Questions

Are you aware of how many questions you ask during a lesson?  What kind of questions are they?

Too often in a music lesson we tell.  We tell the students when they’ve made a mistake.  We tell them what the key signature is.  We tell them how a particular passage or rhythm goes.  A music lesson can become quite a passive experience.

But what if we asked more questions?  What if we required our students to think a little deeper about their musical experiences?  What if we made them a little more responsible for their own learning?

There are two types of questions we can ask: closed and open.

Closed questions are those that are either right or wrong.  Questions that can be answered with a yes or a no. 

“What is the key signature?”

“What does allegro mean”?

“Where do the dynamics shift to mezzo piano”?

These questions are good because they require knowledge.  You can gauge instantly whether or not the student has that information.

Open questions lead to more questions.  They require interpretation, thinking and reflection.

“What is the mood of this section”?

“Does that bowing work?”

“What would happen if you took a breath here?”

These questions need your student to work a little harder and put more responsibility on to them.

Have a think about the questions you ask. Do you ask questions? How can you better utilise questioning in your lessons?

(See what I did there?)

Caring for Instruments

One of the first things you need to teach you students isn’t about the dots on the page or where their fingers go.  It’s how to look after their instrument.

I tell students that musical instruments are taonga, treasures.  And I start this from the very youngest students – when we are playing on buckets!  If you treat an instrument well, it will treat you well.

Patience: Your Teaching Super Power

Some superheroes have x-ray vision.  Some have invisibility.  Others, telepathy, teleportation or even time-travel.  But there’s another superpower we tend to forget about.  As a music teacher, your superpower is patience.  

And, luckily, no matter how hard your students try to diminish it, it’s a power that never expires.

School Assessments

If you are teaching high school students, chances are they will be doing some kind of assessment for their music class.  In New Zealand, even if senior students aren’t taking music as a subject, they are still able (depending on school policy) to gain NCEA credits for solo and group performance.

As their teacher, you need to find out a few things:

• ·         When is the performance (date and time)?
• ·         What pieces do they need to play?
• ·         Do they need accompaniment? (and do they need to provide their own or will the school provide one?)
• ·         What criteria are they being assessed on?

If the student doesn’t know this information, email or call their school music teacher.  They’ll have it in writing.

With your student, work out an appropriate rehearsal schedule, using the criteria to guide what you focus on.  Yes, this is what teachers refer to as “teaching to the test”, but your student is being tested on these criteria.  You have myriad other opportunities to work on other aspects of their music education.

If your student needs an accompanist, and it’s not you, make sure they have ample opportunity to practice with them.

Communicating With Parents

How many times have you tried to explain yourself online only to dig yourself deeper and deeper into a mess and end up having to resort to emoticons?  ¯\_(ツ)_/¯      

Generally, we don’t have as much face to face communication with people, even our friends, as much as we used you.  Depending on your age, most communication you have with others is done via text; on your phone or computer.  Because of this, you’ll know that things can be easily misconstrued.  It’s really easy to misunderstand someone because of a missed comma, a misdirected attempt at sarcasm or people who continue to use caps lock.  ALL OF THE TIME!

What does this mean for your music teaching?  I’m assuming you teach children.  Children who need rides to lessons, workshops, competitions.  Children who can’t pay your fees. Children who forget to tell the adults in their lives about the lessons, workshops, competitions, fees. 

You need some form of communication with their parents/caregivers.  If you keep parents onside, they will be more likely to support their children, are happier to be flexible when you need it, and are more likely to recommend you to others as the music teacher of choice.  And one of the best ways to keep them onside is through effective communication.

This post gives you 7 tips for better communication with the parents of your students.

Reliability

Be on time.

If you say you’re going to do something, do it.

Don’t call in sick every second week.

Don’t double-book yourself.

If you are not reliable, no-one is going to hire to you to be a teacher.  No-one is going to hire you for gigs.

Setting Expectations

Your students will do what you expect them to do.

If you expect them to be noisy and disruptive, then they will do just that.  Even without you giving them permission.

If you expect them to be well-behaved and to listen respectfully, they will.

Choosing your words wisely

It’s important to choose your words wisely.

D# or Eb?  Why does that matter?[i]

Chamber Music Coaching - Rehearsing

Rehearsal process/procedure:

Advanced players should be able to warm and tune up their own instruments.  Less experienced players will need your help.  If possible, have them come 5 – 10 minutes before the rehearsal time so you can do this. 

How to tell off a student

It’s tricky when you realise you have to discipline a student.  You want them to like you, and by telling someone off, you’re risking them not liking you.  Or so you think…

Group Lessons - Discipline

Ok – here we go.  Because, let’s be honest, sometimes you just have to tell someone off.

Group Lessons - Classroom Management

Ahh, the big one.  The question every beginner teacher asks: what if they’re naughty?

Firstly, let me remind you that corporal punishment is illegal…

Group Lessons - Dealing With Non-Students in the Room

Sometimes you have to deal with parents or other siblings in the room.  Feel free to tell them to shut-up or go away.  Be as polite as you feel you need to be.

Group Lessons - Differing Abilities

One disadvantage to group lessons is that it’s harder to cater individual students’ needs.  I try to structure lessons so all of the group are working at the same place in the book.  If a student is struggling, they will appreciate the extra time working on a particular song or concept, and if a student can play the notes correctly, there are still more things they could be working on or thinking about.

Group Lessons - Structuring a Lesson

I have outlined lesson structure in an earlier post, so this post is specifically about structuring a lesson for a group class.

Group Lessons - Creating a Community

Learning music in a group is such a fantastic way of becoming part of a community.  For me, this is what music is about.

Learn Their Names!

It’s not rocket science – learn the names of your students! (And make sure they know yours!)

Why is this important?  Mostly because it’s basic manners, isn’t it?

Your name is part of your identity.  It aligns you with your family and culture, and at the same time it distinguishes you as an individual.

When we hear someone saying our name (correctly – has anyone ever met Justin Pierce/Perry/Piree…?? I certainly haven't despite many people asking me...) it is meaningful to us.  It means someone has taken the time to get to know us, even if it’s just a little bit.  Saying someone’s name acknowledges their humanity.

So, even if you are just filling in for the regular teacher, make it a point to learn your students’ names.