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New pets mean homework. January 18 2010

Posted by Ashley in Uncategorized.
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Here’s an startling conclusion I came to today, working at PS: the best sales people are liars.

Astonishing, I know, especially because in this instance of enlightenment, I was the salesperson. I can convince a customer to buy (or not buy) anything, depending on how intelligently confident I appear to them.

It’s their fault, really, for not being better informed. If you’re going to walk into a pet store and invest a hundred (or two) dollars on a new pet or aquarium, you damn well better have done your homework. That’s why Google exists, after all.

It’s absolutely AMAZING, the number of customers come in with little to no knowledge of the new pet they expect to be taking home that day. It’s like it never occurred to them that their living, breathing, impulsive purchase might prefer not to sit around in their cardboard carry-home box while their new idiot owner spends an hour and a half trying to set up the easy-to-assemble new cage, water bottle, food dish, toys, and then run back to the pet store to buy the bedding he forgot to get on the first time around.

In my infinite wisdom, I think that in general, people are just LAZY. Why should they bother taking the time and energy to search the Internet or, oh I don’t know, read a book, when they can just walk into the pet store, look at me and say “I want to buy a rat,” and then wait for me to regurgitate the fact check-list on rodents’ needs and habits while they look bored and say “Okay, just get me a cart and show me everything I need.”

My personal favorite scenario is when a customer walks over to the fish section of the pet department and asks to speaks with “someone who knows aquariums.” They often look disbelieving when I assure them that I can actually answer any questions they might have. Yes, as a twenty-something female college student, I may not look like your average aquarium hobbyist, but that doesn’t mean I haven’t spent hours and hours of lunch breaks at work reading the fish encyclopedias from our aquatic book section. And then what usually happens is the customer, who as it turns out is an aquarium owner himself, asks me a really stupid question (one that he should have learned in Remedial Aquariums 101). Maybe something along the lines of, “My water is really cloudy, why?” When I ask my first diagnostic question: “How often do you perform water changes?” and the response is “Ummm… A water change?” I know I’m dealing with a tool who was too lazy to do his homework before he bought an aquarium.

Lucky for the customer, I happen to be a straight-forward, tell-it-like-it-is employee. I’m not going to talk you into buying a couple hundred dollars in bogus accessories that aren’t absolutely necessary for the well-being of your pet because frankly, I don’t paid a commission. So why bother? But the fact that, should I want to, I totally could, tells me that you are 1. lazy, 2. an idiot, or 3. both.

And people are always so amazed when I can thoroughly answer their questions, explaining the science behind the nitrogen cycle in a tropical aquarium or why cedar and pine shavings will give rodents a respiratory infection. “Wow,” they gasp, “I never knew that. You must have been doing this for a really long time?”

Not really; I just know how to read.

The legend. January 12 2010

Posted by Ashley in aspirations, education.
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I’ve spent the past semester gradually coming to the conclusion that my music education program, and perhaps all music education programs, leaves a lot to be desired in terms of real-world, classroom-applicable information. Sure, we learn all kinds of great stuff… theories. Ideas. Vague notions.

Yes, Professor, all students learn differently. Yes, we must be inclusive to learners with special needs. Yes, we will make sure our beginning french horn students have their hands far enough inside the bells.

But how do we actually run a classroom? A third grade chorus? A high school band? What exactly should we do, say, think and feel in any of a million difficult situations? What, specifically, do we say and do to make students want to learn?

What, Professor, should I say when one of my first grade students runs up to me, in angry tears, because his bullying classmate just described how he “f***ed your mother last night” in great detail?

Yes, I actually saw that happen… and the classroom teacher did not handle it well.

