t imagine not laughing at some point in the day, either because of students, friends and colleagues… or just because humor enriches everything like music does!

What is one of your favorite lessons to teach?
One of my favorite lessons to teach is my piano lab. I love to integrate technology whenever I can. The piano lab uses the iPad and an application called Piano Maestro, along with a two-octave keyboard. The students get to work at their own pace, and it has so many facets. I like to think of all these uses as stackable lessons. It’s a culmination of what they are learning in class and transferring that knowledge to a hands-on activity. I can also use it in more specific ways like rhythm help, reading the staves, understanding the keyboard, etc.

It also keeps track of the students’ progress so we can use it every year in school. The keyboard knowledge will also lend itself to composing using other technology in the future. I’m excited about the plans for all this awesome technology, but not as excited as the students when they see the lab set up.

How did you come up with the idea?
I learned about it at the Colorado Music Educators Conference. I got in contact with a teacher at a private school that uses it (I think in Texas), and I also got in contact with the application people themselves.

How do you respond when a student doesn’t understand your lesson?
I am relentless with understanding because so much of what I teach is dependent on the last step. The great thing is that these steps circle around so each student has many chances for understanding.

One of the bonuses of my teaching position is that I teach the same lesson to multiple classes (4 sections of each grade level). If I miss some students in one class, I can adjust for the next class. Then for those students that didn’t understand the first time, we break it down in steps until they do understand, and then catch them back up.

I also really enjoy having students help each other out. They are the great equalizer. I also have an open door policy for any students that want or need extra time.

How do you get your class’s attention if students are talking or off task?
I like to use some tools that I’ve learned over the years like an all class attention-getter. I say “Get into the…” and they answer “Zone!” I use some golden oldies like clapping a short rhythmic phrase, and the students repeat the phrase. I keep track of how well the students are doing by marks on my board. If they see me marking in the good they say “Oh yeah!”, but if they see me marking in the bad the say “ahhhh!” in a sad voice and this will get their attention also.

Then again, I am a music teacher and a bit of noise in the background is what I do! I understand that being off task sometimes cultivates the creativity I hope for so I just have to watch it grow instead of stifling it… within reason.

How do you get to know your students and build relationships with them?
One way is being out in the community at different events so that students see you out of school. I referee football for all ages so I get to see families more often. I take a minute here or there to talk with students about weekend plans, how families are doing, and favorite sports (which is always interesting because everyone knows I am a Seahawks fan in Bronco country). I announce at our high school basketball games where I see former students or students whose siblings I teach. I work at the pool during the summer so I get to see them there, too.

What questions do you ask or what actions do you take?
I take time in the morning to greet them on the way in and/or after school to wish them a great evening. I like to ask them about new haircuts, clothes, new lingo: “Did you know that ‘throwing shade’ was what I used to call a ‘burn’?!”

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I cannot think of just one memorable time because so much of my contact is very positive so it reinforces a lot of what I do. But I also know that through those contacts with families my teaching does not go in a straight line. Students and students’ families help change the direction of my teaching for the better every day because I am soaking in that outside stimuli.

What are you reading for enjoyment?
I love sci-fi/fantasy (Clive Barker, George R.R. Martin, etc.) and/or a good detective/thriller book (James Patterson, Lee Child, etc.)

What’s the best advice you ever received?
Stepping out of one’s comfort zone is stepping into a big world of opportunities! Try and try again. Gosh, so many little tidbits of advice along the way.

How I Teach

‘All our dreams are on his shoulders.’ The stories that motivate a bilingual teacher

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

It had been a tiring day of parent-teacher conferences for Amanda Duncan, a sixth-grade dual language literacy teacher at Foster Elementary in Arvada. Then the last family of the evening snapped things back into perspective.

The mother had walked two miles through the snow with her sixth-grade son, pushing the baby in a stroller. She told Duncan that she and her husband hadn’t been able to pursue their education, but wanted something different for their son.

“Will you make sure he stays successful?” the mother asked Duncan. “All our dreams are on his shoulders.”

