Teaching PHILOSOPHYAs a teacher, I firmly believe that creating that unique plan and supportive environment for each student is critical to their success. While I approach students differently depending on their learning style, each student will learn skills to develop, pursue, and achieve their goals.
|
|
In lessons, I work with students to craft short-, mid-, and long-term goals, identifying areas of their playing where both of us would like to see improvement and increased confidence. Not only do I address the basics of playing, but also posture, injury prevention, performance anxiety, and anything else that could aid overall growth and success. It is a priority that my students know we are a team and feel comfortable while they are going through the process of making improvements. At first, most students often do not know how to make desired changes. When I can sense that a student is at a loss for what they need to do, I make suggestions of what they might try along with an explanation of why each approach could prove effective. Additionally, all of my students keep practice journals in which they track information which will help them assess the effectiveness of their practice session and set goals to prepare for the following session. This style of teaching and practicing encourages students to be engaged learners through awareness of their own learning and problem solving process. By establishing an atmosphere of collaboration and objective self-reflection, students find that they are able to work through challenges more easily and ask for help without shame when they do not grasp a concept.
Group lessons and chamber ensembles provide students with necessary tools to be supportive and collegial members of a group. One of the activities students participate in during group lessons is peer-taught mini-lessons. This activity gives students real-life teaching experience, allows them to test out new knowledge and skills on each other, and affords me the opportunity to mentor them on being effective teachers. As a long-time ensemble director and coach, I credit a lot of my students’ development to playing in flute choirs and other small groups. The biggest pedagogical advantage to performing with flute ensembles is students are able to develop aurally, enabling them to tune and blend. Opportunities to work on piccolo, alto flute, and bass flute help flutists develop flexibility and versatility. Participation in flute ensembles has afforded those under my direction invitations to perform at the National Flute Association Convention, symphony orchestra concerts, and professional sporting events. Additionally, collaborations with other arts organizations, community outreach performances at hospitals, retirement centers, nursing homes, and fundraisers for music education programs are frequent ways in which students can make a positive influence in their community.
Finally, it is essential that I provide my students with several performance opportunities as well as give them a positive performer role-model. In group lessons and studio classes, students frequently perform and develop skills to manage performance anxiety, stage presence, professionalism, and public speaking. By giving consistent semi-public performances, my students find that their formal recitals each year are more enjoyable and comfortable. I also perform for my students to give them an example of these concepts in action. When I perform for my students in group lessons, we discuss what went well and what didn’t. I do not hide my mistakes from my students, but instead I am transparent in helping them know how I overcame them. Performance is how we share our love of music with others, and such an experience should be enjoyed.
Above all, I strive to help shape well-rounded, confident young adults. I realize that the students I come in contact with will pursue many different paths in life, yet the skills they develop in lessons, such as problem-solving, communication, and discipline, are relevant to any career path they choose to pursue.
Group lessons and chamber ensembles provide students with necessary tools to be supportive and collegial members of a group. One of the activities students participate in during group lessons is peer-taught mini-lessons. This activity gives students real-life teaching experience, allows them to test out new knowledge and skills on each other, and affords me the opportunity to mentor them on being effective teachers. As a long-time ensemble director and coach, I credit a lot of my students’ development to playing in flute choirs and other small groups. The biggest pedagogical advantage to performing with flute ensembles is students are able to develop aurally, enabling them to tune and blend. Opportunities to work on piccolo, alto flute, and bass flute help flutists develop flexibility and versatility. Participation in flute ensembles has afforded those under my direction invitations to perform at the National Flute Association Convention, symphony orchestra concerts, and professional sporting events. Additionally, collaborations with other arts organizations, community outreach performances at hospitals, retirement centers, nursing homes, and fundraisers for music education programs are frequent ways in which students can make a positive influence in their community.
Finally, it is essential that I provide my students with several performance opportunities as well as give them a positive performer role-model. In group lessons and studio classes, students frequently perform and develop skills to manage performance anxiety, stage presence, professionalism, and public speaking. By giving consistent semi-public performances, my students find that their formal recitals each year are more enjoyable and comfortable. I also perform for my students to give them an example of these concepts in action. When I perform for my students in group lessons, we discuss what went well and what didn’t. I do not hide my mistakes from my students, but instead I am transparent in helping them know how I overcame them. Performance is how we share our love of music with others, and such an experience should be enjoyed.
Above all, I strive to help shape well-rounded, confident young adults. I realize that the students I come in contact with will pursue many different paths in life, yet the skills they develop in lessons, such as problem-solving, communication, and discipline, are relevant to any career path they choose to pursue.