This month in my teaching, I'm making a conscious effort to focus on the music.

I know that might sound obvious. You're a music teacher—what else would you focus on? But the truth is, as teachers, there's a lot we're thinking about:

• Are we managing our time well? Will we complete everything on the lesson plan?

• Are we keeping a good pace and keeping our students engaged?

• Is there enough variety in the activities we're doing today: theory and sight-reading, aural skills and musical expression, on-the-bench and off-the-bench activities, rhythm and movement?

• How are they doing with this activity? Do they understand the concept? Have they developed this skill? Do they need a challenge?

Then there are the COVID protocols:

• Are we keeping enough social distance?

• Are we washing our hands after we take turns at the piano?

• Am I respecting the student's sense of personal space? Do they feel comfortable?

All of these things are important and necessary to our work. As teachers, we are responsible for organizing and sequencing learning activities, managing time, and assessing the outcomes. But this month, I want to prioritize the music we're making, the music my students are making.

In his book Deep Work, researcher Cal Newport wrote, “Clarity about what matters provides clarity about what does not.” That's what this episode is all about.