How I Teach

Live, from Music City, an elementary school teacher presents life lessons with a beat

PHOTO: Grace Tatter
Christopher Blackmon leads second-grade students in a song he wrote and composed as a music teacher at Thomas Edison Elementary School in Nashville.

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.

Sixteen miles from Music Row, a bustling nexus of Nashville’s recording industry, second-grade students are hard at work perfecting a single at Thomas A. Edison Elementary School.

“Winners, winners don’t quit. They don’t quit!” they sing, reading lyrics and music on a screen. “If I can believe it, then I can achieve it! I must leave my doubts behind.”

Then come the dance moves. Students shake and wiggle with exuberance.

The songwriting credit goes to Christopher Blackmon, a music teacher at Edison Elementary and one of 31 educators nationwide named 2017 Music Teachers of Excellence by the Country Music Association. The CMA Foundation is honoring the group Wednesday at a Nashville event hosted by Little Big Town, the CMA’s Vocal Group of the Year.

The acknowledgement draws attention to music education at a time when such programs are being slashed from public schools nationwide. But at Edison Elementary, the pace for teaching and learning music is picking up. In addition to providing instruction twice a week during school, Blackmon and a colleague lead after-school activities that include piano lessons and video production. More than 100 students, or about a sixth of the student body, participate in extra musical enrichment.

Here’s how Blackmon inspires students to love music, and to extend their enthusiasm to other academic subjects. This interview has been condensed and lightly edited.

Why did you become a teacher?

I was most impacted by my high school music experience. We had a great program. I was in the band. I played tuba and baritone, but I also played jazz piano for a jazz combo. My band teacher was somebody you just look up to.

I’m always trying to push kids toward having a strong, principled life that means something and contributes something positive to the culture. With music education, I felt like I could teach both music and those positive character principles that I think kids need.

What does your classroom look like?

There’s a big open space in the middle and toward the front because it’s versatile. I do a lot of things with instruments and I set the instruments out and I have students rotating so they can see the screen, where I have the music up. I like to use less paper because students are just going to throw it away anyway.

They also dance a lot. In fact, they dance every day they come here. Probably, if I hadn’t been a music teacher, I would’ve been in P.E. Exercise helps brain development. The coordinated movement, especially symmetrical movements, where you cross the meridians of your body, is very important to cross-hemispheric development. Music as a whole is. That’s why I am such an advocate for music education, especially at the elementary level. I do a lot of stuff with audio production, (and) I could teach that in high school, but I think this is where people’s foundations are. I want to impact the beginning. I want to impact those foundations and help them establish their lives.

I have keyboards along the back of my room. I inherited 10 and then I have begged, borrowed and stole to get a class set so I can teach kids piano. I actually designed these. It allows four kids to sit at a table and hear only their keyboard through headphones. I can have some kids moving faster working together, some kids moving slower working together.

There’s so much research that shows that kids who get early piano instruction — piano or guitar — their brains develop more gray matter. The research shows over and over that they score higher on tests, that they do better with certain types of problem-solving skills, and so it’s better for everybody, whether or not they’re going to stick with it in real life.

What can’t you teach without?

(Click to listen to this track.)


Every time they walk into the classroom, they don’t get a chance to ask me questions and talk, because I told them I want to hear music first.

This little track is really effective because it reminds them what they’re going to do every single day, and then they know what to expect, but it gets harder and harder each time. It starts my class out the same way, but it doesn’t take a long time, and by five minutes into the class, they have already grown musically.

How do you get your class’s attention if students are talking or off task?

I try to catch the ones doing right and then comment on it because people will look at them and they’ll pull it together. I’ll say, “I love how so-and-so is being a STAR.” My little STAR thing is just: stand up straight, track the speaker, actively participate, respectfully celebrate. I say it all the time.

If a kid is just totally not getting it together, sometimes I’ll say, “Can you go write down and say how you would fix this?” That usually helps them.

How does parental communicate fit into your teaching approach?

When I see kids with musical talent, I write a personal note or call that parent and let them know that I really recommend that they get some kind of lesson or connect that child to music in some other kind of way. A lot of time, that will be a hook to get students through school when it’s hard.

What’s the best advice you ever received?

It sounds like common sense, but the best advice I ever received was about classroom management from Sue Hall, who was the last music teacher here. She said, “Whatever you say you’re going to do, do it.” If you don’t have the respect of the students, you cannot teach them. It doesn’t matter how much they like you — I mean, they can love you — but if they don’t respect you, they don’t behave. And if they don’t behave, they cannot learn.

What does it mean to be teaching music in Music City?

