Stand up and fight for what is right,With words imperfect, but a heart that’s alright.
Be the flame that sheds light – alive and strong,
When society wants a display of money, or when you see something wrong. Continue reading Stand up and fight for what is right
Kharghar was already starting to be a location with a large middle class population when we moved here. And I was shocked to see so many middle class families where children had such poor education.
This post is about :
Continue reading Education policy : Why kindergarten children need assessments
This is exactly what a couple of my students did, and the parents were upset. Really upset! That their child was so irresponsible and did not take the trouble to check what was scheduled before revising.
Something similar happens frequently with piano practise at home and piano parents often don’t understand the subject. So they think things are going well, when they might not be.
Students sometimes spend quite a bit of time at the piano experimenting with new stuff, or playing through pieces they enjoy. This is wonderful as it means the student it exploring and enjoying the instrument and this is necessary. Continue reading Respect and Effective Learning in Piano Class
Playing the piano needs different parts of the brain to work together simultaneously.
Young piano students in their first year learn to :
legato (joining the notes) or staccato (with notes detached).
The tried and tested path to success“Aim higher than you want to reach. You may miss your target, but you will still reach your original goal”
This way of thinking has worked very well for me and many of my piano students who wanted sucess easy. Who wanted to do just barely enough that was required to play their pieces well, who fell short when they played for an audience and then realised they needed to aim higher.
But it’s not working with my batch of new students, whether they’re young children, teens or adults.
The hard work required just does not happen in the first year of piano class and students often get disheartened. Because everything is so far out of reach.
I started out last year, in April 2015 with My Personal Sight-reading Challenge. I’m a piano teacher by profession and I face a difficulty that all piano teachers face, which is getting time to practise.
Practising the piano is very necessary, if teachers want to improve the quality of their teaching. And yet we spend so much time teaching, planning lessons and reading up on how to communicate effectively. We study teaching techniques and are involved in a host of other activities that are necessary to manage our teaching studios.
I started out my sight-reading challenge last year, with the goal of making a small commitment to myself to play everyday, and it worked. You can read about it in The impact of 100 minutes of practise
I realized that having a very small goal that was achievable in a short period of time, got me going to the piano many times a day, and got me learning a lot more pieces than I usually do. And this made me think about what goals I set for myself, when I’m teaching my students.
A few of my students took The 10 easy piece challenge. They learned 10 easy pieces upto set achievement levels, we recorded them and uploaded them online. Achievement levels set depended on the student’s weak area, and many of these were way below ‘performance’ level (the level of playing at which a student has mastered the piece).
The students were thrilled because they got good feedback at piano class. It was fairly easy for them and therefore getting piano practise done was not too hard a task for their parents.
These students suddenly moved from being the ones who did not get anything done, to the ones who were doing exceedingly well, and their parents were very proud of them. Their parents would motivate them by reminding them of how capable they were and they’re excited about piano class.
Progress was not always a straight line, and there were regular slips. Mostly though, it’s moving forward, and some students are now trying to do 10 more pieces.
There’s value to quantity, that is, to learning more repertoire. It’s the only way for piano students to really master their instrument. Here are a couple of very interesting posts that every teacher, piano parent and student should read.
In a matter of days, my daughter will have finished the first grade. She has, by all accounts, done exceptionally well this past year, testing at two grades above her age. To say I’m proud is too quaint of an expression for how I feel. This is, no doubt, partly due to her wonderful teacher, […]
This is the child who never has a week-day at home after school… who does not get enough unstructured play time, that is necessary, for a child of his/her age.
This child has lots of hobby classes, and yet, never spends time on any hobby just for fun, only when there’s homework. This child is learning to just do what is required for each hobby class, and does not explore ideas of his/her own.
This is a child does not read at home – who goes for a reading class….who does not just put music on and dance madly, like we did – he goes for dance class…who cannot just stay home and draw for the pleasure of it – she goes to art class.This child, cannot just explore one hobby class at a time, until one of them fits…..he has to do them all – from age 5 onwards.
This child may grow to be an 8 year old, who has difficulty answering a question, if it differs from what he/she is thinking about….. often does not listen to what is being asked….. memorises very quickly and does everything by rote.
I can see what’s happening, because I’m sometimes struggling to help children learn. I talk to parents, and find, that they’re quite comfortable with their child’s hectic schedule, until things start to go wrong….until both the piano teacher and the child’s school teacher have the same problem – because the child – who has absolutely no learning disabilities, is still having difficulty learning!
Talking – about choosing 1 hobby (even if it means stopping piano class) and 1 sport activity to focus on, often falls on deaf ears, and I now know how it goes.
So, I’m doing what I can to change how I teach, writing progress reports in the homework book, with the occasional email, and finally, when I reach a point where all efforts have failed, I’m talking to parents because their child’s reaching a point where I can’t actually go on teaching…where, if I don’t let the student go, I’m at the risk of losing both my patience and my temper.
