May 25, 2025 • 28 mins
Join us on Educational Relevance as we welcome Elizabeth Steege—a dynamic music educator with over 30 years of experience in the Racine Unified School District. Hosts Bryan Wright and Mark McBeth sit down with Elizabeth to explore how she built a lasting classroom culture, led with heart, and used the power of music to impact generations of students. Don’t miss this inspiring conversation with a true educational changemaker!
For more information about the the topics discussed, contact us at
Bryan Wright: brwright44@gmail.com
Mark McBeth: mark@educationalrelevance.org
If you found value in today’s episode, share it with a colleague, subscribe, and leave us a review. It helps us keep bringing you conversations that matter.
Thanks for listening. Until next time, keep leading with heart—and stay educationally relevant.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
bryan-_1_04-30-2025_115 (00:00):
Welcome to Educational Relevance.
A platform created by educatorsfor educators.
I am Bryan Wright.
I'm currently adjunct professorat Concordia University.
Alongside me is my partner, MarkMacbeth.
Mark is an acclaimed author anda change agent in education
who's been working in educationfor several years.
(00:20):
Today's guest embodies thespirit of teaching and the power
of music in education.
Elizabeth Steege.
Elizabeth is the thirdgeneration musician from Racine
Wisconsin and has spent over 30years as a dedicated music
educator the Racine UnifiedSchool District.
Over 28 of those years.
She served in Case High Schoolwhere I had the privilege
(00:43):
working alongside.
Today we invited Elizabeth tojoin us, to share her insights
and how she built and sustaineda strong classroom culture, and
then how her leadership extendedbeyond the classroom positively
impacting a generation ofstudents.
So Elizabeth, welcome to theshow.
(01:04):
It's an honor to have you.
How you feeling today?
elizabeth-steege-_1_04-30 (01:07):
Good.
Thank you.
Thank you for inviting me.
bryan-_1_04-30-2025_11555 (01:09):
Well, I tell you it is, it is great to
have you.
Mark, I think we got somebodyvery special.
Elizabeth, take us back to thefirst few years in, in the
classroom.
What did culture mean to youthen, and how did it evolve over
time?
elizabeth-steege-_1_04-30 (01:24):
Well, I have to say I made my biggest
mistakes my first couple years,but it was wonderful because
those mistakes, really, set meup for positivity in the future.
I, I started at a middle schooland I learned how to, be in a
(01:44):
classroom and how important timemanagement is, and also having
students busy the entire time.
When students have anyrelaxation on anything, that's
when their own ideas can beplanned out on what they wanna
do.
(02:04):
And when students are busythroughout the entire class
period, that's when they leavethe room and they are happy with
what they have done.
They might not realize that atthe time they're busy, they're
doing this, they have to keepup.
But then they leave and theyfeel accomplished, and teachers
(02:26):
tell me they can't get them tostop humming a tune in their
next class, so
squadcaster-364c_1_04-30-2025 (02:31):
I find that really interesting
that, the, the more engaged, themore you have students doing
stuff, the more they seem tolike your classroom.
elizabeth-steege-_1_04-30 (02:40):
yeah.
Because, if, if we just keep ongoing to the next thing and
changing it up is very importanttoo.
You can't just be doing the samething over and over and over
again.
'cause they lose concentrationand again, they start getting
other ideas.
And that has been especiallyimportant the last 10 years with
technology.
(03:00):
I mean, I.
We gotta keep it interesting inthe classroom.
So they're not even thinkingabout grabbing their phone.
They need an escape fromchecking what could be said
about them on social media orsomething.
And I would say, this is yourescape.
Be with me.
Don't worry about what's goingon.
This is your escape.
(03:21):
And when they're busy, theyactually do.
They, they, they forget about itfor a little bit.
squadcaster-364c_1_04-30-2025 (03:27):
I like the idea of mixing things
up.
It sounds like you're kind ofmixing genres, mixing your
strategies.
Did you have a routine?
Was there routines in yourclassroom that were consistent
every week?
elizabeth-steege-_1_04-30- (03:40):
Yes.
squadcaster-364c_1_04-30-2 (03:40):
That every day the kids came in, that
established that, culture insideyour classroom?
elizabeth-steege-_1_04-30- (03:45):
five minutes actually three to five
minutes there would be up on thescreen a prompt of them to write
a little bit.
So they write the date, theywrite how they're feeling that
day, and that includes feelingsand health, anything like that.
(04:06):
And when I say they're writing,I mean, I.
It doesn't have to be fullsentences to me.
Just a few words about howthey're feeling and and what
they're doing.
Then there is always a word ofthe week.
They write that out with thedefinition and then they leave
the rest blank.
Because then what happens isduring our warmups.
(04:30):
we start doing those warmups, weare incorporating that word of
the week.
And it might be have to do withtheir vocalese or it might have
to do with even their health orhow something feels.
And after those warmups, thenthey write.
A little something on if theyare understanding or not
(04:52):
understanding or how they feel,and they must use that word.
And again, two, three sentences.
This takes one to two minuteswhen they first come in.
And this takes one to twominutes after warmups.
When they are done with thewarmup, it helps them rest.
They write a little bit.
(05:13):
They take a sip of their coffeeor water.
I prefer water, but you know,kids in those coffees.
squadcaster-364c_1_04-30-2 (05:21):
Hey, can I ask a question?
So I want continue with yourroutines, prompts and warm.
I'm really confused.
I have teachers tell me that youknow, I don't have desks as a
music teacher.
I don't have a desk as a PEteacher., How in the heck are
these kids writing in yourclassroom when you don't have
that stuff?
elizabeth-steege-_1_04-30- (05:39):
They have a folder with music in it,
and that's what I suggest towrite it.
And also at the beginning of theyear, I ask them to get a spiral
notebook and they keep theirdaily entries in this notebook.
And some kids that I have forfour years, they have their four
(06:00):
years of notebooks and they loveto see their growth and what
they have learned and what theyare doing and things like that.
So they can write in thatnotebook.
They can write on, in on top oftheir folder, their three ring
binder that has their music inthere.
