We’d planned meticulously.
Every step of the session had been shaped with care. Roles were clear. Activities were layered. Timings were tight.
But as the day unfolded, not everyone followed the plan. Some misread instructions. Others veered off course. So we called people back early, reshaped the flow, and held our nerve.
It worked brilliantly.
As a drummer, this kind of improvisation is natural. It's the facilitation equivalent of providing a very clear downbeat for the soloist when they get lost. It's not easy, and I've always put the knack for managing it down to the experience of the facilitator.
But then I read the advice to fellow musicians from jazz pianist and composer Thelonius Monk. I recognised some of the hard work that goes into making these last-minute adaptations seemingly 'easy'.
Monk is famous for creating space for other musicians in this way. His advice to musicians, transcribed by saxophonist Steve Lacy, might be adaptable for anyone working and leading in a school. Here are some of the most apt ones, translated into what it might mean for educators:
“Just because you’re not a drummer, doesn’t mean you don’t have to keep time.”
Just because you’re not the boss doesn’t mean you can’t lead. Timing and awareness aren’t reserved for the person with the microphone.
“Pat your foot and sing the melody in your head when you play.”
Stay grounded in your role, but always hear the bigger picture.
“Make the drummer sound good.”
Facilitation is leadership in service of others. Make your students, your colleagues, even your critics look good.
“Don’t play everything (or every time); let some things go by.”
Every good plan needs breathing room. Resist the urge to fill every moment with activity. Leave space for connection, curiosity, and calm.
“Discrimination is important.”
Monk didn't mean prejudice here, of course. He meant the ability to discern: knowing which notes not to play, which spaces to leave, which harmonies to favour; developing taste and judgement, shaping the "normal" into something expressive, surprising, and alive. It also hints at keeping standards, knowing which opportunities to pursue, which people to trust, which paths to avoid. The advice transfers to educators without an edit.
“You’ve got to dig it to dig it… you dig?”
If you wouldn’t enjoy learning it that way, don’t teach it that way. Joy and engagement are contagious.
“Always leave them wanting more.”
Don’t overrun the moment. Close while people are still engaged, still curious, still with you.
Improvisation isn’t winging it. It’s being so well prepared and so tuned into what’s happening in the room that you can let go of the plan to find the thing that matters more.
When the music of the day changes, will your team know how to keep time? Will they know how to swing?
All of this comes down to having a Thelonius-degree of personal focus. Work on that this year with me, in a small focus group. Limited numbers, and we start in a few weeks.