Duncan, who was named the 2017 Bilingual Teacher of the Year by the Colorado Association for Bilingual Education, talked to Chalkbeat about why that conversation was a valuable reminder about the role teachers play in shaping the future.

This interview has been condensed and lightly edited.

Amanda Duncan

Why did you become a teacher?
I really didn’t set out to become a teacher. I was always interested in other cultures and languages, and in college I considered majoring in anthropology, then public health. Finally, I settled on Latin American Studies. During my last semester, we had to write a mini-thesis about any topic that interested us, and I chose bilingual education — a controversial political topic at that time (still is!).

After graduating, I began working in a middle school English as a Second Language classroom as a paraprofessional, and realized that it felt right being in a school in a diverse setting. I enrolled in a one-year program to get a teaching license and haven’t looked back. I love how teaching makes you an integral part of the community. It allows you to create change in the world by helping students realize how valuable and unique they are.

What does your classroom look like?
My classroom has charts made by the students or me in English and Spanish. There is a lot of intentional use of color to denote important language frames or highlight vocabulary. Since everyone in the room is a second language-learner at some point during the day, I try to provide lots of visual support both with pictures and key words so they have something to latch on to if they are unsure of some word meanings.

For years I was always saying, “It’s Spanish time, I don’t want to hear English right now!” But over time, I had to accept that there is no way to turn off the other language in your brain. So as long as we are using one language as a springboard for understanding or creating in the other, I find value in letting kids use both languages at the same time. It is a natural thing our brains do anyway!

It is a fine line, though. Since we are an immersion program, it is vital that we really hold students to a high standard of production in their second language. But each child builds their second language differently, just like any type of learning. Some need to rely more heavily on their first language to avoid being overwhelmed by the second language. Others are very bilingual already and need to be reminded to continually use Spanish in an academic setting. Even the youngest students know that English is the language of power, and it can easily dominate even in a Spanish immersion classroom. The teachers at my school work tirelessly to constantly lift up the value and beauty of Spanish, so that students will undertake the extra effort of learning through two languages.

I couldn’t teach without my __________. Why?
Students. Hahaha! No, but really, the students are what keep me coming back day after day. Even after 20 years of working with children, they continue to surprise me with their creativity and initiative. I am constantly inspired by the stories they and their families share with me, their daily struggles and perseverance.

At times I feel exhausted by this job, but then I think of how hard many of our families work and the obstacles they are facing, and I am humbled. Teachers have a tremendous responsibility to give our students the best preparation possible so they can be successful in this country. Our community is counting on us and we cannot let them down.

What is one of your favorite lessons to teach?
One of my favorite units to teach is the personal narrative. I love helping students see that their regular lives contain incredible stories. Sometimes they are heartbreakingly sad. Other times they are ridiculously funny. I love helping them learn techniques to take a seemingly regular moment and create a terrific piece of writing. We do this by studying mentor texts (including those by former students) and I demonstrate my own thinking as I write my own story in front of them. I also incorporate drama into the writing process. and we have learned techniques to help students really immerse themselves in their memories. It is powerful to watch students create a “freeze” of their memory — making themselves into a statue that shows the feelings and the moment — then write. They also interview each other to dig even deeper into that moment in time. Their writing improves exponentially and they are so proud of the results.

How do you respond when a student doesn’t understand your lesson?
When a student doesn’t understand, I first have to figure out why. Were they listening? Is there a misconception? Was my lesson confusing? Did it not meet their learning style? Are they distracted by other things going on in their life? My response depends on what the root cause is for not understanding.

