By: Tamara Leszner-Rovet

Since 2019, in addition to being Owner and Director of TPSMTS, I have also been an independent contractor music therapist at a small private school specializing in neurodivergent students from 18 months to 14 years of age.

I had the privilege of stepping into the role of music director for the 2023-2024 school year. Not only did this include continuing to see clients for 1:1 sessions, but also providing music classes to the entire school, seeing each class twice a week!

This was such a huge undertaking in addition to my usual TPSMTS obligations, and it was such an incredible and valuable learning experience that I absolutely loved.

While I will be returning for the upcoming school year, just not in the same capacity, here are 10 of the most important lessons I learned from this experience that I will carry with me moving forward (in no particular order!):

1. Connection, connection, connection!

Make the time and effort to get to know your students within the classroom setting and 1:1 if time permits. This investment will help you build rapport and trust, and help to foster an amazing teacher-student relationship in return.

2. You can’t win them all.

Even with your best efforts, you will not be liked by every student, parent, co-teacher, etc. and for various reasons you may not always be the best match for every student. This is normal and should not be taken personally! All you can do is try your best to work collaboratively from a place of caring and good intentions, even if this isn’t always reciprocated.

3. Set clear expectations.

Students thrive on routine and predictability. A “gentle but firm” approach is what I always aim for so students are clear about what is expected and unexpected in class. Set clear expectations and boundaries right from the start, reinforce when needed, and be consistent with your follow through. This will be your saving grace for the entire school year.

4. Ask for help and support when you need it!

I was able to collaborate and learn from so many different teachers, specialists, and staff with varying degrees of experience. Take advantage of learning from those around you and be open-minded and receptive to feedback. You are not going to do everything perfectly; take accountability and responsibility when you need to. You are not on an island; you do not need to overthink or reinvent the wheel. Do not be afraid to seek out help and support when you feel you may need it. This is a strength, not a weakness.

5. Be proactive!

If issues arise, work to rectify them right away to ensure they do not escalate or snowball into bigger issues. The bigger the issues become, the harder it becomes to resolve them.

6. One class at a time.

Classes typically do not go according to plan! Be prepared with back-up lessons and supplementary work just in case, and also be prepared that some lessons will take longer than expected. Take everything one class at a time.

7. Students behave differently in different settings.

It was truly astounding for me to see how different students can be in 1:1 sessions vs. in a classroom with their peers. There were times that I witnessed complete personality changes within a matter of minutes!

8. Work ahead of schedule.

By prioritizing completing my work a week ahead of when it was due, this helped me immensely balance my position at the school and my obligations to TPSMTS, not to mention obligations in my personal life as well!

9. Proper footwear.

Make the investment in supportive shoes and/or orthotics. Your feet will thank you when you are standing and moving from class to class all day long.

10. HAVE FUN!

Take pleasure and pride in your students’ learning journeys and recognize the impact you are having on their growth and development. It can be hard to see the big picture amidst the craziness that comes with being a teacher; take a step back when needed and enjoy the process 🙂

Written by Tamara Leszner-Rovet

Ten self care questions to ask yourself

I’m not going to lie – these past few months have been tough. Some days have been really, really challenging.

I am beyond grateful that music therapists in Ontario have been deemed as essential healthcare workers by both our regulating college and the provincial government, which means that all lessons/sessions were able to continue throughout this school year as regularly scheduled. It really helped that I was able to see the majority of my students/clients in-person, which provided a sense of routine and normalcy in all our lives.

As restrictions begin to ease again, vaccinations are being rolled out at record speed, and case counts continue to drop rapidly, we are now starting to (finally!) see and feel a sense of normalcy.

If there is anything this pandemic has taught me, it is to not take our health for granted, and to really slow down and essentially get “back to basics” in all aspects of our lives.

Self-care has definitely been one aspect of my life that has fallen by the wayside in recent months, especially with feeling like we have been in “survival mode” since last March!

In order to practice what I preach and to hold myself accountable, I am sharing my daily “back to basics” self-care list. Hopefully this can be a good reference for you as well to use and adapt if necessary – there are many similar lists available if you do a quick Google search.

I find that referencing this list daily helps immensely with keeping myself in check and really being able to tune in (no pun intended!) to what I may need in a particular moment:

1. Have I taken a shower?

2. Have I kept myself hydrated?

3. Have I eaten regular meals and snacks?

4. Have I gotten adequate sleep/rest?

5. Have I moved my body?

6. Have I taken my necessary medication and supplements, kept up with my routine blood tests, and/or checked in with my specialists if needed? As I have an autoimmune condition, this is extremely important.

7. Have I done something kind for myself? For me, this continues to be a work in progress.

8. Have I done something kind for someone else?

9. Have I connected or checked in with my “people?” For me, this is my immediate family, extended family, colleagues, friends, and therapist. It is so nice that we can now begin to see people in-person rather than through a screen!

10. Have I made time for play or fun? For me, this continues to be a work in progress.

Of course, it’s not always possible to get through the entire list in one day. It is important to remember that there is no need to be perfect, and that some days will be better than others. Some days, just being able to put one foot in front of the other is an accomplishment in itself!

What is most important is that every day, we all strive to do our best with the resources we have, and are mindful of when we may need to “fill our tanks.”

I wish everyone a restful, healthy, and safe summer!

Tamara shares her journey as a special needs parent…

Written by Tamara Leszner-Rovet

As a music therapist, I always knew I wanted to work with children.

During my education, my practicum supervisor saw immediately how my own energy, enthusiasm, and passion affected my paediatric clients and that I had a natural ability to connect with them. For my remaining placements, I worked with children in various school and clinical settings. I completed my internship at a therapeutic day school for children and adolescents with special needs, which inspired me to establish my private practice specializing in working with children and adolescents with neurological disorders and developmental delays.

When I got married, I knew I wanted to be a mom. I have always loved children and came from a big family, constantly caring for and truly enjoying my time (for the most part!) with my little brothers and cousins.

Never did I imagine that these two roles would collide.

Aside from being owner and director of TPSMTS, I am also a mom to a beautiful, energetic, and vivacious 5 1/2 year old boy who has special needs.

Why we always presume competence at TPSMTS

Written by Tamara Leszner-Rovet

Back when I was a Music Therapy intern, I received some of the best advice that has heavily influenced and shaped me as Music Therapist, Music Teacher, mother, and human, defined my career path and private practice, and made TPSMTS what it is today.

This advice was to always presume competence.

This term was originally coined as “the least dangerous assumption” by Anne Donnellan in 1984. To presume competence is “to assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world” according to Douglas Biklen (an award winning educator known for his work of promoting quality education for individuals with intellectual disabilities). Biklen says “to not presume competence is to assume that some individuals cannot learn, develop, or participate in the world.”

In other words, one should never underestimate any individual based on how they may initially present or on their abilities.

At TPSMTS, presuming competence is one of our most important values.

We strongly believe that every individual has the ability to understand, learn, and has the right to access high quality Music Therapy and Music Education, whether that be through using Music Therapy to help achieve non-musical goals, or through music lessons to learn how to play an instrument and receive a musical education.

Targeting goals in songwriting

Written by Tamara Leszner-Rovet

Summer lessons/sessions are now officially underway! Though I am finding there is definitely a more “relaxed” feel to all lessons/sessions, there is no question that all students/clients are working hard and are motivated to keep working post-recitals.

Summer is a time where I like to do a lot of summer-themed activities to help target therapeutic goals.