Robyn Hilger
Oklahoma Teacher of the Year
Belle Isle Enterprise Middle School, Norman
Grade 6-8, Band and Orchestra

My teaching philosophy
Every student can create. To ensure they do, I must provide an environment in which risk-taking is rewarded and students are set up for success. True learning takes place when students can take knowledge and apply it to create something totally their own. In middle school, this requires development of self-discipline by my students, so they can be successful in all areas of their lives. Not only do they have to be well-behaved, but they also must know the value of hard work and responsibility. Each student is important and has a personal responsibility to produce high quality work, and to work cooperatively within a group for a common goal. These are invaluable lifelong skills.

My philosophy in action
My personal teaching style is a combination of demonstrator and facilitator. A music classroom is a learning environment where modeling is necessary. I constantly model performance skills for my students to aid in their understanding and application of skills. Learning to play an instrument is based on a series of steps, and students must achieve mastery level at each step in order to be successful in the long run. While coaching and guiding students in developing and applying their knowledge and skills, I place great importance on attention to detail. Students are constantly monitored and corrective advice is given as they proceed through the learning process. Having a solid foundation is much more important than just being able to play through a piece of music. Performing is a process, and the actual performance is only one step in the learning process.

I am also a facilitator of my students’ learning. I consistently emphasize collaborative learning and student-centered learning processes. Students are expected to take initiative, accept responsibility for their own learning, and have the motivation to improve. I provide students with support as they learn these lifelong skills. The students are much more interested in the learning process when they feel they are important to the success of the group. As a facilitator, I am able to empower my students to show what they can do!

My greatest teaching accomplishment
My greatest accomplishment is the formation and growth of the Fine Arts Department at Belle Isle. I was hired as an adjunct teacher during the first year of operation. When I arrived that first day, I was in for a shock. Here was a classroom of 25 kids who wanted to learn to play an instrument, except they didn’t have any music, stands, or other necessary equipment. I immediately went into action. I think I called in every favor that anyone ever owed me! I secured a limited supply of music, stands, and some basic percussion equipment. The Belle Isle Board and principal really wanted a comprehensive Fine Arts program and gave me the administrative and financial backing necessary to build a program. The Fine Arts program has grown from one sixth grade band, to three bands, three orchestras and three choirs, musical theatre, speech, drama, debate, a full-scale musical, visual art and a Fine Arts team of four full-time teachers. I have overseen the addition of new courses, as well as the addition of needed faculty. As the Fine Arts Team Leader, I oversee a department budget of over $10,000 annually. I am most proud of the fact all Belle Isle students have access to a comprehensive Arts program, and that this program will service these students for many years to come.

The most critical issues facing educators today
The issue greatly affecting education today is parental involvement in school. Data from the United States Department of Education states that students who have parents involved in their school (through attendance at meetings, conferences, volunteering at school), have higher grades and test results, exhibit more positive attitudes and behavior, and are more likely to attend an institution of higher learning. Data from 2001 found that 48 percent of parents with elementary age children had attended a school event as opposed to only 29 percent of middle school parents. As independent as they may seem, middle school students are in desperate need of parental involvement as they go through adolescence. During this crucial time, parents are most needed at school.

Ways to resolve this issue
Parents want to be involved, but do not feel that they are welcome at the school. Teachers must be vigilant about reaching out to the parents who are undergoing difficulties. We all have at least one student whose parents do not have enough gas money to drive to the school for a conference on parent conference day. Many parents have tough choices to make each day. I have visited countless parents at their home and at work. Most of the parents I initially thought might not care have been the ones that are the most grateful when I reached out to them wherever they were and gave them support to help their children succeed.

Schools must take immediate actions to reverse the trend of declining parental involvement. Parental involvement can take on many forms. Just by asking about the school day or by encouraging homework and reading to, with, and near children, parents can greatly influence student performance. Instead of interpreting absence as not caring, we must focus our attention on drawing parents to school. By improving communication, developing their trust, and being clear how we think parents can help, we will be able to assist parents to support their children’s education.

One thought to inspire teachers to succeed
You could have done anything else in the world but you chose to teach, to touch the lives of children. Teachers are the key to student achievement.

One lesson every student should learn
How to persevere when the going gets tough!

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