And if kids forget their, paperor whatever.
(06:22):
I'm always out there.
I'm walking around and I hand apiece of paper there and at the
end of the week, I don't care ifwe're stapling.
Everybody's writing somethingand it keeps us all doing the
same things.
There's, there's really no oddof it.
But again, they get hooked.
They like that.
In the long run.
bryan-_1_04-30-2025_11555 (06:42):
Mark, let me follow up with a question
here.
squadcaster-364c_1_04-30 (06:43):
Right.
bryan-_1_04-30-2025_115557 (06:44):
you know, Elizabeth.
Case is a IB school.
elizabeth-steege-_1_04- (06:48):
Mm-hmm.
bryan-_1_04-30-2025_115557 (06:48):
of the words that you were teaching
related to some of the ibcurriculum that was there
presently, and how, how you getthat involved in the classroom?
elizabeth-steege-_1_04-30-20 (06:56):
It is very, it is very easy
actually.
I always use words that arerecommended by the IB program
and then also the WisconsinState Music Association.
They also have terms and wordsthat they want to use, and it's
so easy to incorporate thosethings.
(07:20):
I, I think almost everyone, ifthey were aware, and
knowledgeable, what those are,they're really quite easy to get
in, the weekly words and thesharing.
squadcaster-364c_1_04-30-202 (07:35):
So the students walked in your
classroom, they immediately pullout their notebooks.
You got stuff on the board readyfor'em to go.
Warm up.
What's your next routine?
Where do you go from there?
So the next thing
elizabeth-steege-_1_04-30-20 (07:45):
we do is we pull out music and we
start working on it.
And I love to start on somethingmaybe that we have done a little
bit and review.
I love then getting into groups.
Where a lot of times it's insection, soprano, alto, tenor
base, and there's usually asection leader, or I ask
(08:07):
different people at differenttimes to lead, but what happens
is they get into those groupsand then they start working on a
certain section.
It's so important to say whatsection, so let's say it's 18
measures.
working on it like that.
I am sitting at the piano.
I can give any pitches that theywant.
(08:28):
One person is in charge.
Doesn't matter if they areknowledgeable or not.
They're the ones that say, okay,let's start this.
Let's practice this.
And then it has to be timesensitive.
Okay, everyone get in yourgroups.
You are three minutes to work onthese measures.
Go, and I always this timeafterwards to reflect on what
(08:55):
happened in those three minutes.
So some groups might be reallyon it.
They're singing and they'retrying, and they're pinpointing
the exact spot where it is.
Some groups go in and, andthey're a little lost.
Well, we tried it, but we didn'tknow what they were doing.
(09:16):
And that's why it's important tojust have a short time because
then we share from the groups,what did you do in your group?
What was your problem spot?
They say what their problem spotis.
What did you do in your group tofix it?
Did you use hands to help you dothis?
Did you just do it by singingorally?
And what I eventually try to getthe kids to do is it's not a
(09:40):
talking only time.
It's not a singing only time.
It's not just an oral time.
We're we're using our hands andour feet and our ears and we're
trying to involve all thosethings in those three minutes.
And so they start rememberingand knowing that, so then after
a while we get a month or twointo the school year and they're
(10:03):
doing all these things, and itis, it is pretty cool.
squadcaster-364c_1_04-30-202 (10:08):
So you do this three, you do this
three minutes every single day.
elizabeth-steege-_1_04-30 (10:11):
three minutes, that's what we approach
on that particular spot everysingle day.
So then, once we do that wemight have then after a thumbs
up, thumbs down, thumbs inbetween as far as if it was
successful.
I also do one hand in two handsin zero hands in.
(10:32):
Or it was excellent in thegroup, meaning we made so much
progress on it.
But then we sit back down and werun that section again.
It's always improved.
And in that.
I'm gonna say it's six minutesnow.
'cause the three minutes we'rewith them working three minutes
of sharing and then we gettingback and doing everything.
(10:53):
Now we're talking about sevenminutes, we get back improvement
they took on that, process ofimprovement.
It feels good.
We go onto another spot.
Or another song and we work onthat particular section.
So we might have two or threedifferent things, but we start
(11:16):
together.
We separate and take it in onour own things that they're
really getting advanced.
I can also set up Soprano,soprano, soprano, soprano.
Now Alto, Alto.
And I make groups that way whereI start to get different groups
in there.
And again, time is so important.
(11:37):
If they have too much time,they're not gonna get anything
done.
They're gonna be asking whatthey they did that day, or if
they're going and doing this.
And we do that at the beginningof the year to bond, but not
when we have things to get doneand do.
bryan-_1_04-30-2025_115557 (11:53):
So,
elizabeth-steege-_1_04-30-2 (11:53):
And it works out so good.
bryan-_1_04-30-2025_11555 (11:55):
lemme ask you, I, I'm hearing two
things.
So make, let me make sure weclarify.
First thing, you talk aboutbuilding leadership density
amongst your students.
You were talking about givingstudents all chances to, to lead
in that regard, but then youwere discussing, checking for
understanding, so to make surethey knew what was going on.
right.
How did that help you build theculture in your classroom that
was positive and productive?
elizabeth-steege-_1_04-30 (12:18):
Well, for one, all students are an
important part of the process.
So when we're listening toanother group and they're saying
what they, what help them besuccessful.
Everybody else is thinking, ohyeah, I'll have to try that.
I mean, I picked up some of mybest ideas from students on what
(12:42):
they come up with because theyfeel these things and that's
also why I like different peoplein charge.
If this, if, if there's only onesection leader the entire,
entire year, again, you're stuckwith just one more teacher that
you're always listening to.
It's so important to havedifferent people take the lead,
(13:02):
so, they're ready for that.
squadcaster-364c_1_04-30- (13:05):
Yeah, and I also, this also sounds
familiar for any of our peoplelistening that might be a sports
coach.
This sounds like it's kind of adrill practice, like I'm
practicing my dribbling,practicing my free throw shot,
practicing my, my handoffs as aquarterback, whatever, right?
elizabeth-steege-_1_04-30-202 (13:26):
I think any class English science
history, I would have kids dothe same thing.
