How many times have you renovated your teaching methods ?

[m1469]

Either particular approaches to things, like teaching your students to read or very general like redoing your entire thoughts and approach to teaching in general (which is what I think I am in the process of doing). 

Do you ever feel, in yourself, a resistence to changing something even though you need to change it, just because you have already changed things so many times ?


Thanks,
m1469

[Bob]

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[tiasjoy]

redoing your entire thoughts and approach to teaching in general

Almost every TERM!!!  Those two weeks of break, is just the best thing for me.  It always helps me see things differently and something always needs improving, changing etc.

I've done method books, thrown method books out the window , I've done studio competitions, thrown them out the window only to try them again a different way.  You name it, I've probably tried - or am willing to try it! (if it sounds feasible )

Do you ever feel, in yourself, a resistence to changing something even though you need to change it, just because you have already changed things so many times ?

I realise I have other people to be responsible to, so I never announce change will take place over  night.  I work out details, make sure it's something I REALLY want to do,  and then give people a whole term to adjust.  I always provide alternatives for those who don't like/want/can't adjust  (usually means the name of another teacher - As of yet I haven't had any one take me up on the offer - doesn't mean I haven't had students stop lessons for different reasons. )

[pianistimo]

 i tend to do things well in three month intervals.  paperwork, keeping track of lessons (and what each student is working and preparing for the lesson 2 hours ahead of each one - and printing out stuff) - but then something usually happens the fourth month - where they come to the door and i forgot they had a lesson.  i pretend that i knew all along - and i sort of fake the lesson once in a while.  for me, numbers of students matter.  if i have a few - i'm ok. if i have a lot - i go mental.

i think it is because i also have three children of my own.  probably the best thing, imo, is to be relaxed.  if you are uptight and worried - even if you are mentally about being prepared yourself - take a break.  go into the kitchen - revive your thoughts deeply (without distraction) and bring back a glass of water and your ideas. 

something else i've learned - is to ask 'do you know what i mean?'  'does this make sense?'  that way - if something needs to be explained in a different way - it can be - and isn't skipped over.  i think when i've refined things - they are more precise.  less words to say.  more meaning.  quicker results.  easier technique.  better fingering. 

and, as with tutoring - if you always work out all these things ahead of time (as perfectionistic people tend to do  ) then the student doesn't learn to do some of this work themselves.  so maybe - one thing i've tried to do better is to give 'homework' of this or that - looking up a musical term, practicing and determining how the fingering works best, finding a way to make something easier, reading a composers biography or autobiography.  especially for older students.

teaching students with the ideal that someday they might be teachers themselves is another bonus to add to the pot.  you can encourage students to be disciplined and careful by the possibility that they may have some kind of responsibility in the future - or a possible career, too, in piano teaching - if they pay close attention and practice a lot.  perhaps taking older students under 'your wing' (as you probably already do).

and, my teachers were always available and let me practice on their own studio pianos before a recital if my house was too noisy.  right now, i don't have advanced students - but this seems to be incredibly helpful to some students with lots of bros/sisters - and no quiet time or space to practice.  this might not have to do with teaching 'method' per se - but i think it's a sort of outward looking one to think of students as sort of an addition to ones family.  and, perhaps even looking out for psychological things (ie good days and bad days) and not being too harsh - and in fact, maybe sometimes discussing what is causing tension or for things to seemingly go wrong.  i always found my own piano lessons somewhat cathartic.  i mean - even on a worst day of playing - you can laugh.  music has healing properties.

[Bob]

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[pianistimo]

true.  you have a point there.  maybe the look on their face will confirm or deny?

[penguinlover]

Well, sometimes I feel I am resistant to change.  That was before coming to this forum.  I never questioned my methods, until I came here.  I didn't have time to spend on the computer until now, and so I am taking advantage of it.  I love hearing other teachers share their ideas about teaching, record keeping, method books, etc.  I am learning so much, and I am constantly chllenging my way of doing things.  This has opened up a whole new world to me.  I was the only piano teacher I knew, so I taught my way. And that way was pretty much the way I was taught. 

I always ask my students if they have any questions before they leave.  Not "does that make sense".  Sometimes I don't make sense, and I know it, but somehow they understand.  At least they don't ask many questions.  I guess that could be either a great thing, or a really bad thing.  I have to wait until they return to find out!

[ingagroznaya]

Once.
Jesus m1469, you make me smile on a bad day and irritate me on a good one,  as always so overly dramatic... I felt the resistance in my toes. I had to seek some help from a therapist to start on Alfred.

I do not stay with Alfred for more then a year, if I would - I'd have to get a shrink. Have you tried either/both before posting?

[pizno]

Hi m1469
I'm still working over this staff reading thing, and how I teach that changes every week!  This may just confuse my students, but they are eventually getting it.  My latest thing is to have two who are 'Stuck' go outside with me on the driveway and draw a big staff, then we march up and down, going gbdface.  Also, lining flashcards up on the music stand in different orders, making a big jolly game of it.   But I find that each student, everyweek, is different. 

I agree about the different music - I keep running to the music store to find something that compliments and supplements the method I am using.  I have to be carefully though, realizing that the parents could have some financial limits!

Piz