Do We Talk Too Much When We Teach?
From the 1-Minute Pedagogy Series
1 - Minute Pedagogy is a series of 6 short videos that share my favorite "pearls of wisdom" that I have received for violin teaching from colleagues and teacher trainers over the past 2 decades. Think of these little videos as us having a cup of coffee together and sharing advice and perspectives to support the work we do as teachers.
Please feel invited to continue the dialogue with your own ideas in the comments on the blog or youtube channel below. I apologize for the silly grin in some of these videos. I could not help but have a gigantic smile on my face when I filmed these because I was remembering so many special people that deeply you touched my life.
To view all 6 videos in this series click HERE.
Do we talk too much when we teach?
I once had a colleague tell me that teachers here in America tend to talk too much when we teach and for the most part, I agree. Words are not our first language and the unique nature of our work as violin teachers invites us to integrate physical sequences with cognitive patterns. We then wrap this all up in the magical expression that is music itself. Such a unique combination is difficult to contain in verbal instructions which is why I suggest we do an inventory of how much talking we do when we teach and assess if this amount of language is as necessary as we may be in the habit of doing and also consider what options we have instead of words to communicate our teaching point.
Words go through our ears and into our brain where they can be interpreted in a multitude of ways which may not even match the intent of the instructor. Touching a body part relevant to the technique being studied, modeling with our own playing and reserving enough space in the lesson time to accomplish enough repetitions so the student can synthesize the information and correctly repeat in their home practice are integral to a successful learning experience. Certainly language is helpful in the process but if we talk too much we are not as effective as if we balance our teaching with training the muscle memory and inflecting meaning into the music. Additionally, we can use the tone of our voice, the spacing between words and facial gestures to communicate a sense of awe and wonder for this incredible process of learning music and stress the priorities of our teaching points.
SILENT TEACHING CHALLENGE: If you really want to have some fun with this, take out a timer and have a playful challenge with your student or class to see how long you can go without speaking. You will be amazed at how this captivates your students while preserving your energy and best of all this is very effective for getting focused work accomplished.
How do you communicate with your students in your teaching? What are some ideas you have for non-verbal teaching techniques? Please share in the comments below.
Did you know that there is a violin teacher who created an online store of neat things to help make practice fun? I just made my first order (pictured above) and love this store because it is reasonably priced, full of neat things to help make my teaching fun and has quick delivery. The owner of the store shares this on her ABOUT page:
"Practice makes it easy!" Without practicing, playing a musical instrument is hard. The more you practice the easier it gets - and THAT's how you progress on an instrument.
I'm a Suzuki violin teacher and Suzuki mom. Practicing is part of my daily life with myself, my students, and most of all my children. Practicing every day with young children is hard, but your children will love practicing if you help make it fun!
I started this business making bead counters in 2009 because it was something I wanted my children to use during practicing. They loved it! So did my students! I offered the bead counters to my teacher friends and it was a huge success. I make each bead counter unique and wonder which child will love practicing because of it.
I am excited to teach this week with my new finger tapes (aka Car Pinstripes), review piece dice, kiddie chopstick and removable highliter tape - where has this been all my life?
Disclaimer: I recently contacted the owner of this store to ask if she could share a Music for Young Violinists coupon with her patrons to help spread the good news about my project but I am in no way affiliated with the Practice Shoppe and this is a sincere endorsement for someone who I think is doing good work and deserves to have her shop promoted.
Hello M4YV Peeps,
It is my week off for Spring Break and has been an absolute constant rainstorm here in Oregon. This means I have time off & time inside to have too much fun with my MacBook photobooth feature and I have gone nuts restocking the FREEBIES page.
Head on over to the FREEBIES page & enjoy some awesome new downloads to help you bring out the best in your teaching. I rotate my FREEBIES on a regular basis so many of these resources will not be up for long.
Happy music making!
Please note this resource is now available as a part of The Violin Teacher's Toolkit.
Learn more HERE or click on the image below.
The THIRD POSITION STUDY SHEET is part of the free Winter 2016 music packet available only from Music for Young Violinists. This worksheet has been such an empowering resource for my students who are just beginning third position and they often progress thru these short studies much faster than we expect. Although I could assign each of these passages by ear, I find that it creates more clarity and organization to have the expected assignment clearly notated on a piece of paper. I designed this worksheet to combine multiple learning channels into one experience:
EARS - Using review pieces to learn third position serves as guard rails to keep a student on track. They already know what the tune should sound like so there is clarity from the start.
EYES - I remember when I first started reading on the G string and high on the E string how difficult it was to discern with all the additional staff lines. If a student and teacher prefer, this worksheet allows for writing in fingerings and half/whole step markings. Eventually the consistency of playing in the same range will help your young musician develop fluency for playing in this new higher range.
HANDS - I kept all of the studies in the same range on the E string to give students enough repetition of the new skill set to truly grow confident in this new skill. If a student only practices third position in a single piece they will likely struggle for a while due to not receiving enough support to master this new and fun skill.
How do you help your students with third position? Please share in the comments below.
Hi! It's me, Heather. I absolutely love working on the Music for Young Violinists project and all the many facets: blogging, website, music, teaching materials, freebies, videos, newsletter and giveaway contests. The best part is connecting with you so feel free to drop me a line. You can learn more about me on the "ABOUT" page. Thanks!