I just have had so much successwith that.
I, I've had so much success withstudents accepting each other
and, being a team, and we allcome from different places with
knowledge and, and talent andunderstanding of things, and it
(13:50):
gives everybody a chance and away of appreciation and learning
and, and it's, it's a goodspace.
It's a feel good space that youcome and you're a part of
something positive.
bryan-_1_04-30-2025_115557 (14:04):
N Now Liz, me, ask that question
then,'cause you built a spacewhere you're talking about
making positive connections withkids and building up trust.
How did you get to the kids whowere hard to reach and how did
you make them feel a part ofwhat you were doing?
elizabeth-steege-_1_04-30-20 (14:20):
It is takes a little bit longer.
My freshman, my first year, myfirst year students come in it,
it takes a little bit longer.
There's a little bit morecompetition coming from
different schools and they thinkthere's a little bit of a
hierarchy, which I do not acceptin any way when they're in those
(14:41):
groups and shorter it amounts oftime, again is important.
Easier tasks in those groups isimportant.
At the very beginning of theyear, we share also we share
what is important to us orhobbies, and we remember each
(15:03):
other's names, things like that.
kids will remember.
Their senior year that they'llsay, I remember freshman year
you said that pink was yourfavorite color, and you, you
know, they, they pick up thesethings because again, it's just
a drill.
So whatever the purpose of goingin there, I couldn't send
(15:27):
freshmen into, especially at thebeginning of the year, to go in
groups and just Okay, work onthese sections.
It has to be really clear whatthey're working on.
And it might just be finding,starting pitches.
You pull out your phonekeyboard, you push that, and
then getting together andstarting on that pitch together,
(15:50):
okay, that didn't go well, thistime you play the pitch and then
you direct us in, you know,things go on in these little
groups for two, three minutes,and they learn that process of
being in a group.
And then you can make it moreand more difficult and end up
getting a lot more in.
(16:10):
And again, as long as there's atime sensitive amount and a goal
in mind They will be able toaccomplish it.
You know, I can't set'em up forfailure.
There has to be someaccomplishment or close to
accomplishment.
So if it's not going well,something that, oh gosh, that's
(16:33):
what they did.
That's what we gotta try.
There's gotta be, success in thehorizon there.
And that's not gonna be justsending kids out and, and hoping
for the best
bryan-_1_04-30-2025_115557 (16:44):
And Mark, you know, this sounds like
something like outta AVID whereshe was using Socratic Seminars
where students would help withbasically teaching themselves.
Is that what you're talkingabout, Liz?
And one of the strategies reliedupon.
elizabeth-steege-_1 (16:55):
Absolutely.
bryan-_1_04-30-2025_115557 (16:57):
I wanted to make sure.
elizabeth-steege-_1_04-30-2 (16:59):
And they go home
squadcaster-364c_1_04-30-202 (17:00):
My gosh.
elizabeth-steege-_1_04-30-2 (17:01):
how they learn their own songs and
their own things too.
squadcaster-364c_1_04-30-202 (17:06):
So I'm just wondering, when do they
actually just sing a song?
I mean, all this routines yougot going on, what's going on
when they sing?
elizabeth-steege-_1_04-30- (17:15):
each one of those breaking up to
groups and doing things likethat at the very end of the
classroom, we always end withpositivity and something, you
know, they feel great at.
They love the song.
It's probably by memory, it'sprobably something that.
(17:36):
Every section feels good about,and again, they're leaving with
excitement about that song,always ending positivity.
And I also go till the bellrings, I know a lot of people
let them, let kids put awaytheir notebooks and put away
things for the last coupleminutes.
(17:57):
No, we go all the way up to thatbell and they go and they need
to go to their next thing.
I.
Every minute is accounted forthere.
squadcaster-364c_1_0 (18:08):
Elizabeth, I would've been bringing other
teachers to your classroom justto watch the last two minutes of
the classroom.
elizabeth-steege-_1_04-30- (18:14):
more like seven, eight minutes.
Yeah.
More like seven, eight minutes.
squadcaster-364c_1_04-30- (18:19):
Yeah.
But you know what I mean.
But I mean, I'm saying like, Itotally agree.
You, you have a 50 minute classperiod.
Why do you only want to teach40?
elizabeth-steege-_1_04-3 (18:29):
right.
squadcaster-364c_1_04-30-202 (18:30):
So when you have them coming in,
you're actually, and, and I, I,I like what you talked about
with the first three minutes,those students know what they're
doing when they walk in thedoor.
You're actually getting 51, 52minutes out of them.
elizabeth-steege-_1_04-30-202 (18:41):
a lot of
squadcaster-364c_1_04-30 (18:42):
Right.
elizabeth-steege-_1_04-30- (18:42):
they get there two, three minutes
early.
It's already up.
There.
So they're, they're filling inall their stuff.
So then, you know, we're justwaiting a minute or two, and if
they're talking quietly whileeverybody's settled, that's
okay.
I mean, if you came in right atthe bell, then you're hustling
to get that.
That's stuff written in one ortwo minutes, but most kids have
(19:04):
already been seated, alreadyhave their notebook filled out
and they're already good.
Plus, we cheer big time duringthese groups or in class when
someone uses a vocab word.
That is a very exciting.
bryan-_1_04-30-2025_115557 (19:22):
So let get this right you, your
exit strategy.
You have writing throughout the,you had writing at the beginning
of the classroom.
Did you ever, in your exitstrategies use writing at the
end as well?
elizabeth-steege-_1_0 (19:34):
Sometimes it matters again how I'm
changing it up, but most of thewriting is within the first 10
minutes because students thenusually talk about how those
exercises went.
Now there's different times ofthe year.
After our concerts or afterthey've been in the groups, they
(19:55):
might write something else fordifferent reasons.
And again, trying to use thosevocab words.
And we've just had a concert orsome kind of performance of some
kind, we are sharing out whatwent well, what we would like to
improve on.
How we felt feeling isimportant.
