April 21, 2005

To Who It May Concern:

At a time where Los Angeles Unified School District is focusing on the improvement of both student achievement and instruction, Drumming For Your Life steps up to the plate as a resource for accomplishing both. As a second grade teacher of multi-ethnic, multi-cultural students, I have come to the conclusion that this program is a common denominator for closing achievement gaps in the performance of all student groups in all academic areas, as well as the improvement of personal esteem.

I am enclosing a copy of a brief note that a parent wrote to me concerning the changes she noticed in her child after a short duration of time in the program. When not only vocabulary increases, but the desire and ability to be self-sufficient, is coupled with tenacity to not miss one day of school, success is imminent. Solid preparation and the realization of one’s potential are the basis of achievement and success in any area and walk of life. Drumming internalizes the cerebral and emotional. The words, concepts, and information that textbooks convey become very personal and exciting.

Drumming strikes to the very core of cultural responsiveness in the midst of rigor in instruction. Students are trained to focus mentally and yet at the same time relax, trust oneself to take risks at a consistent and intense level. Effort of both student and teacher are maximized. Students actively reason key concepts in every area of the curriculum. The techniques are as applicable to teaching/learning Standard Academic English in all it’s facets, as it is in Mathematics, Science, and Social Studies. It has taught me to stay connected to my students-their emotions, their posture, and body language so that at all times they are able to tap into their potential in a free environment where we are one team with one goal – education. Students become better decision makers, problem solvers, questioners, and researchers.

My students are becoming more reflective and self-monitor themselves when they get off subject for too long or make too much noise. The lesson becomes the most important goal. Some of the most reticent and stubborn students have embraced education due to drumming. Students who entered my class “lost” in September, have found their voice that is validated with every risk they take. Students eagerly desire to share an insight, application, or connection they have made. They are truly thought provoking. Even when they are reading among themselves for fun, they apply these techniques. It’s self perpetuating.

I thoroughly enjoy how Drumming embraces every learning style. We are kinesthetic, auditory, and visual. We train ourselves to use both sides of our brain as we make the topic personal and therefore significant. We see ourselves as high achievers and actively pursue knowledge with confidence. Drumming is fun, and it makes education fun while giving techniques for continued success, in school and in life.

I count myself very fortunate to have participated in the training for Drumming For Your Life. Not only has it helped my students but I can speak volumes about how it challenges me daily to be more open, sensitive, and responsive to my students. I have learned to remain grounded as I push the envelop to the outer edges as I teach and challenge students. Steven Angel and the Drumming For Your Life Institute should become a part of the educator training program. It gives teachers a viable means to actually implement an environment where every child can show growth, develop self-confidence, and feel accepted as part of something great…the education experience.

Sincerely,

Angela Parris