Supporting Your Piano Pathway
Reflection by Andrew Eales
Which of the incredible teachers in this picture would you like to sign up to have piano lessons with?
Finding the “right” match can certainly prove challenging for some. Writing in a recent issue of Pianist Magazine, Warwick Thompson sagely advises:
“A teacher is actually a human being, surprising as that fact may sound, with foibles, prejudices, blind spots, strengths, and wonders within them.
If those foibles and wonders don’t align with yours, it doesn’t mean you’ll never progress at the piano. It simply means you’ve had the wrong teacher (or rather, to spin the mirror, it means your unfortunate teacher had the wrong student).”
Relief all around, then!
Personal Strengths
When I led a team of ten piano teachers for the local Music Service, my role included observing each teacher in action. I had the privilege of visiting many lessons during those years, witnessing a wide range of teaching styles. While undoubtedly sharing similar aims and ideals, each colleague had their own approach, personality, and unique strengths.
Not infrequently however, learners or parents would seek a change of teacher. Schools, too, would sometimes request a rethink of who we sent to work with them. Making fortuitous matches proved one of the more difficult challenges of the job.
Among the most important ‘take-away’ lessons that I learnt during my time in that post was this:
NO teacher is ideal for ALL learners, including me!
We all have our particular quirks and imperfections, which can sometimes become sources of frustration or annoyance for our students. I am certainly well aware that some of the traits associated with my ADHD can prove to be a particular distraction for others.
And when it comes to our teaching styles, here are some of the perils we must all navigate, any of which might make or break a partnership:
Methodology: some learners will happily adhere to teacher-led methodology, while others prefer a more flexible approach in part led by their own preferences and personal goals. Some enjoy a discursive approach, others a more disciplined focus in lessons.
Musical Style: learners all have (and rightly develop) their own musical tastes and preferences. Whether or not these match the teacher’s inclination and expertise may determine compatibility.
Giving Feedback: some learners welcome critical feedback, underpinned by ambitious standards, while others are better motivated by a softer, more encouraging approach. Good teachers try to adapt to each learner’s temperament and aspirations, but the right balance won’t always be struck.
Personal Organisation: some learners enjoy flexibility, don’t mind if a teacher reschedules or runs late, and will turn a blind eye to the occasional slip up. However, others prefer consistency, routine, and punctuality, and have less tolerance for what they perceive as disorganisation.
When it comes to matters of physical appearance, manner, and our personal styles of communication, some partnerships can prove to be uncomfortable. Lessons are unlikely to be enjoyable or effective unless teachers, learners, and parents share mutual respect, are able to be honest with each other, and can relax in lessons.
All relationships involve compromise and tolerance on both sides. Happily, I find that in most of my lessons a good, accommodating balance can be found. Admitting to our human foibles can certainly help us to work more productively together, and discover some wonderful benefits.
But even with the very best of intentions, personality clashes between two people are hardly uncommon, and shouldn’t be allowed to become an ongoing drama. In our search for learning experiences that are fruitful, rewarding, and progressive, working with a different teacher or student can sometimes prove to be the best outcome for everyone involved.
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