(20:18):
I know people don't like to getinto feelings, but their
feelings are very important tome because I might think
everything's going great andI'll read about someone's
feelings.
I.
And they might feel left out ina group for some reason.
They might feel, you know, thosethings are important to me and
the ones that are quiet and holdthings in, I'll read those
(20:40):
things and it makes me awaremore aware of different types of
students.
So then when they're doing thesethings, I can keep an eye on
that or watch that.
squadcaster-364c_1_04-30-20 (20:54):
Why does anybody need to take music
class?
What?
What are you conveying insidethere that makes a connection
for that kid?
elizabeth-steege-_1_04- (21:02):
singing is a re a release for one that
is a physical response, aphysical action that a lot of
classrooms are lacking.
And I don't mean that as aninsult, that's really.
Easy to do.
I mean, students have to standup.
(21:22):
They have to sing.
They're releasing this energy.
There's a high in that I'm notas good with the health words
and, and, and knowing, you know,the things that, that releases.
But it's, it's a positive thingand it's sometimes the only
class that they stand and sitfour or five times during the
(21:46):
class of 50 minutes.
It's one of the only timesthey're moving to different
parts of the room.
They're not just sta sittinglooking straight ahead or down.
They go to different areas ofthe room to do this work.
And there is a high from doingthat.
(22:07):
There's also when you have lossof oxygen to the brain, it
releases a high, a natural high,and students will have that
natural high from singing andreleasing that, and it's a break
from their classes.
A lot of kids that are too noisyin classes, it works out great
(22:31):
in mine because they'd loved.
Start singing and hearingthemselves.
bryan-_1_04-30-2025_11555 (22:37):
Well, lemme ask this question, Liz.
You on this, in this program, wealways talk about code and
educational philosophy.
If you had to sum up youreducational philosophy or your
code in one sentence, what wouldit be?
elizabeth-steege-_1_04-30 (22:53):
Walk, talk, write, and perform like a
musician.
That's, that's my goal.
I have a, student made a big,not poster, but it's a, a hard
painting, huge my room.
And we hang it up.
(23:13):
And that is up from day one.
I've had it for about 15 years.
A student made and it saysexactly that.
Walk, we talk, we write, and weperform like A musician.
And that is my goal for everysingle kid.
It is fun to be talented.
It is fun to maybe have a badday and you come in and sing and
(23:37):
dang, we sounded really good.
It is great to leave and feeltalented.
It's so positive.
bryan-_1_04-30-2025_11555 (23:44):
every student knows your code meant
they walk into your room thefirst day
elizabeth-steege-_1_0 (23:48):
Everyone.
bryan-_1_04-30-2025_ (23:49):
consistent throughout.
elizabeth-steege-_1_04- (23:52):
always,
bryan-_1_04-30-2025_11555 (23:53):
that?
squadcaster-364c_1_04-30-2025 (23:54):
I love that.
And I, and I love that sheactually, I.
Did Mike mine, which is rigor,relevance, relationships,
generates results.
That's why I was asking aboutthe relevance piece because I
wanted to make sure she caughtall of'em.
So, yeah.
That's awesome.
You know, one of, one of thethings that some people will
say, well, you're, you're musicteacher.
I think you've already steppedoutside of that and said, Hey,
(24:16):
I'm a writing teacher.
I'm a, I'm a relationshipteacher.
I'm creating relevance forstudents.
You've told me that already.
What is it that you would leavebehind if you really just had
the message and you said, Hey,young teacher, I don't care if
you teach history.
I don't care if you teachlanguage arts.
I don't care if you just say, Iteach kids.
(24:36):
What is that message aboutcreating climate?
The culture inside thatclassroom that you find is
essential?
elizabeth-steege-_1_04-3 (24:46):
having students know how to make
themselves happy.
Students knowing how to alwaysfind positivity in their life
and knowing how they can dothat, that's why the writing is
very important and how theyfeel, because they start to find
out what they do that makes.
(25:09):
Happiness.
I just to tell you the truth, Ijust saw someone's Facebook a
student from, I think like 25years ago, and he's, he said, in
a really bad place right now.
I don't know what to do.
Something.
And I wrote, are you singing?
Go find a place.
You can be alone, a car, shutthe door and sing for a little
(25:34):
while Again, that loss ofoxygen, feeling like you're
accomplishing something and andfocusing on something else
besides what's not going on, yougotta find those things for
yourself on, on what you can doto make your yourself happy.
(25:55):
So that is my wish for students,is that they find ways to enjoy
their education and they make itlifelong, not just.
In the classroom, but they, theykeep on finding things and
there's a lot of veryinteresting people out there.
And in a music classroom you getall different types of people.
(26:21):
I don't, I don't like when kidswill waste their time.
I mean, they have their ownfriends, they can pick their own
friends, but we findinteresting, awesome things
about people that are, are alittle more different than
usual, and it's exciting, it'sfun,
bryan-_1_04-30-2025_11555 (26:41):
Mark, I
squadcaster-364c_1_04-30-2025 (26:41):
I think the, the essential
takeaways from this is that wellone of the things I heard over
and over again and I think isreally interesting is time is
the management of your time fromthe very second that a student's
gonna enter your classroom tothe second the kid's gonna leave
the classroom.
And then thinking beyond that inthe future, but also is.
(27:03):
Is that time has a factor onperformance.
If you give a student too muchtime.
You, you allow the culture tochange.
If you limit the time, you canshape the culture.
I thought that was really,really fascinating piece that I
think teachers should take away.
I also liked that leadership dendensity that you talked about,
(27:25):
Brian, a little bit, checkingfor understanding all these
things was going on inside of aclassroom.
Really trying to determinewhether students are learning or
not learning, and that's the keytakeaways that we got from
Elizabeth today.
Would that sound about right,Elizabeth?
elizabeth-steege-_1_04-30-20 (27:41):
if that's what you got.
bryan-_1_04-30-2025_115557 (27:43):
I tell you what Elizabeth, thank
squadcaster-364c_1_04-30- (27:45):
Yeah.
bryan-_1_04-30-2025_115557 (27:45):
us today.
