Sensitivity toward student's progress

[m1469]

I am curious how sensitive other teacher's are to their student's overall progress. 

Here is what I am thinking:

Generally I like to push my students to their limits, personally/musically and often times I feel like they can accomplish more than what they themselves think they can.  The last recital I had my students give, however, it was very apparent to me that I as the teacher could be doing a much more efficient job in many areas of their growth and although I did not express it to them, I was not satisfied with their overall performance.  I feel that this is my responsibility.

So here it is... I of course have some students who are more interested and dedicated than others.  Some are more willing to take on challenges.  Generally though, I like them to feel as though they have some choice in what they are doing and learning.  But, it seems that they are not accomplishing as much as I feel they could if it were all up to me.  I will bring a piece out that I feel they can do, and provided they are excited about it, I will start them.  Sometimes they get intimidated somewhat easily, or perhaps they do not really want to expend the effort necessary.  And because I do not want for them to become too discouraged and quit, I will let them give it up for the time being.

I have students who have been studying for a few years now who could be playing much more sophisticated music but are too afraid so instead we just inch along.  I know that the responsibility lay with me, but I feel stuck.

How much of what a student can accomplish should be what the teacher sees for them?   And how sensitive should I be to their intimidation toward a goal?

Thanks,
m1469 Fox

[bernhard]

Here are a few thoughts (by no means complete).

These I take for granted:

1.   No one knows one true’s potential.

2.   No one ever fully actualises one’s true potential. There is always more that could be achieved.

3.   Only at the moment of death can we say that it is over as far as actualisation of potential is concerned.

4.   No one ever achieves the goals one sets for oneself, no matter how low or how high, as a consequence one should always aim unrealistically high. You will not achieve it, but in the process of trying, you will achieve some pretty high levels. Aim low and you will also not achieve it, and in the process you will still be pretty low.

5.   Whatever the aim, for its achievement personal volition is necessary but hardly sufficient. There has to be the co-ordination of other forces for it to happen.


In regards to students:

1.   They know nothing. Otherwise they would not be students. But you must humour them and not point this out to them too often.

2.   They may not recognise it or even appreciate it, but without a teacher and the appropriate environment they would not amount to anything.

3.   The role of the teacher is rarely to teach stuff. Stuff can be learned from books, TV, internet, you name it. But only a teacher can inspire, cajole, challenge, and sometimes infuriate the student enough so that he will fulfil part of his potential.

4.   Students often confuse their potential with the actualisation of their potential. But unrealised potential is worth exactly nothing.

In regards to teachers:

1.   Teachers should be sly, far sly in fact than they are willing to be. Much teaching can be accomplished by creating the environment that will bring forth on the student the desired response.

2.   Teachers must set the benchmark in whatever they teach, “Do as I say, not as I do” never worked and never will.

3.   Detachment is very important. Efficient teaching is not possible if there is misguided involvement.

4.   The true validity of the teaching is in what the student has incorporated in his/her life. In this sense exams are worthless: I do not care if a student got top marks in his/her piano grade 8, and yet cannot play Happy Birthday to you in his/her little brother’s party.

5.   In a teaching situation the teacher always learns more than the student.

In regards to teacher-student relationship:

1.   The teacher is there to instruct, not to discuss or debate. If every lesson is a debate, there is no teacher-student relationship.

2.   The teacher’s job is to teach. That is all s/he can do. The student’s job is to learn. That is all s/he is required to do. However most of the time, the teacher must also teach the student how to learn. Some teachers resent this, and they should not.

3.   No student, no teacher.

4.   The teacher-student relationship permeates the whole universe. Once one understands this, one realises that every one and every event in one’s life is a teacher. And everyone is a student. Also, when one understands this, one will not need a formal teacher anymore.

5.   There is no end to teaching. There is no end to learning.

In regards to environment:

1.   For understanding to take place, one needs a willing student, a competent teacher and a conducive environment. These three conditions are both necessary and sufficient. Miss any of them and learning will not take place.

2.   Of the three, environment is often taken for granted and in consequence disregarded. A good teacher will make sure that environmental conditions are in place before starting the teaching, and a responsible student will likewise request such optimum conditions before embarking on a learning project.

3.   If a competent teacher and a willing student are not getting anywhere, look at the environment, you will find that it is what needs to be fixed.



Best wishes,
Bernhard.

[BoliverAllmon]

try to find out what they are scared about in those certain pieces. Take my gf for example. She was given Bach's invention No. 1. She really felt that she couldn't learn this piece yet, it was just too much. I showed her systematically how she could learn this piece in under a month if she only learned a measure a day. I also spent 5 min. working with the ornaments with her and she was able to do them in time. So before she actually began to learn the piece, all her fears had been conquered. See if you can do something along the same lines with your students.

boliver

[m1469]

Here are a few thoughts (by no means complete).