What I do wouldn’t be accepted by a lot of music programs. Sometimes they just want you to do stale old canned musicals they found somewhere, or they want you to teach in a traditional way. I teach in a very non-traditional way, because I’m exposing kids to the real music machine. These kids could make a living in a lot of different ways in music. Traditionally, it’s very classical-based instruction. But if they know how to produce music and they have a good idea, you can make a living. You don’t have to be a big label anymore.

Here’s a music video created and produced by Blackmon and students in an afterschool program:

How I Teach

As a first-year teacher, he wanted to quit. Watching ‘the greats’ helped him stick it out.

PHOTO: Caroline Bauman

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.

A few months after Kevin Vaughn took his first teaching job in a third grade classroom in Arizona, he decided to quit.

“Teaching was way beyond me,” he said.

Vaughn went to his principal and apologized profusely for his imminent resignation. But then things went off-track. His principal told him to calm down and suggested he visit other classrooms in the building to see what good teaching looked like.

Vaughn, now an art teacher at Dolores Elementary School in southwest Colorado, agreed and ultimately stuck with the job. He talked with Chalkbeat about his habit of “stealing” ideas from other teachers, the challenge of getting to know students he sees once a week and his love of fidgeting.

Vaughn is one of 20 educators selected for the state’s new Commissioners Teacher Cabinet. The group will provide input to officials at the Colorado Department of Education on the impact of education policies in the classroom.

This interview has been condensed and lightly edited.

Why did you become a teacher?
At the age of 30, I gave up a career in the food and beverage industry when I realized after 10 successful years I was just feeding people. It might have been a wonderful dining experience for them with some great food, but it was no longer something I could hang my hat on. I wanted something more. I wanted to make a difference in somebody’s life.

What does your classroom look like?
I like to run an organized classroom, so even though there is a great deal of creativity and energy in the room, I’d say the students are rather focused on their work while music from the era we are studying plays in the background.

Fill in the blank. I couldn’t teach without my __________. Why?
Fidget. Yes, believe it or not, I’ve always had a fidget — even before it was a fad. For the 20 years I’ve been teaching, I’ve played with clay, rubbed a rock, squished a sponge, rubbed a piece of cloth all the while providing instruction or walking around assisting students as they work. It keeps me calm and collected. It is great to be able to model for students how fidgeting should really look. It doesn’t need to take away one’s focus from the teacher or cause distraction to other students.

What is one of your favorite lessons to teach? How did you come up with the idea?

I’d have to say my current favorite lesson since becoming an art teacher is one in which I teach the kindergarteners about Wassily Kandinsky. We look at some of his work, discuss his style and his use of color, and then create our own using shaving cream and food coloring. The work is so individual, and almost instantaneous as it is revealed, that the kids just beam about the art they have produced. As with so many other lessons, I found this one online and just tweaked it to fit my personality and teaching style. There really are a plethora of high quality teachers out there willing to share their ideas.

How do you respond when a student doesn’t understand your lesson?
When a student doesn’t understand a lesson, I’ve always just taught it again, and again, and again — with different examples and from different perspectives. With art, it is usually the technique that troubles the students as it is often the first time some students have used a particular medium. So, sitting down with students and breaking it down into smaller steps usually works well.

How do you get your class’s attention if students are talking or off task?

Rarely is the whole class off task, but usually when a student is off task I slowly walk by and refocus attention with a soft comment. However, if I need the attention of the whole class I’ll call out the first name of the artist we are currently studying, and have them call back — in chorus — the last name of that artist. Me: “Leonardo,” Students: “DaVinci.” They know that is the time to put down their tools and put their eyes on me.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
It was so much easier when I was a classroom teacher to build relationships with the students. I saw the same students on a daily basis and could slowly develop that relationship as I learned more about their personalities and academic needs. Now, as an art teacher, I only see my students once every six days, so I have to make an effort to engage them outside the classroom as often as possible as well as in the studio. The cafeteria, in the hallway, at recess are all good times to just get to know the students.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I started my teaching career on the Navajo reservation and later moved to a small migrant community in Oregon. In both of these areas I was working with students of very different cultural backgrounds than the one I came from. I wouldn’t necessarily say that meeting the families of my students changed my perspective or approach, but it certainly gave me insight into my students lives that I could use to help me be a better teacher for them.

What are you reading for enjoyment?
The first book this summer I picked up was “The Generals: Patton, MacArthur, Marshall, and the Winning of World War II” by Winston Groom.

What’s the best advice you ever received?

My first principal and mentor, Ron Mansfield, told me to, “Watch the great teachers and learn.” Everything I know and do as a teacher I stole from someone else. I have my own personality and ways of doing things for sure, but being a good teacher has come by seeing how it is done by the best. Over 20 years I’ve had the opportunity to work with some tremendous people, and I’m so thankful that I’ve had the opportunity to learn the art of education from each and every one of them.