Mark, my partner.
I think we had a, a greatspeaker today.
The conversation was rich.
Wonderful.
And to all our listeners outthere, please understand we
always have material for you atthe bottom of our podcast.
Please join us and until nexttime, thank you for joining.
Educational Relevance Guys.
Take care.
Bye-bye now.
(28:06):
you.
Bye.
Welcome to Educational Relevance.
A platform created by educatorsfor educators.
I am Bryan Wright.
I'm currently adjunct professorat Concordia University.
Alongside me is my partner, MarkMacbeth.
Mark is an acclaimed author anda change agent in education
who's been working in educationfor several years.
(00:20):
Today's guest embodies thespirit of teaching and the power
of music in education.
Elizabeth Steege.
Elizabeth is the thirdgeneration musician from Racine
Wisconsin and has spent over 30years as a dedicated music
educator the Racine UnifiedSchool District.
Over 28 of those years.
She served in Case High Schoolwhere I had the privilege
(00:43):
working alongside.
Today we invited Elizabeth tojoin us, to share her insights
and how she built and sustaineda strong classroom culture, and
then how her leadership extendedbeyond the classroom positively
impacting a generation ofstudents.
So Elizabeth, welcome to theshow.
(01:04):
It's an honor to have you.
How you feeling today?
elizabeth-steege-_1_04-30 (01:07):
Good.
Thank you.
Thank you for inviting me.
bryan-_1_04-30-2025_11555 (01:09):
Well, I tell you it is, it is great to
have you.
Mark, I think we got somebodyvery special.
Elizabeth, take us back to thefirst few years in, in the
classroom.
What did culture mean to youthen, and how did it evolve over
time?
elizabeth-steege-_1_04-30 (01:24):
Well, I have to say I made my biggest
mistakes my first couple years,but it was wonderful because
those mistakes, really, set meup for positivity in the future.
I, I started at a middle schooland I learned how to, be in a
(01:44):
classroom and how important timemanagement is, and also having
students busy the entire time.
When students have anyrelaxation on anything, that's
when their own ideas can beplanned out on what they wanna
do.
(02:04):
And when students are busythroughout the entire class
period, that's when they leavethe room and they are happy with
what they have done.
They might not realize that atthe time they're busy, they're
doing this, they have to keepup.
But then they leave and theyfeel accomplished, and teachers
(02:26):
tell me they can't get them tostop humming a tune in their
next class, so
squadcaster-364c_1_04-30-2025 (02:31):
I find that really interesting
that, the, the more engaged, themore you have students doing
stuff, the more they seem tolike your classroom.
elizabeth-steege-_1_04-30 (02:40):
yeah.
Because, if, if we just keep ongoing to the next thing and
changing it up is very importanttoo.
You can't just be doing the samething over and over and over
again.
'cause they lose concentrationand again, they start getting
other ideas.
And that has been especiallyimportant the last 10 years with
technology.
(03:00):
I mean, I.
We gotta keep it interesting inthe classroom.
So they're not even thinkingabout grabbing their phone.
They need an escape fromchecking what could be said
about them on social media orsomething.
And I would say, this is yourescape.
Be with me.
Don't worry about what's goingon.
This is your escape.
(03:21):
And when they're busy, theyactually do.
They, they, they forget about itfor a little bit.
squadcaster-364c_1_04-30-2025 (03:27):
I like the idea of mixing things
up.
It sounds like you're kind ofmixing genres, mixing your
strategies.
Did you have a routine?
Was there routines in yourclassroom that were consistent
every week?
elizabeth-steege-_1_04-30- (03:40):
Yes.
squadcaster-364c_1_04-30-2 (03:40):
That every day the kids came in, that
established that, culture insideyour classroom?
elizabeth-steege-_1_04-30- (03:45):
five minutes actually three to five
minutes there would be up on thescreen a prompt of them to write
a little bit.
So they write the date, theywrite how they're feeling that
day, and that includes feelingsand health, anything like that.
(04:06):
And when I say they're writing,I mean, I.
It doesn't have to be fullsentences to me.
Just a few words about howthey're feeling and and what
they're doing.
Then there is always a word ofthe week.
They write that out with thedefinition and then they leave
the rest blank.
Because then what happens isduring our warmups.
(04:30):
we start doing those warmups, weare incorporating that word of
the week.
And it might be have to do withtheir vocalese or it might have
to do with even their health orhow something feels.
And after those warmups, thenthey write.
A little something on if theyare understanding or not
(04:52):
understanding or how they feel,and they must use that word.
And again, two, three sentences.
This takes one to two minuteswhen they first come in.
And this takes one to twominutes after warmups.
When they are done with thewarmup, it helps them rest.
They write a little bit.
(05:13):
They take a sip of their coffeeor water.
I prefer water, but you know,kids in those coffees.
squadcaster-364c_1_04-30-2 (05:21):
Hey, can I ask a question?
So I want continue with yourroutines, prompts and warm.
I'm really confused.
I have teachers tell me that youknow, I don't have desks as a
music teacher.
I don't have a desk as a PEteacher., How in the heck are
these kids writing in yourclassroom when you don't have
that stuff?
elizabeth-steege-_1_04-30- (05:39):
They have a folder with music in it,
and that's what I suggest towrite it.
And also at the beginning of theyear, I ask them to get a spiral
notebook and they keep theirdaily entries in this notebook.
And some kids that I have forfour years, they have their four
(06:00):
years of notebooks and they loveto see their growth and what
they have learned and what theyare doing and things like that.
So they can write in thatnotebook.
They can write on, in on top oftheir folder, their three ring
binder that has their music inthere.
And if kids forget their, paperor whatever.
(06:22):
I'm always out there.
I'm walking around and I hand apiece of paper there and at the
end of the week, I don't care ifwe're stapling.
Everybody's writing somethingand it keeps us all doing the
same things.
There's, there's really no oddof it.
But again, they get hooked.
They like that.
