I was teaching out of one of the Faber Piano Adventure books the other day and came across “Whirling Leaves,” which I have taught many times before. Something about seeing it again reminded me of my first time trying to teach it to a student, and the ensuing struggles to master the rhythm.
The piece is not that difficult: a left-hand accompaniment pattern that repeats, beginning by itself and then gradually bringing in a simple right-hand melody over the top. But inevitably kids get the counting wrong the first time they read it, and by doing so they establish a [bad] habit of playing the incorrect rhythm every single time.
An experienced teacher knows this about this particular piece and will “frontload” the student with information to make the first reading a success: Play the piece for the student so he can learn how it is supposed to sound; count and clap the rhythm together; have the student write in the beats; practice playing just the left hand and counting aloud until the rhythm is mastered. But a beginning teacher does not always anticipate what challenges a particular curriculum/piece of music might present, especially to a student who lacks the background knowledge needed to be successful. Further, a beginning teacher often has limited strategies for addressing challenges as they come up.
Are you aware of the different stages of teaching we go through, the normal path of growth and development for a teacher? When I went through my teacher training to become a certified public-school teacher, I learned that there are three stages every new teacher goes through (whether new to the profession or new to a particular grade level or curriculum):
- Teaching with a focus on me – How do I get through the day? What am I supposed to be doing? What are others thinking about me?
- Teaching with a focus on the curriculum – What am I teaching? How can I adequately explain what needs to be taught?
- Teaching with a focus on the child – What does the child need? Is my instruction reaching him? What does she understand, and where is she still struggling? How can I adapt to meet his learning needs?
Each stage can take a year or so to move through, through no fault of the teacher. It is just how things tend to work!
Which of the above stages do you most identify with currently?
If you’re at #1: Be encouraged, knowing that all of us start at this stage! Rather than feeling self-conscious about your teaching, be assured that you have something to offer. Be willing to learn from your mistakes. As you approach each lesson, review what the student already knows and build on that foundation. If things aren’t working, don’t be afraid to stay with a piece for a few weeks, or even to review old pieces to solidify concepts. Try different things. Reach out to a colleague if you’re not sure what to try. Know that as time goes on, you will refine your teaching and hone your skillset.
If you’re at #2: You’re starting to think more strategically about content. Lean into this time! Research best practices in teaching. Take a pedagogy class, listen to podcasts, follow a blogger. Choose a method and stick with it; learn its strengths and weaknesses and supplement where you need to. Although not strictly related to pedagogy, you might find some helpful resources in my article on Professional Development for Pianists.
If you are at #3: You’re comfortable with your teaching materials (method, anthologies, technique) and ready to really consider how to address specific needs of students. Be intentional about finding music that both highlights their strengths and challenges them to grow. At least once a year, reflect on where each student has been and where you would like them to go. Check in with parents to give and receive feedback on lessons and practice. Experiment with different ways of explaining the same concept. Join a good piano teacher group on Facebook and participate in the discussions, use the search function within the group to explore specific topics, and be open to learning new ways to teach effectively. Some well-moderated groups include Professional Piano Teachers, The Art of Piano Pedagogy, and Piano Teacher Central.
Wherever you are at in your teaching journey, I hope you are enjoying the process of discovery and growth – both in your students and in yourself! I don’t think any of us ever “arrive,” but we can definitely refine our skillset and become better communicators and educators if we are willing to commit to a lifetime of learning!
I am offering a mini-course this fall on When the Method Book is Not Enough, all about evaluating the curriculum you're using and how it fits your particular students' needs. We will discuss ways to supplement your current method books or transition out of them altogether. My goal is to give you a better understanding of what method books can and cannot accomplish as well as an assortment of tools and resources to curate the best books for motivating and engaging your students. If this topic interests you, click here!
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