So I’ve started doing some reading. I guess I can’t really complain about the things my education isn’t teaching as long as there is a six-story university library within walking distance of my apartment. I’ve gotten really into this one book- “Bringing Out the Best In Students: How Legendary Teachers Motivate Kids” by Scheidecker and Freeman. Granted, some of it is just common sense (there’s an entire chapter dedicated to how a teacher should organize his or her desk) and there are no music-related examples (but lots of case studies from math, science and English teachers). Still, it’s got some good, tough-love advice for what to really do when you’re in the field.

I’m still working my way through it, but one part in the first chapter really resonated with me…

Effective teachers are competitive risk takers. The best teachers share one important characteristic: They want to be the best–not at the expense of others, not by denigrating their peers, but in the positive pride of their own success. The legend[ary teacher] does not fear outside of audits of his or her work– he or she welcomes them as an opportunity to shine… The legend realizes that at the heart of any game, including the game of teacher evaluation, is the scoreboard, and the legend is competitive enough to desire to be the MVP. Through the legend’s healthy competitiveness and desire to be the best, he or she models successful behavior for students. The legend believes he or she can teach anyone anything, and students leave the room feeling the same.

Happy year, new or otherwise January 1 2010

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Once I finished grieving over the fact that last night was the last year Times Square spectators get to wear goofy “200_” glasses with the 0’s over the eyes, I decided this might be a good opportunity for an update. Not that I have anything spectacularly insightful to say. New Year’s Day is supposed to represent progress, movement, bright futures and overzealous resolutions; yet the more I reflect on my present situation, it seems this New Year is the opposite for me.

Driving home from the gas station Wednesday night, I was startled to notice that my car was getting progressively louder. I drive a ‘97 Nissan, and it’s always been a little bit rumbly, but we’re talking NASCAR-raceway kind of loud. When I started getting stares from other drivers, I knew it wasn’t just my imagination. I gently coasted to the nearest Monroe Muffler the next morning, where they confirmed my suspicions: 80% of my exhaust system had rusted out, and a major piece of pipe had fallen off the night before. 2 hours later, I forked over almost $600 for a substantially quieter ride.

And since that puts me a month and a half behind on my rent, I called the pet store on the way home, begging for my old job back. Yours truly will now be opening the pet care department at 6am on Thursdays, Saturdays, and Sundays. Which is funny, because at the top of my “Things I Am Thankful for this Holiday Season” list was: #1 – I don’t have to work at PS anymore! Oh, and by funny, I mean depressing.

I start again on the 14th.

I know that compared to some people, I have it easy – no terminal illnesses, no abusive relationships – but as the 14th looms closer and closer, it feels more and more like a death sentence. I mean really; who looks forward to wading around up to their elbows in guinea pig shit, cleaning out cages while the damn things run around like they’re on fire.

I just want to graduate and get a real job. One that doesn’t give me hives.

Life Lesson #749 December 25 2009

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If you think you need a bigger pot for the spaghetti, suck it up and dig it out of the cupboard. Don’t be lazy and use the smaller one anyway.

Because when half the spaghetti is sticking out of the pot because it’s still dry, it might droop down, graze the flame under the pot, and catch on fire. And as it turns out, dry spaghetti burns very quickly.

During this fiasco, it registered quietly in my mind that we did have a fire extinguisher somewhere in the closet, but more prominent in my mind was the fact that this was all the spaghetti I had left.

A quick-thinking, boyscouting boyfriend and an air-tight pot lid came in handy and the fire was quickly extinguished. Most importantly, we saved most of the spaghetti. Lesson learned.

In other news -

  • The Senate passed the healthcare bill!
  • I somehow got through the fall semester. It was fantastic and awful, and much too long. I don’t usually have rough semesters, but this was one for the books. Still waiting for the rest of my  grades to come out, but I pulled off a B in “The American School” with only attending maybe six lectures. Which would mean that the only thing I learned from that class was how to bullshit my way through two papers and large presentation.
  • Spent Christmas Eve playing piano at FCC’s Candelight Service. Got a chance to play clarinet with the “Christmas Band,” which makes SU’s Rotten Orange Orchestra sound like the New York Philarhomic. Also had the privilege of conducting the choir on a gospel piece – they are such an amazing group of people and I was so lucky to work with them! And I get to add vocal conducting to my growing list of musical experiences.