How do you get your class’s attention if students are talking or off task?
Any time a teacher redirects a class or a student, it’s a million times more powerful if she gives the reason why they are being redirected. For example, “Table 3, please focus your talk on the lesson. If you talk about other things right now, you will lose your train of thought about the lesson and you won’t produce your best quality of work when it’s time to write.” or “So-and-so, if you are talking while I am giving directions you will not know what to do, and if you don’t know what to do you will not learn this critical skill that will help you be successful in middle school and beyond.” Kids need to know that the rules are not about the teacher having control. Rules are there to protect and enhance the learning environment for everyone’s benefit.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I think the first step to building relationships with your students is having a genuine curiosity for who each one really is. You need to laugh at the annoying traits that kids exhibit at different stages of life, maybe roll your eyes about it with colleagues later, but also just enjoy watching the kids figure out who they are and who they want to be. My favorite strategy is paraphrasing what students say. It’s helpful when they are upset, or when the problem they are having is confusing or convoluted (No! Not in 6th grade!). It lets students know you “get them”. I also think it’s super helpful to tell them about a time you struggled with a similar issue, and explain how you learned to deal with it. It helps them feel connected. And if you haven’t experienced something like they have, just really saying with your whole heart, “Wow, that sounds so hard to deal with. I am not even sure what to say, but know that I am with you and I am thinking good thoughts for you.” It helps kids feel less alone.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
One story that sticks with me is from a couple of years ago. It was the second night of parent teacher conferences, near the end of the evening. I was tired, feeling good because conferences had gone well, but also feeling overworked and exhausted. It’s easy to feel a little sorry for yourself.

It was a February evening in Colorado, so it was very cold and snowy. I just wanted to be home and curl up on the couch with my family. I peeked into the hall to see if my 7:30 p.m. appointment had arrived, and there was my student Oscar with his mom and his baby sister in the stroller. Their cheeks were rosy-pink and they were unwrapping themselves from their many jackets. They had walked to conferences from their home about two miles away in snowy 20 degree weather.

Oscar’s mom and I introduced ourselves, and she apologized for missing the fall conference, but that was right when her daughter was born.

“Ms. Amanda,” she began in Spanish, “I just want to know if Oscar is doing well in school. Is he respectful to you and his classmates? Does he work hard?” I assured her that Oscar was a model student. “You see, Ms. Amanda, Oscar is the hope of our family. My husband and I weren’t able to study as much as we would have liked to. And now, we work so hard. I work all day and my husband cares for the baby, then I come home and he takes our one car to work at night. But we want a different life for Oscar. Will you make sure he stays successful? All our dreams are on his shoulders.”

This particular story sticks with me because of the cold night, because of the baby, and because I was feeling sorry for myself right before this conversation. But we all hear stories like this all the time. They remind us that we hold in our hands the future of many families, generations even. We cannot let our community down.

What are you reading for enjoyment?
“My Grandmother Asked Me to Tell You She’s Sorry” by Fredrik Backman

What’s the best advice you ever received?
My mom was also a teacher and she always reminds me to take time for myself and my family. There is always more that you can do as a teacher. Don’t get too bogged down in trying to make every single lesson perfect. You need to say, “That is enough for today,” and let it go. Guess what? The sun will come up tomorrow and your students will still learn plenty. Especially if you are able to come back fresh and be willing to give your heart to them.

How I Teach

No hiding: This Colorado teacher doesn’t hold back his feelings about how music moves him

Chris Maunu, choir director at Arvada West High School, works with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Chris Maunu, choir director at Arvada West High School, was rehearsing a OneRepublic song with his students, when he choked up as the full weight of a lyric hit him. It reminded him of his sister, who has cerebral palsy.

Instead of beating back his emotions, Maunu told his students what he was feeling. It was all part of his commitment to show students his true self — and get the same back from them.

He talked to Chalkbeat about how vulnerability helps him teach, why he decided to switch his college major and what he does to encourage peer mentorship.

Maunu is one of 25 music teachers across the country selected as a semifinalist for the 2018 Music Educator Award presented by the Recording Academy and the GRAMMY Museum.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I actually began college as a business management major. My parents insisted that I join the college choir, so I hesitantly signed up on registration day. The director wanted to hear all students sing individually in her office. She made it clear that this was not an audition, but a way to get to know everyone and their voices. When she heard me sing she was quite pleased and asked if I wanted to be in the select chamber choir. I responded, “Sure, let me just drop my history class.”

Before I knew it, I was involved in three collegiate choirs. I LOVED it! Everyone was so passionate and dedicated. I didn’t have a good music program in high school, so this was my first exposure to a quality program. After feeling pressured to put all of my energy into athletics in high school, I had finally found my home! I instantly wanted to provide that for young people. I wanted to do what I could to make sure my students feel PROUD to be in choir in high school. I changed majors that next semester and never looked back.

