Piano lessons these days . . .

Since I don't have time to take classes or sit around with other piano teachers and talk (and really? they would probably annoy me anyway), I try to read a few books a semester on piano pedagogy to keep myself educated and always moving forward. I may only have 3 students right now (and one more soon), but to them, I am their only piano teacher. The interactions we have and the things they learn in lessons will stay with them all their lives, and I want it to be a positive experience.

Right now I'm reading a book that is a collection of articles, first published in 1958, and it's actually really interesting. What caught my eye last night was this:

If teachers, parents and pupils sometimes feel discouraged when things seem to be at a standstill, they should realize that learning is not a smooth upward path. In between spells of progress are the so-called "plateaus" during which nothing happens. We don't know what causes these plateaus, whether fatigue, a slackening of motivation, or something inherent in the learning process, but they are to be expected and are not significant unless they persist too long.

It seems that every week, I have a different problem child. I love my girls beyond measure and lessons are usually fun, but there always seems to be someone at any given time who just doesn't GET it, who is struggling, who is being difficult, etc. Now you know that Evie is my heart, I've known her since she was a year and a half old and I love her like she was mine. I have skipped out of dates and even work when her parents needed my help. There's an easy comfort between the two of us, almost like sisters (who are 17 years apart.) But she's been my problem child as of late. I'm trying to figure out why, because it's nothing I can put my finger on. Part of it is, she's almost 9 and that's just a weird age -- life is changing, your body is changing, you're trying to figure out who you are, etc. Every once in a while I have to remind her to check her attitude because she knows better. And she does, and then we're fine. I used to be able to push her to try harder or work hard with her on a concept, but I have to be careful now because some things get her almost to tears -- for no good reason! And I KNOW how hard that age is, I really do remember . . . but sometimes I REALLY have to MAKE myself be patient. I have to keep reminding myself that we can have an off week -- or two -- and in the big picture it will be ok; that compassion is more important than judgement, that being a good piano teacher doesn't necessarily mean having students who progress quickly and play perfectly, and that she'll get it eventually. But on the flip side, I want to make sure she's taking things seriously and that we're making reasonable progress and that I'm not being easy on her just because she's my favorite kid in the world (Jake doesn't count -- he's a toddler, not a kid.)

Anyway, there's all that, PLUS trying to plan a recital in two weeks. (Time got away from me again and we realized we couldn't have a June recital like last year -- after the end of school craziness -- because Alexis' mom will be having the twins in June and we need to get the recital out of the way because she could go early.) And I thought about not having a recital at all, because I feel like I'm just trying to do too much right now -- but the girls are all really WANTING to have one, and if they are this enthusiastic about it then I want to reward their good attitude, even though it's more work for me. Besides, I can keep getting by on 5 hours of sleep a night. Sleep is for wusses.

Comments

[Andrea]

I liked the quote above! I have moments like that myself. Hope your recital goes well! It should be fun!

[Amy L]

Good luck at your recital, it sounds like a blast!