everyone on here uses 'what works.' ingagrozyna, i respect that you hold your students to a higher standard that most. although, you did say that you 'fire' them occasionally for not holding to that standard. but, what you are discussing here seems to me to be perfectly reasonable to ask a student to do. to learn where the notes are on the keyboard.
perhaps the problem is not sightreading/flashcards - and/or memorization - but the idea of how one relays information and how the student picks it up. i was attempting to explain this - but it seems that it accidentally came out as an insult - when i was using it as a generalized way of showing that each child learns differently.
imo, some memorize very quickly. some learn flashcards and utilize them. others find the fastest way they can - (in this case - my student had already learned she could find the note placement by a little glass window on her 68 key casio and probably hadn't used the flashcards yet). she showed me this feature and i had no idea it existed.
to calm the spirits here - i must say that i did compliment ingagroznya in a positve way about her teaching. and,m1469i respect for asking questions and not pretending to 'know it all.' none of us 'knows it all' - but some have had many years of teaching and find what works for them. although, sometimes it is necessary to change it every so often with the changing times. for instance, some american students are not willing to sit down and go note by note (with flashcards) until you force the issue. whereas, in some other countries - the parents make sure everything given at the lesson is done with military preciseness.
either way will work over the long haul - because one is using a sort of 'logic' and the other 'hard work.' the logic blends with realization for need for hard work - and the hard work realizes that it can only go on so long without joy. joy and inspiration and perhaps a bit of improv.
btw, i am in complete agreement about using words on students that they understand. and, i feel that in some cases - we progress through things without making sure a concept is fully learned. so, if some teachers progress slower - it might not mean that they are 'slow.' it might mean that they purposely start out slow and then build momentum. however, there are some that go too slow. you don't want to be on level 3 in 10 years.
i will be the first to say that i'm still learning. and, that teaching is MUCH different than performing. and , that i used to have a pretty good memory and now - memory is an issue for me. but, it doesn't mean that i can't teach students about memorizing. the first step - imo - is minimal analysis. what key are we in? what are the basic chords of that key. this is all very useful for memory.
another btw, i love both you and mayla. i think that music is a thing of love and joy - and really even when there are cat fights - it's perhaps because we do understand each other. just picking on the issues that might be different for each of us. we each have strengths and weaknesses - just like our students.
Topic: Reading/flashcards