What does your classroom look like?
We have curved seated risers with 90 chairs. Front and center of the classroom is a seven-foot Steinway grand piano. The walls are decorated with photo collages of senior classes from the last decade, awards, trophies and inspirational quotes.

Fill in the blank. I couldn’t teach without my _________Why?
My voice. Modeling is such an important part of my instructional practice. The singing voice is such a complicated and intricate instrument that modeling is a crucial strategy in developing students’ voices.

What is one of your favorite lessons to teach?
We do a lesson based around fear. Students write down their greatest fears and I share them (anonymously) with the class. Inevitably, the most common one is the fear of being judged or criticized in front of their peers. When students learn that we all have the same insecurities around performing, they become more comfortable with who they are as singers and more importantly, as people. This is followed by a guided discussion. It’s amazing how much more supportive of one another they become.

How did you come up with the idea?
I have read a lot of materials by author Brene Brown. She has worked for years at breaking down the barriers of talking about uncomfortable things that we all experience but have a tendency to shove away, such as fear, shame, and vulnerability. She has greatly influenced my teaching.

How do you respond when a student doesn’t understand your lesson?
With the fear lesson, there is usually some hesitation, but not a lack of understanding. Once they begin hearing others’ vulnerabilities, they truly become engaged. In average music rehearsals, I try to have issues fixed at the “grassroots” level when possible. I strategically seat stronger students next to students with weaker talent or skills. A mentorship develops between the students in which the stronger student can help the weaker one along. If I need to step in, I’ll go that route as well.

How do you get your class’s attention if students are talking or off task?
We are constantly learning from one another in the choir room. Students get reminded that whatever another group is learning will apply to them as well. For example, if I’m working with the tenors and tell them that a vowel needs to be taller to achieve a specific blend and intonation, chances are it will also apply to the sopranos, altos and basses. Often each vocal section is dependent upon one another to find a pitch or tune a chord.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
We do full-day retreats with our choirs at the start of the year to build relationships with them and with one another. We also have a student choir leadership team. Members of this team sponsor each choir class and hold social events through the year.

It’s my hope that every student in my classroom feels like they are the most liked and most needed student in the room. I go back to vulnerability. If I am modeling vulnerability — not just being emotional in front of them, but showing them my most authentic self — that bond really seems to take hold.

This is two-fold. First is being authentic in how I behave in general in the classroom. As an introvert, I have always been inspired when I attend professional conferences and see such extroverted leaders in the field share their expertise in how they do things in the classroom. I’ve left so many of those sessions saying to myself, “My teaching personality needs to be more like that!” While I think we all should learn from experts and continue to shape our craft, I think we need to be authentic about who we are. When I started to become more honest with myself, I hit my stride as a teacher.

The second part has to do with what we share with students. We can share personal things about ourselves without being inappropriate. Let’s not be talk about that difficult divorce we are going through, etc. but there are things that can allow students to really connect to us in a vulnerable way. Here is an example. One of my choirs was preparing the song “I Lived” by OneRepublic for our Pops Concert. The song was originally written about a Colorado teen with cystic fibrosis and overcoming life’s difficulties and truly living.

There was a lyric that hit me like a ton of bricks during one class: “I owned every second that this world could give, with every broken bone I swear I lived.” I thought of my own sister with cerebral palsy and began to get emotional. I had a decision to make in that moment — Do I just move on? Or do I take a few minutes and share about myself? I chose to share. We shared, we cried, and we grew closer. When students (especially male students) see an adult figure being truly real, it helps their emotional intelligence grow.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I think it’s when parents share how big of an impact my class has on their child. Parents have shared things like, “You are the only reason my child comes to school” or “My child would have not made it through high school without your class.” Teachers have such a huge impact on their students. Sometimes we get caught in the daily grind and it’s easy to forget that.

What are you reading for enjoyment?
“Rising Strong” by Brene Brown

What’s the best advice you ever received?

Provide authentic affirmation to your students at every opportunity.