In the long run.
bryan-_1_04-30-2025_11555 (06:42):
Mark, let me follow up with a question
here.
squadcaster-364c_1_04-30 (06:43):
Right.
bryan-_1_04-30-2025_115557 (06:44):
you know, Elizabeth.
Case is a IB school.
elizabeth-steege-_1_04- (06:48):
Mm-hmm.
bryan-_1_04-30-2025_115557 (06:48):
of the words that you were teaching
related to some of the ibcurriculum that was there
presently, and how, how you getthat involved in the classroom?
elizabeth-steege-_1_04-30-20 (06:56):
It is very, it is very easy
actually.
I always use words that arerecommended by the IB program
and then also the WisconsinState Music Association.
They also have terms and wordsthat they want to use, and it's
so easy to incorporate thosethings.
(07:20):
I, I think almost everyone, ifthey were aware, and
knowledgeable, what those are,they're really quite easy to get
in, the weekly words and thesharing.
squadcaster-364c_1_04-30-202 (07:35):
So the students walked in your
classroom, they immediately pullout their notebooks.
You got stuff on the board readyfor'em to go.
Warm up.
What's your next routine?
Where do you go from there?
So the next thing
elizabeth-steege-_1_04-30-20 (07:45):
we do is we pull out music and we
start working on it.
And I love to start on somethingmaybe that we have done a little
bit and review.
I love then getting into groups.
Where a lot of times it's insection, soprano, alto, tenor
base, and there's usually asection leader, or I ask
(08:07):
different people at differenttimes to lead, but what happens
is they get into those groupsand then they start working on a
certain section.
It's so important to say whatsection, so let's say it's 18
measures.
working on it like that.
I am sitting at the piano.
I can give any pitches that theywant.
(08:28):
One person is in charge.
Doesn't matter if they areknowledgeable or not.
They're the ones that say, okay,let's start this.
Let's practice this.
And then it has to be timesensitive.
Okay, everyone get in yourgroups.
You are three minutes to work onthese measures.
Go, and I always this timeafterwards to reflect on what
(08:55):
happened in those three minutes.
So some groups might be reallyon it.
They're singing and they'retrying, and they're pinpointing
the exact spot where it is.
Some groups go in and, andthey're a little lost.
Well, we tried it, but we didn'tknow what they were doing.
(09:16):
And that's why it's important tojust have a short time because
then we share from the groups,what did you do in your group?
What was your problem spot?
They say what their problem spotis.
What did you do in your group tofix it?
Did you use hands to help you dothis?
Did you just do it by singingorally?
And what I eventually try to getthe kids to do is it's not a
(09:40):
talking only time.
It's not a singing only time.
It's not just an oral time.
We're we're using our hands andour feet and our ears and we're
trying to involve all thosethings in those three minutes.
And so they start rememberingand knowing that, so then after
a while we get a month or twointo the school year and they're
(10:03):
doing all these things, and itis, it is pretty cool.
squadcaster-364c_1_04-30-202 (10:08):
So you do this three, you do this
three minutes every single day.
elizabeth-steege-_1_04-30 (10:11):
three minutes, that's what we approach
on that particular spot everysingle day.
So then, once we do that wemight have then after a thumbs
up, thumbs down, thumbs inbetween as far as if it was
successful.
I also do one hand in two handsin zero hands in.
(10:32):
Or it was excellent in thegroup, meaning we made so much
progress on it.
But then we sit back down and werun that section again.
It's always improved.
And in that.
I'm gonna say it's six minutesnow.
'cause the three minutes we'rewith them working three minutes
of sharing and then we gettingback and doing everything.
(10:53):
Now we're talking about sevenminutes, we get back improvement
they took on that, process ofimprovement.
It feels good.
We go onto another spot.
Or another song and we work onthat particular section.
So we might have two or threedifferent things, but we start
(11:16):
together.
We separate and take it in onour own things that they're
really getting advanced.
I can also set up Soprano,soprano, soprano, soprano.
Now Alto, Alto.
And I make groups that way whereI start to get different groups
in there.
And again, time is so important.
(11:37):
If they have too much time,they're not gonna get anything
done.
They're gonna be asking whatthey they did that day, or if
they're going and doing this.
And we do that at the beginningof the year to bond, but not
when we have things to get doneand do.
bryan-_1_04-30-2025_115557 (11:53):
So,
elizabeth-steege-_1_04-30-2 (11:53):
And it works out so good.
bryan-_1_04-30-2025_11555 (11:55):
lemme ask you, I, I'm hearing two
things.
So make, let me make sure weclarify.
First thing, you talk aboutbuilding leadership density
amongst your students.
You were talking about givingstudents all chances to, to lead
in that regard, but then youwere discussing, checking for
understanding, so to make surethey knew what was going on.
right.
How did that help you build theculture in your classroom that
was positive and productive?
elizabeth-steege-_1_04-30 (12:18):
Well, for one, all students are an
important part of the process.
So when we're listening toanother group and they're saying
what they, what help them besuccessful.
Everybody else is thinking, ohyeah, I'll have to try that.
I mean, I picked up some of mybest ideas from students on what
(12:42):
they come up with because theyfeel these things and that's
also why I like different peoplein charge.
If this, if, if there's only onesection leader the entire,
entire year, again, you're stuckwith just one more teacher that
you're always listening to.
It's so important to havedifferent people take the lead,
(13:02):
so, they're ready for that.
squadcaster-364c_1_04-30- (13:05):
Yeah, and I also, this also sounds
familiar for any of our peoplelistening that might be a sports
coach.
This sounds like it's kind of adrill practice, like I'm
practicing my dribbling,practicing my free throw shot,
practicing my, my handoffs as aquarterback, whatever, right?
elizabeth-steege-_1_04-30-202 (13:26):
I think any class English science
history, I would have kids dothe same thing.
I just have had so much successwith that.
I, I've had so much success withstudents accepting each other
and, being a team, and we allcome from different places with
knowledge and, and talent andunderstanding of things, and it
(13:50):
gives everybody a chance and away of appreciation and learning
and, and it's, it's a goodspace.
