I am in the lucky position of being able to watch many other teachers, both in the classroom and the piano studio. What has struck me about piano teachers is just how hard everyone seems to work in lessons; by that I mean that after listening to pupils play, they give them feedback, tell pupils what to do next, explain the whys and wherefores, and generally are busy throughout the whole lesson. I think piano teachers have a lot to learn from class teachers when it comes to the idea of how teaching less means that a pupil learns more!
This feeling was strengthened when I read the Lazy Teacher's Handbook (written by Jim Smith and published by the Independent Thinking Series) and found that it contained many of the strategies and tactics that I had started to use over the years in my piano lessons.
'Lazy' Piano Teaching however isn't about is sitting back as a teacher with your feet up and just letting the pupil 'get on with it'! In fact when we were talking about this subject at the recent meeting of the Oxford Piano Group we all agreed that 'Lazy Piano Teaching' requires a lot of preparation and thought. The author, Jim Smith, proposes that 'Lazy Teaching relies on the students beginning to develop skills in the process of learning and understanding which of these newly acquired skills to deploy with each new challenge' (location 454).
So the next few posts will be on the subject of how our actions and words as teachers can have a positive or negative influence on the progress of our pupils. This week here are a few thoughts and strategies to get you thinking about how to be a little 'lazier'!
Capture the pupil's attention!
- Instead of thinking about what you are going to do in the lesson focus on what your pupil is going to do. Ian Gilbert suggests that you should 'do things with them, not to them' (location 264)
Do things differently
- Do you always sit in the same place? Try standing up or moving to a new position to listen to the pupil play. Moving away from the piano can help the pupil to feel more freedom and helps to take away the sense of you 'breathing down their neck'. It also means that you focus on listening to the music rather than reading the notes.
- 'Mess' up the order of the lesson. If the lesson elements always happen in the same order it can be refreshing for all involved to do it differently. You could write the different elements (scales, repertoire, sight reading, improvisation) on post-it notes and let the pupil choose the order. This really helps the pupil have a sense of ownership and involvement.
- Make them curious - starting with an activity that piques their curiosity really helps the pupil to start thinking. One of the best strategies is to ask the pupil to come up with a question to an answer you provide. For example, I will write an answer on a whiteboard or post-it note and put it on the music stand and say to the pupil 'This is the answer. Can you think of what a possible question might be? Just think about it during the lesson and let me know when you have thought of something'. Ideally this relates to something that was covered in the previous week but you should also be aware that there will be more than one question that emerges.
- Make sure you tell them about the important stuff! If you want them to be aware of an important concept make sure you tell them it is important rather than just assume that they will realise.
In the next post I will be suggesting ways that careful use of language can enhance the motivation, self-esteem and behaviour of your pupils.
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