These I take for granted:

1.   No one knows one true’s potential.

2.   No one ever fully actualises one’s true potential. There is always more that could be achieved.

3.   Only at the moment of death can we say that it is over as far as actualisation of potential is concerned.

4.   No one ever achieves the goals one sets for oneself, no matter how low or how high, as a consequence one should always aim unrealistically high. You will not achieve it, but in the process of trying, you will achieve some pretty high levels. Aim low and you will also not achieve it, and in the process you will still be pretty low.

5.   Whatever the aim, for its achievement personal volition is necessary but hardly sufficient. There has to be the co-ordination of other forces for it to happen.


In regards to students:

1.   They know nothing. Otherwise they would not be students. But you must humour them and not point this out to them too often.

2.   They may not recognise it or even appreciate it, but without a teacher and the appropriate environment they would not amount to anything.

3.   The role of the teacher is rarely to teach stuff. Stuff can be learned from books, TV, internet, you name it. But only a teacher can inspire, cajole, challenge, and sometimes infuriate the student enough so that he will fulfil part of his potential.

4.   Students often confuse their potential with the actualisation of their potential. But unrealised potential is worth exactly nothing.

In regards to teachers:

1.   Teachers should be sly, far sly in fact than they are willing to be. Much teaching can be accomplished by creating the environment that will bring forth on the student the desired response.

2.   Teachers must set the benchmark in whatever they teach, “Do as I say, not as I do” never worked and never will.

3.   Detachment is very important. Efficient teaching is not possible if there is misguided involvement.

4.   The true validity of the teaching is in what the student has incorporated in his/her life. In this sense exams are worthless: I do not care if a student got top marks in his/her piano grade 8, and yet cannot play Happy Birthday to you in his/her little brother’s party.

5.   In a teaching situation the teacher always learns more than the student.

In regards to teacher-student relationship:

1.   The teacher is there to instruct, not to discuss or debate. If every lesson is a debate, there is no teacher-student relationship.

2.   The teacher’s job is to teach. That is all s/he can do. The student’s job is to learn. That is all s/he is required to do. However most of the time, the teacher must also teach the student how to learn. Some teachers resent this, and they should not.

3.   No student, no teacher.

4.   The teacher-student relationship permeates the whole universe. Once one understands this, one realises that every one and every event in one’s life is a teacher. And everyone is a student. Also, when one understands this, one will not need a formal teacher anymore.

5.   There is no end to teaching. There is no end to learning.

In regards to environment:

1.   For understanding to take place, one needs a willing student, a competent teacher and a conducive environment. These three conditions are both necessary and sufficient. Miss any of them and learning will not take place.

2.   Of the three, environment is often taken for granted and in consequence disregarded. A good teacher will make sure that environmental conditions are in place before starting the teaching, and a responsible student will likewise request such optimum conditions before embarking on a learning project.

3.   If a competent teacher and a willing student are not getting anywhere, look at the environment, you will find that it is what needs to be fixed.



Best wishes,
Bernhard.

OK.  I am thinking about what you are saying, there are levels here that I have to grasp.  Of course, I have questions.  But, I will think for a while.  For now, I will work especially on the slyness, I will be as sly as a (m1469) Fox  . 

Thanks,

m1469

[m1469]

try to find out what they are scared about in those certain pieces. Take my gf for example. She was given Bach's invention No. 1. She really felt that she couldn't learn this piece yet, it was just too much. I showed her systematically how she could learn this piece in under a month if she only learned a measure a day. I also spent 5 min. working with the ornaments with her and she was able to do them in time. So before she actually began to learn the piece, all her fears had been conquered. See if you can do something along the same lines with your students.

boliver

Yes, this is a great example!  Part of the problem though, that I find is that I often want to use this piece as a way to introduce a lot of things about articulation, ear training, finger and hand independence and coordination and many other things (as they are indeed actually studies);  I am not sure exactly where to stop with my students. 

I suppose I could be a little more organized about it (and everything!).

Thanks for your reply,
m1469

[lostinidlewonder]

This is an important issue you brought up. I think it is important to ensure that students progress at an efficient rate. Because if it is inefficient time is just wasted and we have little time here.
I ensure students work with 2 things. 1, the work they do with me, 2, the work they do themselves. The work I give them are pieces that focus on their problems I feel need to be tackled, and the work for themselves is whatever they like no matter the difficulty or simplicity. I think this is an essential part because we don't want to be teaching the students forever. It is important that they actively choose their own music and work on it all by themselves. The experience and issues that come up from this are very important to music development I think. Problems they face they can discuss with you in lessons but overall they have to learn these pieces by themselves.
I like doing this because the students who look at me and shrug because tehy have no idea what to do by themselves need a lot more exposure to music, more CD, more sheet music. I think a teachers duty is also to ensure that the student can get their hands/ears on anything they need.