Do you teach from the bandstand?
Do you have a plan that you stick with, no matter what? Do you have a plan at all? Do you have a plan that you're prepared to give up totally when a student proposes something, anything, interesting? Are you patient, listening to what's going on, allowing yourself to be pulled, and slick enough (skilled enough?) to react and create something magical out of your box to make a lesson sing?
When we're working with our Design Thinking Schools the main challenge that comes up, at the beginning at least, is the desire of educators to forward plan to the extent that improvisations - or mistakes - can't be seized upon to create something much better than the plan the teacher had written, and probably stayed up until 11pm on Sunday night writing.
Stefon Harris explains in his TED Talk how this over reliance on the plan is, in jazz, a form of musical bullying. As someone who, in his early twenties, almost gave it all up to be a big band drummer, I know exactly what he means, and I know how it feels when 17 other musicians move their plan to accommodate for another's idea.
But I can also picture it in the classroom, where a "gift" is offered up by a students' question (or a student's lack of understanding) but isn't built upon by the teacher. Who or what are you going to allow to improvise and shift your plan today?