©
2003 By Rebecca Martin
Parent
involvement is a cornerstone of the Suzuki Method and figures
prominently in the success of the program. Teachers work closely
with parents training them to help their children at home.
This relationship between teacher and parent ideally speeds the
learning process, maximizes practice time and eliminates wasted
time practicing incorrectly. Having parents at the lesson
keeps them actively involved. Their careful note taking
saves the teacher time. They know exactly what is expected during
the week's practice. The parent witnesses the developing relationship
between the student and teacher.
I've
had parents tell me that they love the time they spend in my studio.
They say the lesson offers a needed respite from the worries of
every day life. They sometimes say it is the best part of their
week. SO HOW DO I TELL THEM THAT THEY CAN'T COME ANYMORE???
When is it time for parents to stop coming to lessons and for
students to practice on their own?
Teachers
want their students to work independently. Our job is to
teach technique, musicality, theory, and reading so that ultimately,
our students don't need us to learn new music. Each child
is different. Some children can work alone at age eight and some
are not ready at thirteen. I asked many of my older students
when they knew they were ready to practice alone. Here are their
responses:
My
Mom/Dad and me were having conflict during the
practice times.
I outgrew my Mom/Dad's ability at the piano.
I decided I wanted alone time at my lesson.
I asked several parents when they knew their child
was ready for independent work.
My child was going to the piano more and more on
their own without my supervision.
I couldn't keep up with the same rate of progress
as my child.
They didn't want to listen to my advice
anymore.
I
remember when my daughter's piano teacher told me it was time
to stop coming to her lessons. I could not believe my ears.
I had been coming for so long and had learned so much from observing
the lessons. How would I know what was going on? How could
I make sure everything was being completed? How could she
possibly succeed without my help?! I had to take a deep breath
and allow her to transition into independent learning. I had succeeded
in getting her off to a good start and now it was her turn to
continue. I would miss coming to her lessons but I knew
it was time. In the beginning it took a little longer to learn
pieces, but eventually everything settled down. I saw the pride
my daughter felt as she learned the music on her own. She still
invited me in to hear her pieces and asked for help when she needed
it. We had established a practice time very early in the morning
before school. It was wonderful to have the house filled with
beautiful music first thing in the morning (without being down
in the studio with her!).
Like
every other event in a child's life, (crossing the
street alone, riding a bike, having a first sleep over
away from home, going to KINDERGARTEN, DRIVING!) it is
a natural but sometimes scary process to send the
child into the lesson alone. However, when the parent
stops coming to the lesson, the relationship between
the student and teacher changes. I love this phase. My
students open up more without the parents present and
I get to know them as young adults. This is
where the fun starts. I feel privileged to be
part of this stage of their growth. Encouraging
them as independent learners ensures that they will
enjoy music forever.