It's a feel good space that youcome and you're a part of
something positive.
bryan-_1_04-30-2025_115557 (14:04):
N Now Liz, me, ask that question
then,'cause you built a spacewhere you're talking about
making positive connections withkids and building up trust.
How did you get to the kids whowere hard to reach and how did
you make them feel a part ofwhat you were doing?
elizabeth-steege-_1_04-30-20 (14:20):
It is takes a little bit longer.
My freshman, my first year, myfirst year students come in it,
it takes a little bit longer.
There's a little bit morecompetition coming from
different schools and they thinkthere's a little bit of a
hierarchy, which I do not acceptin any way when they're in those
(14:41):
groups and shorter it amounts oftime, again is important.
Easier tasks in those groups isimportant.
At the very beginning of theyear, we share also we share
what is important to us orhobbies, and we remember each
(15:03):
other's names, things like that.
kids will remember.
Their senior year that they'llsay, I remember freshman year
you said that pink was yourfavorite color, and you, you
know, they, they pick up thesethings because again, it's just
a drill.
So whatever the purpose of goingin there, I couldn't send
(15:27):
freshmen into, especially at thebeginning of the year, to go in
groups and just Okay, work onthese sections.
It has to be really clear whatthey're working on.
And it might just be finding,starting pitches.
You pull out your phonekeyboard, you push that, and
then getting together andstarting on that pitch together,
(15:50):
okay, that didn't go well, thistime you play the pitch and then
you direct us in, you know,things go on in these little
groups for two, three minutes,and they learn that process of
being in a group.
And then you can make it moreand more difficult and end up
getting a lot more in.
(16:10):
And again, as long as there's atime sensitive amount and a goal
in mind They will be able toaccomplish it.
You know, I can't set'em up forfailure.
There has to be someaccomplishment or close to
accomplishment.
So if it's not going well,something that, oh gosh, that's
(16:33):
what they did.
That's what we gotta try.
There's gotta be, success in thehorizon there.
And that's not gonna be justsending kids out and, and hoping
for the best
bryan-_1_04-30-2025_115557 (16:44):
And Mark, you know, this sounds like
something like outta AVID whereshe was using Socratic Seminars
where students would help withbasically teaching themselves.
Is that what you're talkingabout, Liz?
And one of the strategies reliedupon.
elizabeth-steege-_1 (16:55):
Absolutely.
bryan-_1_04-30-2025_115557 (16:57):
I wanted to make sure.
elizabeth-steege-_1_04-30-2 (16:59):
And they go home
squadcaster-364c_1_04-30-202 (17:00):
My gosh.
elizabeth-steege-_1_04-30-2 (17:01):
how they learn their own songs and
their own things too.
squadcaster-364c_1_04-30-202 (17:06):
So I'm just wondering, when do they
actually just sing a song?
I mean, all this routines yougot going on, what's going on
when they sing?
elizabeth-steege-_1_04-30- (17:15):
each one of those breaking up to
groups and doing things likethat at the very end of the
classroom, we always end withpositivity and something, you
know, they feel great at.
They love the song.
It's probably by memory, it'sprobably something that.
(17:36):
Every section feels good about,and again, they're leaving with
excitement about that song,always ending positivity.
And I also go till the bellrings, I know a lot of people
let them, let kids put awaytheir notebooks and put away
things for the last coupleminutes.
(17:57):
No, we go all the way up to thatbell and they go and they need
to go to their next thing.
I.
Every minute is accounted forthere.
squadcaster-364c_1_0 (18:08):
Elizabeth, I would've been bringing other
teachers to your classroom justto watch the last two minutes of
the classroom.
elizabeth-steege-_1_04-30- (18:14):
more like seven, eight minutes.
Yeah.
More like seven, eight minutes.
squadcaster-364c_1_04-30- (18:19):
Yeah.
But you know what I mean.
But I mean, I'm saying like, Itotally agree.
You, you have a 50 minute classperiod.
Why do you only want to teach40?
elizabeth-steege-_1_04-3 (18:29):
right.
squadcaster-364c_1_04-30-202 (18:30):
So when you have them coming in,
you're actually, and, and I, I,I like what you talked about
with the first three minutes,those students know what they're
doing when they walk in thedoor.
You're actually getting 51, 52minutes out of them.
elizabeth-steege-_1_04-30-202 (18:41):
a lot of
squadcaster-364c_1_04-30 (18:42):
Right.
elizabeth-steege-_1_04-30- (18:42):
they get there two, three minutes
early.
It's already up.
There.
So they're, they're filling inall their stuff.
So then, you know, we're justwaiting a minute or two, and if
they're talking quietly whileeverybody's settled, that's
okay.
I mean, if you came in right atthe bell, then you're hustling
to get that.
That's stuff written in one ortwo minutes, but most kids have
(19:04):
already been seated, alreadyhave their notebook filled out
and they're already good.
Plus, we cheer big time duringthese groups or in class when
someone uses a vocab word.
That is a very exciting.
bryan-_1_04-30-2025_115557 (19:22):
So let get this right you, your
exit strategy.
You have writing throughout the,you had writing at the beginning
of the classroom.
Did you ever, in your exitstrategies use writing at the
end as well?
elizabeth-steege-_1_0 (19:34):
Sometimes it matters again how I'm
changing it up, but most of thewriting is within the first 10
minutes because students thenusually talk about how those
exercises went.
Now there's different times ofthe year.
After our concerts or afterthey've been in the groups, they
(19:55):
might write something else fordifferent reasons.
And again, trying to use thosevocab words.
And we've just had a concert orsome kind of performance of some
kind, we are sharing out whatwent well, what we would like to
improve on.
How we felt feeling isimportant.
(20:18):
I know people don't like to getinto feelings, but their
feelings are very important tome because I might think
everything's going great andI'll read about someone's
feelings.
I.
And they might feel left out ina group for some reason.
They might feel, you know, thosethings are important to me and
the ones that are quiet and holdthings in, I'll read those
(20:40):
things and it makes me awaremore aware of different types of
students.
