Oh, I remember studying (cramming really) for those school history and language arts tests.
Sincerely meditating on the test material, I’d allow my head to fall deeply into the center of the thick textbook memorizing dates and vo..caa…buu…lar…….y….. woooooo..r……d….ssssss (zzzzz……zzzzzz…..zzzz).
Oops! I’m sorry! I dozed off!!
Just thinking about it makes me super sleepy.
The textbook wasn’t as soft as my down feather pillow, but I made it work.
We’ve all been there!
- Temporarily fill brain with information.
- Take test.
- Dump information.
It’s unfortunate, really.
I used to procrastinate on my piano assignments as well.
I’ll never forget student procrastinating the week of piano festival. Oh, what a fearful experience that was!
Served me right, though!
My parents pushed me to practice, but they could have pushed harder at times.
It’s tough to strike the appropriate balance, right?
We don’t want our students to burn out. But they need to be pushed. And sometimes parents need to be pushed.
I believe that parent involvement is key to children’s success in the lesson room.
Unfortunately, too many parents allow piano teachers to shoulder all of the responsibility.
Many of you have told me that the two biggest problems you face in the lesson room are a lack of practice and parent involvement.
I struggle with these myself.
But there are ways to combat these problems.
Rote pieces are perfect for early-late beginner students because they allow them to play more exciting music since they’re focussing on patterns and not note reading.
There are other ways to combat these problems, of course. But that’s enough from me.
I want to hear from you!
How do you open this dialogue with your families? What’s working for you? What’s not working for you?
Please leave a comment below.