I leave you with the merry sounds of Santa surprise-conducting the SU orchestra – Happy Holidays.

Corduroy is a sin November 19 2009

Posted by Ashley in college life, miscellaneous.
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The following is an excerpt from today’s Daily Orange…

Michelle Deferio arrived on Waverly Avenue outside of Newhouse I around 2:30 p.m. Wednesday wearing a long corduroy skirt and holding a sign that read, “Homosexuality is a sin, Christ can set you free.”

In response, Chris Pesto, a junior acting major who is gay, made a sign that read “Corduroy skirts are a sin, homosexuals can help you,” and stood next to Deferio in protest.

News of Pesto’s protest spread. And Michelle and her father, Jim Deferio, who also went to preach to passersby that homosexuality is a sin, soon were facing a crowd of Syracuse University students, protesting against the Deferios, saying SU has no place for hate.

Wow. I had friends yesterday that said they saw this – I wish I could have been there. The article goes on to say that the Deferios are not allowed to set foot onto the SU campus without being arrested, to which I give props to the University for sticking to their “No Place for Hate” promise. Yet more ammunition for the free speech vs. hate speech debate.

Life lesson #748 November 17 2009

Posted by Ashley in college life.
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Today we learned that if you run out of dishwasher detergent, go buy more. Don’t try substituting regular dish soap. It will explode and foam all over your kitchen.

In other news, our kitchen floor is incredibly clean.

Do you have a good memory? November 16 2009

Posted by Ashley in music, smooth moves.
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I’ve been meaning to post this for a while but haven’t yet had the time!

Last week I had my first rehearsal as “substitute choir director” with FC Church Choir! I’ve subbed for the church in the past, but always during the summer when choir is not in session so I’ve never had to worry about directing the twenty-person choir – just playing hymns for the congregation. This isn’t one of those fancy schmancy churches that hires both a director and an accompanist, though…  when choir is in session, the accompanist also doubles as the director and conductor. Which means I have two (read: two) hands to play the music, cue the entrances, give releases, provide dynamic information and oh yeah– turn the pages.

Prior to rehearsal, I was feeling a bit daunted (and it generally takes a lot to daunt me). Practicing the anthems at home in my dining room on the piano, I thought, Dear God I hope no one walks in while I am practicing this, as I flailed my arms wildly trying to establish some sort of timing and choreography in order to get my hands where they needed to be at the proper time. It wasn’t pretty.

But I got it down eventually. After making some decisions as to what chords could be re-voiced and played with one hand, I could smoothly transition from page turn to graceful cue to playing some notes to giving a quick release and conducting through the a-capella section. I felt pretty cool. So I headed to rehearsal last Thursday night.

I have to say – I absolutely love the choir members of FC. Mostly because they seemingly love me. Nancy (their director) let me run the show when it came time to rehearse the anthem – I did my thing, rehearsed the parts that sounded funny, worked some transitions and felt generally good about the whole piece. Nancy asked if the choir felt secure with the piece, too. One old guy (old enough to be my father, and probably my grandfather) said he wasn’t sure if he had the hang of it and would probably need some “one-on-one rehearsal” with me. I turned bright red while his wife (also in the choir) admonished him for flustering the new girl. As I was about to leave, he called out and asked if I had a good memory. Trying to think of a safe answer, I went with “Uhh… sometimes?” (eloquent, I know). To which he responded with an eye brow wiggle and a quick series of seven numbers: “Three nine two something something…”

OH, right. His phone number.

So if there was any question about whether or not I “still got it,” well… I still got it.

Next Sunday should be fun.

Santa is like my bff November 13 2009

Posted by Ashley in education.
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I have never, ever been a yeller. Ever.

