It is that time of year again! After a summer that included some rest, some travel, and some work, I feel ready to tackle the new year, welcome new and returning students, and get into teaching and preparing for performances. Are you refreshed and ready to go? Ready or not, here we go! What about all you “new” elementary music teachers? Have you been preparing lesson plans and evaluating performance music in anticipation of the school year? I remember my first few years of teaching and how overwhelming it was. I distinctly remember questioning whether or not I was really qualified for this job. I knew other expert music teachers and felt in no way competent or skilled enough. Actually, this is the mindset that makes us good musicians. It is the nature of our craft to be critical and always look for the next level of perfection. Our focus on how to play or sing as near perfectly as possible is what shapes us into better musicians. However, as a teacher, it can cause serious anxiety. It is called Imposter Phenomenon or more commonly Imposter Syndrome. In fact, I was recently talking with my husband about some aspect of my job as a teacher/musician when he told me I had “Imposter Syndrome.” What? I most certainly do not. I am a qualified music teacher, but he had me thinking. I do often feel like a fraud, hoping inwardly that no one will notice that I am not really that good, not that smart, not so accomplished, or not as qualified as others.
There are a number of reasons I think elementary music teachers in particular might be susceptible to Imposter Syndrome. For one, our university programs taught us to be the best musicians possible, but did they train us to teach music to little children? While in college, we were instructed on best practices and pedagogical methods, but we got far too little exposure to the elementary music classroom. In fact, many of us teach well outside our specialty area. Some of us are band or orchestra specialists who conduct elementary choirs and teach children to sing. Some are vocalists who facilitate elementary bands.
Also, music teachers commonly feel they do not belong in the same academic circles as teachers of core curriculum. Do other teachers really value what we teach, or are they just thankful we take the students so they can have their planning time? It is all too easy for us to slip into a mindset that devalues music education and our worth as educators.
In addition, social media can have devastating effects on music teachers who see all the wonderful activities and performances posted by others. Then, we ask ourselves if we can really achieve all that with our students. It can be especially difficult if our administrators value flashy student performances over student growth and learning.
Actually, I am not so sure feeling like an imposter is all that bad. It can possibly cause us to be more thoughtful, considerate, and creative. A little anxiety can open our minds to innovative ideas and solutions and might even motivate us to accomplish extraordinary things as long as it does not become debilitating. For some, just knowing the phenomenon of Imposter Syndrome exists and that other people in our field experience it can be rather comforting. We must remember that feelings of uncertainty are a normal part of life for all professionals.
Furthermore, we must be careful that while we as musicians strive for some level of perfectionism, we do not impose that expectation on our students. We must have realistic expectations as educators and value the process over the final product. All students are different, and each school is unique. As elementary music educators, the goal is for students to have positive experiences with music and to learn to value music in their lives. Remember to validate character over achievement. It is essential that we praise effort and growth rather than aptitude or talent. Remind students that mistakes are proof they are learning; students who do not try do not make mistakes. Help students identify their strengths and reflect on their own abilities all the while decreasing the fear of failure.
There are a few things you can do daily to remind yourself that you are NOT an imposter. You are, in fact, a highly qualified music educator professional. Keep a journal, and record when students tell you how much they love music or that you are their favorite teacher. Write it down when an administrator compliments your student performances. Keep those emails from parents thanking you for your time and efforts with their children. They are all wonderful reminders that what you do really matters. If needed, take a social media break, and focus on your own achievements. Reflect on your training. Look at how far you have come. Remember all the years of learning and practicing. No doubt, you did not become an expert overnight. Think about all the blood, sweat, and tears. You are an accomplished elementary music teacher! You have so much to offer your students!