Articles

Making a Positive Impact

by Laurel Ann Maurer

One of the best ways that we, as teachers, can be effective with our students is through how we communicate with them. Both verbal and non-verbal messages can have a big impact on a student. When students come to study, they put themselves in a vulnerable position. They open themselves up for instruction and criticism, and how we treat them can affect their self-esteem. Over the years, I have enjoyed excellent results and developed excellent rapport with my students by adopting a few habits in my teaching. I hope that some of you may find these suggestions helpful and perhaps thought-provoking.

This is probably the most critical of all: Genuinely like your students for who they are. People always know if they are liked, and children are especially intuitive about this. Students are human beings who want to enhance their lives with music. What a beautiful desire! Aren't we privileged to work with these people? They deserve our admiration and respect.

ALWAYS find something positive to say. No matter how sloppy a piece may be, there must be something that the student did that was correct or even excellent. Listen carefully and find the good. Remember, even if they had a poor practice week, they still have come to the lesson and put themselves on the line and played for you. An example situation might be: "your tone was very pleasant, now let's learn the notes well, too" or "I can hear how musically you are playing this piece, now let's fit your musical feeling with the rhythm" or even as basic as "your fingering for F and G were excellent, now let's make D and E-flat just as excellent."

Avoid using negative language such as "don't" or "no" or "not." Negative words only tell a student what isn't correct instead of giving them specific directions. For example, "maintain the tempo" is more direct and easier to take than "don't rush." Negativity is a less direct way of communication and can be perceived as demeaning or discouraging by a student. By adopting a positive approach to instruction, the lesson experience will have a more positive tone for the student.

Give each student realistic goals. We need to make sure that their technique builds step by step. One of the biggest dangers is assigning or allowing a student to play a piece that is beyond their skills. This only creates frustration and bad habits in their attempt to play a piece that is too difficult for them. If the piece is for a competition or recital, then this will only add to their anxiety. Realistically evaluate their skills and pick appropriate pieces. They'll enjoy playing their instrument much more if they aren't overwhelmed.

Save face. I once read a terrific article by a Canadian Suzuki flute teacher. The premise was that children have a much easier time accepting criticism if it isn't directed at them. I have used this advice ever since with excellent results.

This technique is most effective with young students. Specifically, when a child makes a mistake or executes a technique incorrectly, put the blame on the body part, not the child. For example, if the left index finger is left down on middle E-flat say, "that finger is sleepy today, we need to wake him up and have him stand up for E-flat." This usually receives some giggles, and the child does not feel personally criticized. As students mature, they are more able to take responsibility for mistakes. But let us always be sensitive to the feelings of our students.

The last point is more subtle, but well worth our attention. As teachers, we control the lesson environment and part of that environment is us! It is our responsibility to create a friendly and nurturing environment for the student to learn. The expressions on out faces, our mood, our lack of eye contact and our body language all send messages. These messages are often internalized by students. If a teacher is projecting indifference or negativity the student may blame him/herself. Prepare for your day of teaching. Maintain a calm and friendly demeanor. Greet each student in a welcoming way.

In conclusion, these suggestions are meant to enhance our teaching. Parents who practice with their children also need to be aware of these points. Being positive does not mean saying everything is good and allowing sloppiness to prevail. By maintaining high standards for our students in conjunction with encouragement and a positive attitude, students learn that working hard for excellent results can be a satisfying and joyful experience. Hopefully, their musical experiences will add to their confidence and self-esteem as well.