I can probably count on one hand the number of times I have significantly raised my voice in anger at someone (this count excludes the number of f-bombs I shout from the privacy of my Nissan at the jackasses that cut me off on the highway).

For me, shouting and yelling is directly equatable to violence.  If you’re going to scream at me, you may as well have just punched me in the face. So it’s really hard for me to spend four hours every Friday in a city-district elementary school were “classroom management” has just become synonymous with “yelling.”

I watched an art teacher scream at her students today to sit still and be quiet so that they could be dismissed to line-up for their next class. Screaming at them to be quiet? Please tell me that irony isn’t lost on someone besides me. She then yelled at a student because he was under the table, not waiting in his seat to be dismissed. Except – he was under the table because he was crouching to tie his shoe. But Art Teacher didn’t care – she yelled at him that he, as a responsible student, should have tied his shoe during one of the myriad opportunities he had during the forty-minute class period. It was his own damn fault for waiting until dismissal time to tie that shoe – and now he was going to have to suck it up and deal. Come on, lady – what second grader is going to reason through all that logic? His shoe is untied; he knows he should tie it. He’s not planning when and how will piss off the teacher; he just wants to tie his damn shoelace. But Art Teacher worked herself into such a fury that she ended up yelling at the student to stand in the middle of the line between two girls, as if that was punishment for such unthinkable insubordination.

I actually turned away from this scene because I started to cry.

And this is the rule, not the exception. I watch these scenes go on all day long. And I can’t figure out why the teachers haven’t noticed that their yelling-as-classroom-management techniques are not effective.

In band, we learn about the “lawn-mower effect,” which basically says that if you play loudly all the time, the audience will essentially stop listening. Think about it: if you’re in your living room, watching television, and your neighbor next door starts up his lawnmower, you’re going to bitch and moan a little bit about how loud it is and how you can’t hear Hannah Montana on TV. But you get used to it after a while. And then towards the end of the show, you suddenly look up because you realize something doesn’t sound quite right; something is different. And then you realize: the lawnmower stopped! You got so used to hearing that loud drone that your ears tuned it out.

So if this works with lawnmowers and marching bands, I would think that probably applies to nagging, screaming teachers as well.

And then there’s the cutest third grader ever – Shawna*. She sits next to me during third grade chorus, listening attentively and asking me which measure we’re on when she occasionally loses her place in the music. She volunteers to pass out and collect the sheet music to and from her classmates. We make silly faces at each other when one of us accidentally sings the wrong words. And at the end of class, she turns to me as she’s waiting to be dismissed.

“Do you believe in Santa?” Shawna asks.

Oh shit, I’m thinking. This is the age when they figure it out.

“Of course I do!” I answer, desperately hoping that this is the correct answer.

“Okay. Me too.”

“I mean, who else would be bringing you all those awesome presents, right? It’s gotta be Santa and the elves,” I agree, relieved.

“Yeah. And the other thing is, I am sure my mom and dad probably can’t afford all those presents for me. So Santa has to be real,” Shawna says.

This is where I “accidentally” drop my water bottle, so I can turn around to pick it up and gather myself together, seeing as I’m starting to cry. I turn back and ask her what her favorite Christmas movie is, and then we start talking about how many stars are on the American flag (don’t ask me why — she wanted to know!).

I can’t decide if I never want to be an elementary public school teacher so that I don’t have drive home in tears every afternoon because I spent all day shouting at children, or if I want to become an elementary teacher so that I can be the one teacher that treats these children with humanity. If I could just somehow fix the system instantly, all over the country (okay – world?) so that no child has to go through this much shit in school, that would be fantastic.

Good thing Andy and I are going to Happy Hour after rehearsal today; I can’t handle any more heart-wrenching children until next week.

Runs in the family November 11 2009

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I got my mom hooked on blogging. And just like running, she already does it much better (and much more often) than me. Eesh.

More thoughts on stuff later when I’m not sitting in Wind Ensemble, waiting for us to get to the first movement of the Husa concerto.