So then when they're doing thesethings, I can keep an eye on
that or watch that.
squadcaster-364c_1_04-30-20 (20:54):
Why does anybody need to take music
class?
What?
What are you conveying insidethere that makes a connection
for that kid?
elizabeth-steege-_1_04- (21:02):
singing is a re a release for one that
is a physical response, aphysical action that a lot of
classrooms are lacking.
And I don't mean that as aninsult, that's really.
Easy to do.
I mean, students have to standup.
(21:22):
They have to sing.
They're releasing this energy.
There's a high in that I'm notas good with the health words
and, and, and knowing, you know,the things that, that releases.
But it's, it's a positive thingand it's sometimes the only
class that they stand and sitfour or five times during the
(21:46):
class of 50 minutes.
It's one of the only timesthey're moving to different
parts of the room.
They're not just sta sittinglooking straight ahead or down.
They go to different areas ofthe room to do this work.
And there is a high from doingthat.
(22:07):
There's also when you have lossof oxygen to the brain, it
releases a high, a natural high,and students will have that
natural high from singing andreleasing that, and it's a break
from their classes.
A lot of kids that are too noisyin classes, it works out great
(22:31):
in mine because they'd loved.
Start singing and hearingthemselves.
bryan-_1_04-30-2025_11555 (22:37):
Well, lemme ask this question, Liz.
You on this, in this program, wealways talk about code and
educational philosophy.
If you had to sum up youreducational philosophy or your
code in one sentence, what wouldit be?
elizabeth-steege-_1_04-30 (22:53):
Walk, talk, write, and perform like a
musician.
That's, that's my goal.
I have a, student made a big,not poster, but it's a, a hard
painting, huge my room.
And we hang it up.
(23:13):
And that is up from day one.
I've had it for about 15 years.
A student made and it saysexactly that.
Walk, we talk, we write, and weperform like A musician.
And that is my goal for everysingle kid.
It is fun to be talented.
It is fun to maybe have a badday and you come in and sing and
(23:37):
dang, we sounded really good.
It is great to leave and feeltalented.
It's so positive.
bryan-_1_04-30-2025_11555 (23:44):
every student knows your code meant
they walk into your room thefirst day
elizabeth-steege-_1_0 (23:48):
Everyone.
bryan-_1_04-30-2025_ (23:49):
consistent throughout.
elizabeth-steege-_1_04- (23:52):
always,
bryan-_1_04-30-2025_11555 (23:53):
that?
squadcaster-364c_1_04-30-2025 (23:54):
I love that.
And I, and I love that sheactually, I.
Did Mike mine, which is rigor,relevance, relationships,
generates results.
That's why I was asking aboutthe relevance piece because I
wanted to make sure she caughtall of'em.
So, yeah.
That's awesome.
You know, one of, one of thethings that some people will
say, well, you're, you're musicteacher.
I think you've already steppedoutside of that and said, Hey,
(24:16):
I'm a writing teacher.
I'm a, I'm a relationshipteacher.
I'm creating relevance forstudents.
You've told me that already.
What is it that you would leavebehind if you really just had
the message and you said, Hey,young teacher, I don't care if
you teach history.
I don't care if you teachlanguage arts.
I don't care if you just say, Iteach kids.
(24:36):
What is that message aboutcreating climate?
The culture inside thatclassroom that you find is
essential?
elizabeth-steege-_1_04-3 (24:46):
having students know how to make
themselves happy.
Students knowing how to alwaysfind positivity in their life
and knowing how they can dothat, that's why the writing is
very important and how theyfeel, because they start to find
out what they do that makes.
(25:09):
Happiness.
I just to tell you the truth, Ijust saw someone's Facebook a
student from, I think like 25years ago, and he's, he said, in
a really bad place right now.
I don't know what to do.
Something.
And I wrote, are you singing?
Go find a place.
You can be alone, a car, shutthe door and sing for a little
(25:34):
while Again, that loss ofoxygen, feeling like you're
accomplishing something and andfocusing on something else
besides what's not going on, yougotta find those things for
yourself on, on what you can doto make your yourself happy.
(25:55):
So that is my wish for students,is that they find ways to enjoy
their education and they make itlifelong, not just.
In the classroom, but they, theykeep on finding things and
there's a lot of veryinteresting people out there.
And in a music classroom you getall different types of people.
(26:21):
I don't, I don't like when kidswill waste their time.
I mean, they have their ownfriends, they can pick their own
friends, but we findinteresting, awesome things
about people that are, are alittle more different than
usual, and it's exciting, it'sfun,
bryan-_1_04-30-2025_11555 (26:41):
Mark, I
squadcaster-364c_1_04-30-2025 (26:41):
I think the, the essential
takeaways from this is that wellone of the things I heard over
and over again and I think isreally interesting is time is
the management of your time fromthe very second that a student's
gonna enter your classroom tothe second the kid's gonna leave
the classroom.
And then thinking beyond that inthe future, but also is.
(27:03):
Is that time has a factor onperformance.
If you give a student too muchtime.
You, you allow the culture tochange.
If you limit the time, you canshape the culture.
I thought that was really,really fascinating piece that I
think teachers should take away.
I also liked that leadership dendensity that you talked about,
(27:25):
Brian, a little bit, checkingfor understanding all these
things was going on inside of aclassroom.
Really trying to determinewhether students are learning or
not learning, and that's the keytakeaways that we got from
Elizabeth today.
Would that sound about right,Elizabeth?
elizabeth-steege-_1_04-30-20 (27:41):
if that's what you got.
bryan-_1_04-30-2025_115557 (27:43):
I tell you what Elizabeth, thank
squadcaster-364c_1_04-30- (27:45):
Yeah.
bryan-_1_04-30-2025_115557 (27:45):
us today.
Mark, my partner.
I think we had a, a greatspeaker today.
The conversation was rich.
Wonderful.
And to all our listeners outthere, please understand we
always have material for you atthe bottom of our podcast.
Please join us and until nexttime, thank you for joining.
Educational Relevance Guys.
Take care.
Bye-bye now.
(28:06):
you.
Bye.
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