Music teacher wellbeing is a topic that doesn’t seem to come up all that often in teacher discussion groups. And when it does, factors like regular physical exercise, balanced diet, and adequate sleep take center stage. But these factors only tell part of the story. There’s another element important to our wellbeing that requires going beneath the surface to examine the connections we have to our music students.
Music teachers naturally develop meaningful connections with our students. We get to know them. We willingly invest time and effort in order to do the best we can for our students. So when things aren’t going all that well for our students, we feel genuinely responsible. And that may lead to self-doubt. Anxiety and worry may settle in because how we feel about ourselves as teachers, our sense of purpose and achievement — these aspects are all linked to our students and the journey we share with them. With all our focus on our students’ musical journey, we may forget to invest in our own self-care. What can we do?
What I always want to remember is that music teaching is a shared journey wherein both students and teachers contribute to what happens. Of course, teachers are active in thinking ahead, solving problems, providing inspiration, and contribute expertise. That’s what we do. At the same time, it’s amazing to include students in those same activities - thinking ahead, solving problems, providing inspiration, and contributing their own developing expertise. Students definitely have many things to contribute. After all - it’s their journey!
Next on my list is the importance of gathering information on an ongoing basis. Students evolve. Their priorities may change. It’s nearly impossible for music teachers to provide appropriate support when we don’t know where students are coming from or where they’re headed from week-to-week, month—to-month, and year-to-year. It’s so easy to assume that we know our students goals’ when that may not be the case at all. Taking time to gather information through routine conversations or check-ins help us to tailor our teaching methods and create the environment of trust that enhances our students’ learning experience. It’s time well-spent.
Another way to make sure music teachers don’t end up feeling solely responsible when things aren’t going well is student reflection. Encouraging students to evaluate what’s working or not working in their practice is super effective. Phrases like “I’m curious to know more about practice this week” or “Tell me more” invite students as active participants in their own learning.
Then there are all those times when students may not see their own progress or be aware of contributing factors under the surface. That’s when music teachers can step in to shed light with phrases like - “Here’s what I see…” or “It’s understandable you may not have noticed…” That way we help students gain more accurate and filled-out perspectives. Students take away more and more informed ownership of their own journey.
Finally, I like to remember that not all student problems need immediate solutions. Sometimes there are huge advantages to waiting. Each student comes with their own timeline and setbacks. And not every setback is a reflection of the music teacher's abilities. We provide support when we can without feeling responsible for every outcome. Not all problems are within the scope of teachers’ influence.
Self-care that goes beyond diet, exercise, and sleep is an absolute must-have for music teachers. By responding thoughtfully and with compassion our own combination of limitations and strengths, music teachers may ensure that both students and teachers navigate the beautiful and complex journey of lifelong music making with care and understanding. It's a wonderful undertaking!
