I recently walked into a restaurant with my wife and, trying to be gentlemanly, reached for the door handle to open the door for her. She was a step ahead of me as I grabbed the handle. Can you guess what I might do with a door that had a handle? Did I push it or pull it? Intuitively, I pulled on it and she had to abruptly stop walking. No, not because I almost hit her in the head with the door, but because the door did not open. It didn't function the way its "label" suggested.
The "label" on the door was the handle, which would suggest that I pull it. Who would push a handle? If you want something to function by being pushed, you need to put a plate on it, not a handle. Pianists know this because piano keys, which need to be activated by pushing or dropping weight into them, do not have handles! They are, by design, meant to be pushed, as any two year old can intuitively figure out.
Labeling something (or someone?) causes you to interact with that thing (or person) in a certain manner. Sometimes, that manner is effective. Often, however, if the label is inaccurate or tainted by the labeler's own perception, interaction is ineffective. Okay, I can hear you asking, "So what does this have to do with being an Empowered Music Teacher?" Fair enough.
How often have you labeled a student? Shy, stubborn, defiant, talented, not-talented, rhythmically challenged, belligerent, obstinate, quiet, difficult, lazy, rude Imagine having to sub for a teacher and that teacher telling you the student was defiant and rude. How would that effect your interaction with the student? What feelings would you bring to the lesson? Would you go in gentle and compassionate or might you be more ready for resistance?
The "label" on the door was the handle, which would suggest that I pull it. Who would push a handle? If you want something to function by being pushed, you need to put a plate on it, not a handle. Pianists know this because piano keys, which need to be activated by pushing or dropping weight into them, do not have handles! They are, by design, meant to be pushed, as any two year old can intuitively figure out.
Labeling something (or someone?) causes you to interact with that thing (or person) in a certain manner. Sometimes, that manner is effective. Often, however, if the label is inaccurate or tainted by the labeler's own perception, interaction is ineffective. Okay, I can hear you asking, "So what does this have to do with being an Empowered Music Teacher?" Fair enough.
How often have you labeled a student? Shy, stubborn, defiant, talented, not-talented, rhythmically challenged, belligerent, obstinate, quiet, difficult, lazy, rude Imagine having to sub for a teacher and that teacher telling you the student was defiant and rude. How would that effect your interaction with the student? What feelings would you bring to the lesson? Would you go in gentle and compassionate or might you be more ready for resistance?
Labels cause judgements to be made. These judgements can often
blur the simple observation of behaviors and the opportunity to
respond without some "color on your glasses."
blur the simple observation of behaviors and the opportunity to
respond without some "color on your glasses."
Labels cause judgements to be made, either consciously or subconsciously. These judgements can often blur the simple observation of behaviors and the opportunity to respond without some "color on your glasses." Labels can handicap your ability, as an educational professional, to interact with your student in a way that is beneficial and effective.
Here's an exercise to play with. On your next teaching day, simply observe behaviors and report them to your brain, without labeling them. Behaviors are simply ways a person meets their needs. If a student doesn't want to try the fingering your suggest, don't label him or her stubborn. If a student wants to try their own dynamics instead of the composers or editors, don't label him defiant or even on the positive side, creative. Just see the behavior. Start to recognize when you are labeling a student and the feelings these labels create in you the teacher. Often the feelings labels create, then have a domino effect in causing us to act in a "knee-jerk" manner...a conditioned response. Observe, observe and observe. Gather data about the student, instead of making judgements. Behaviors provide you information and data. The data will assist you in creating the path of least resistance, which is always the least stressful for your students...and for you.
Here's an exercise to play with. On your next teaching day, simply observe behaviors and report them to your brain, without labeling them. Behaviors are simply ways a person meets their needs. If a student doesn't want to try the fingering your suggest, don't label him or her stubborn. If a student wants to try their own dynamics instead of the composers or editors, don't label him defiant or even on the positive side, creative. Just see the behavior. Start to recognize when you are labeling a student and the feelings these labels create in you the teacher. Often the feelings labels create, then have a domino effect in causing us to act in a "knee-jerk" manner...a conditioned response. Observe, observe and observe. Gather data about the student, instead of making judgements. Behaviors provide you information and data. The data will assist you in creating the path of least resistance, which is always the least stressful for your students...and for you.
Most of the tips in this blog are culled from my two books, Coffee With Ray and Lessons With Matt. This one, however, is a bit of a spoiler alert. It is from my new book which is scheduled to be published mid 2018. If you would like more strategies that will both nurture your students into self-directed learners while making your job less stressful and more rewarding, please check them out on Amazon.
RSS Feed