If you was fat November 7 2009

Posted by Ashley in aspirations, education.
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My recent dream of becoming an elementary music teacher has turned out to be just one of those short-lived phases I frequently go through. After spending eleven hours doing observation in my field experience placement in a city-district elementary school, I have actually begun to question how anyone could genuinely want to teach elementary general music. I’m clinging to the belief that the despair that surrounds education in V.D. Elementary is mostly the result of the poor quality of the city district itself, because most times attitudes of the teachers in the school and the way they interact with their behaviorally-challenged students is absolutely depressing.

I’ve seen a music class spend ten minutes transitioning from sitting in chairs to sitting cross-legged on the floor in front of the teacher, because inevitably some student forgets to use his “walking feet” and sprints to his seat on the floor, which leads to the teacher yelling at all the students and forcing them to go back to their chairs and “try this again.” Really – for ten minutes. Once the students arrive on the floor, it’s a battle to get them to pay attention: Da’shawn is punching Laquisha, Martell is rolling around on the floor, Michael is laying down pretending to snore, and Devan is jumping in circles like a frog. The teacher is constantly fighting for control, and the class becomes about getting all students to sit in the proper place at the proper time in the proper position. After forty minute of observing this chaos, I am exhausted — so I cannot imagine how these teachers do this for eight hours every single day.

I’ve seen a class waste six minutes of music class time because their line-up outside the classroom is poor. Y’ounique is leaning against the wall, Andre is sitting on the floor, and the back of the line is kind of crooked. Teachers yell, threaten, plead and beg in order to get the students standing in a straight and quiet line. I’ve seen a teacher bend down to eye level with a first grader and yell in his face “Stop! Doing! That!” because he was stepping on the toes of the student in front of him. I’ve heard a first-grade teacher growl, “Well judging by this line, I guess you guys want the same amount of homework that you were given last night…” Are you kidding? I just got done learning in EDU 204 that classwork should never, ever be used as a punishment.

I’ve seen a fourth-grade chorus lose out on their entire 40-minute rehearsal because the fact that a handful of students was late upset the teacher so much that she “didn’t feel like teaching — sorry, guys.” Are you kidding? You’re punishing these students by taking away their opportunity to sing? An opportunity that they get less than once a week?

I feel guilty every time I’m privy to the teachers’ lunch room discussions: “Oh god, you have Williams’ class this afternoon? I’m so sorry you have to end your week that way – they’re the worst.” I feel guilty because while I sit there at the table feigning understanding and sympathy, I am silently judging these adults: Are you kidding? Why are you even here, then? You have no place educating children.

Is it like this at every school? Do all teachers curse their “youthful stupidity” for choosing such an unfulfilling career? This is only my first placement at a city-district school, and I can’t help but wonder if the perpetually poor test results and graduation rate of the schools are simply the result of a vicious cycle: apathetic teachers create apathetic, mis-behaved students which encourage teacher hopelessness and further apathy. God. I need a Prozac just thinking about this.

Despite the miserableness of the situation, it’s not bad all the time. My favorite moment of observation to date was when the fourth grade general music class was talking about musical instruments used in colonial America. After telling the students that music was only performed live, and that frequently town residents would travel from their homes to gather in a central location like the town hall of play music together, the teacher asked the students what these facts music tell us about the instruments themselves. Several painful minutes of wild-guessing ensued (“All the instruments were made of wood?” “All the instruments could be played?” “All the instruments were instruments!” – for real), Ms. G relented and gave them the answer: “All the instruments had to be portable, because the people had to carry them a good ways to play them together. Can you imagine trying to carry a piano from your farm to the town hall? No. So all the instruments they had were small enough to be carried. That’s why things like the violin and small drums were so popular.”

Immediate response from one of the sharper students in the class:
“Right, ‘cos if you was fat and you had a saxophone on yo’ horse, it would prob’ly die!”