I know I talk a lot about accepting our students for who they are. For me, acceptance feels like a basic pedagogical stance - not just some kind of sentimental gesture. Accepting our students asks us to see irregularities not as problems to eliminate, but as realities to understand. Every student arrives with habits, histories, preferences, blind spots, strengths, and surprises. If we expect neat, compliant, predictable learners, there's a good chance teachers will constantly feel frustrated. But if we expect humanity — complexity, experimentation, and occasional chaos — then those same moments become opportunities for relationship, reflection, and growth.
What does it mean for music teachers to accept our students for who they are? What kind of irregularities may we encounter? Take a look at the following opportunities for acceptance.
1. Students may forget their notebooks. Of course it happens. I know that every week that I take notes to send home with students, there’s a distinct possibility they’ll forget to bring them for their next lesson. And it’s not the end of the world. Between the two of us, I’m 100% certain that we can come up with an approximation of what was written down. Like when my student Luke forgets to pack his notebook, I appreciate how a few moments of brainstorming reinforces that we are a reflective team whose combined efforts will always outpace what either of us could come up with on our own. We can accept that students may forget their notebooks.
2. Students may learn a great deal from making their own decisions. My student Alex, who moved to Calgary after 2-3 years of piano lessons, is a good example. Right from his first lesson Alex wanted to practice everything as fast as possible. It was something his former teacher never allowed. So I said, “Sure. Give it a try and see what happens.” Week after week, Alex practiced as fast as possible until the revelatory week when he reported, “Dr. Thompson. I think I’ve gone as far as I can with fast practicing, so I’m going to give slower practice a try next week.” Sometimes patience on my part can go a long ways. We can accept that students may learn a great deal from making their own decisions.
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