How I Teach

Why this Memphis Spanish teacher loves to teach about the evolution of the piñata

PHOTO: Kylie Cucalon
Students show off their homemade piñatas in Kylie Cucalon's Spanish class at Caldwell-Guthrie Elementary, a charter school operated by Memphis Scholars.

How do teachers captivate their students? Here, in a series we call How I Teach, we ask great educators how they approach their jobs.

Kylie Cucalon, or Señorita Cucalon as she’s known to her students, grew up in the United States, but was content to teach English in Spain until she began hearing concerns about political changes happening in her homeland.

“(I) was heartbroken by everything I was seeing in the news about my country, so I applied to Teach For America in attempt to do my part,” Cucalon recalls of her return to America last year.

Teacher Kylie Cucalon poses with several students.

She wound up teaching Spanish at Caldwell-Guthrie Elementary, a charter school operated by Memphis Scholars. The opportunity is unique in Memphis, where foreign languages typically aren’t taught at the elementary level and most of her students come from low-income backgrounds.

In this installment of How I Teach, Cucalon talks about how she’s using language to introduce students to a world beyond Memphis, why “uno, dos, tres” are the magic words in her classroom, and how piñatas can be a tool to encourage good behavior.

Why did you become a teacher?

In 2014, I had been working a desk job as a Spanish-English translator and realized that was not what I wanted to do for the rest of my life. So I picked up and moved to Madrid to work as a native English-speaking classroom assistant.

I fell in love with the country and did a bit of traveling. After a trip to Barcelona, I moved there and worked as a private English tutor. During that time, people from all over Europe enjoyed engaging with me and other American friends on issues such as politics and current events. Whenever we would discuss the difficult topics about the faults in some of the systems of our country … my friends would say, “That is why I am never going back to the U.S.”

It broke my heart that people I was surrounded by were ready to run away from the issues that our country faced instead of being a part of the solution. I had one really good friend who had just been accepted to Teach For America Memphis and he encouraged me to apply. I was also accepted and placed in the same region as him. It seemed like fate, and I never once looked back.

What does your classroom look like?

My classroom, aka Señorita Cucalon’s Zoo, is decked out in an animal theme. Every day I have a “Zookeeper” who wears the safari hat and binoculars and helps me with tasks such as passing out and collecting all papers and pencils.

Fill in the blank. I couldn’t teach without my __________. Why?

Administrators and other teachers. They say it takes a village to raise a child, so what does it take to raise a village?

What is one of your favorite lessons to teach? How did you come up with the idea?

I teach a weekly culture day, and my favorite lesson is the week we make our own piñatas.

A lot of people believe that the piñata is solely a Mexican tradition, but the first known piñata was found in China. Through the travels of many explorers, it was brought to Spain and then Mexico, where it became a fun party game that we even play today in the U.S. I like my children to see that different cultures can learn from one another and even share similar traditions.

As part of the lesson, we make our own piñatas out of toilet paper rolls, streamers and string. It is a fun hands-on activity that I use as an incentive for my students for good behavior. Every day that they come to class and follow all of the rules that week, they get a check mark. On Friday, I hand back the piñatas filled with one candy for every check they got. Students with great behavior go home with a piñata full of treats. As many teachers do, I got my inspiration on Pinterest.

How do you get your class’s attention if students are talking or off task?

If the students hear me say “uno, dos, tres,” they stop what they are doing and say “las manos y los pies,” which means “my hands and my feet.” I follow up with “uno, dos” and they respond “los ojos” (their eyes). This gives them time to check where their hands and feet are and then are reminded to track the speaker.

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 begin every class by personally greeting every student with a handshake and asking them in Spanish how they are doing. I have a sheet of emotions in Spanish on the door for them to pick from. This gives them the opportunity to practice using the target language, and if they say they are sad or upset, it gives me the opportunity to follow up with them about what’s going on in their lives.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I called a mother because her daughter was refusing to complete her work. To me, her reluctance to finish the sentences I had on the board was defiant and frustrating.

Her mom informed me that her daughter had left her glasses at home and could not see the board without them. My student must have been too embarrassed to tell me and instead acted out. From that point on, I have taken my time to really dig in and figure out the issues behind the reasons my students are acting out so that I can better accommodate them.

What’s the best advice you ever received?

A coach of mine once said, “If you do not have a plan for the students, they will have a plan for you.” Boy, was he right! You would not imagine the things that can happen in your classroom during the 10 seconds you turn your back to write on the whiteboard.