Sometimes it seems like there’s no end to the problems music teacher are required to solve. We’ve got students who need guidance from us. Students with certain problems. Students in situations that pull our attention. So what do we do? Take a look at these two solutions that may not be what first comes to your mind…
#1. Collaboration - Something I need to remind myself often is that there’s another person in the studio who can help with solving problems. My student. Yes - my student. No matter what age or level. And while it might feel like because I’m the teacher that I should have all the answers ready to go at my fingertips, it’s just not realistic for me to take on all the problems that show up in my studio.
Like with my student Spencer who would really benefit from listening to recordings more often. So I try suggestion number one. Then number two. But nothing really changes until I turn things to him by asking him to take the role of adviser for a moment. “Spencer,” I say, “What advice would you have for a student who rarely listens?” He’s got a few ideas. Some of them are things I never would have considered. It feels really good to have his input. Especially when I ask, “Spencer, why do you think a student would never make time for listening?”
When students come up with solutions to their problems, I feel greatly relieved. The burden of teacher responsibility has been lifted. And it’s a pleasure to help students get the actual practice they need in recognizing problems and coming up with solutions for themselves. Which in the long run, seems much more valuable than me always coming up with solutions. What’s my takeaway? That collaboration is a valuable tool.
#2. Patience - Not everything needs to be addressed right now. Sometimes being aware of things that need fixing can be my teacher downfall. I know - it seems the opposite of what good teaching is all about. Good teachers identify what needs to be fixed and then get busy with fixing things. Right#!? Then on occasion, the best thing I can do is to get comfortable with not fixing everything on the spot.
Earlier this year, my student Jessica didn’t seem to making any progress. Week after week, it was just another view from the same plateau. And the situation was made even more obvious by her mother who had introduced a “reward program” with Jessica and her younger brother. It was a strategy that clearly matched Jessica’s younger sibling. But it didn’t match Jessica. In fact, it just seemed to magnify her lack of progress.
So I decided to stop talking about progress. It wasn’t a priority for me at all with Jessica. And to calm down Jessica’s mother, I would send her a note after each lesson to let her know I was comfortable with what Jessica was doing. Now it’s several months later and Jessica’s lack of progress has disappeared. How did that happen? I have no idea. What’s my takeaway? That patience is a valuable tool.
Wrapping Things Up - I really appreciate how certain valuable teaching tools may not be what first comes to mind. Like inviting students into collaborative problem-solving processes and being patient with making progress. Stepping away from fixing what’s wrong as quickly as possible can be difficult for teachers. So take a moment. Step back. Breathe deeply.
Some of our students’ most meaningful musical experiences occur when teachers create opportunities for students to think, reflect, and discover for themselves. When teachers resist the urge to rush every situation toward immediate improvement. When teachers allow trust and space to do their quiet work. When teachers support our lifelong music maker students as they grow in ways we could never fully script or predict.
It’s an amazing journey…
How often do you invite students to participate in solving the challenges they face in lessons and practice?
Are there situations in your teaching where trying to “fix” something immediately may actually be creating more pressure?
What would it look like for you to trust collaboration and patience as effective teaching tools?
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