Klarinet Archive - Posting 000014.txt from 2002/06

From: "Jay Webler" <webler1@-----.com>
Subj: Re: [kl] Re: selmerintonation - Today's students
Date: Sat, 1 Jun 2002 03:11:41 -0400

The most amazing statement that I have often heard in a lesson is, "What
difference does it make?", when trying
correct an inherent problem. Apparently they assume that I'm giving out
information just to fill up time,
or I am not intelligent enough to give valuable information. I think the
problem is much deeper than just understanding
the monetary value of a lesson. I frankly think that the education system
has spent so much time trying to appease rather
than educate that many students today do not understand their roles as
students. Teachers are to teach, and students
are to learn. In all of my life I do not ever remember thinking that any
information a music teacher gave me was useless or
unnecessary. (I must admit that I probably wasn't as interested in History
or Math). The only time I have left a private
teacher is when they didn't teach. This was true even when I was getting
free lessons from my band director in High School. There were times when I
was not as interested in some information, such as the full explanation of a
dominant exercise in the Rubank Advance Method. (I used to think to myself,
that's somewhat interesting, now can I just play the notes). I didn't
always understand the value of everything given to me until a later date,
like 30 years later, but I would have never thought to verbally challenge
what I was being given. In my mind it would have been rude, plus this was
back in the days when you just didn't talk back to a teacher.

I also think this is a result of the fact that our entire society tolerates
rudeness in our children because as a whole we are
afraid to correct them. (I once heard Dr. Spock on the radio a couple of
months before he died say that many people misunderstood what he was trying
to teach. He said, "Parents today are afraid of they're children, and I
never intended for this to be.")

Many times I have sent students home who displayed any rudeness to their
parents when at one
of the places I teach. I explain that they are to treat they're parents as
well as any other adults with respect, if they don't, then
I will refuse to teach them. I find that the parents are usually very
thankful for this.

One of the first things I have to establish with my students is the fact
that I teach and the student is to learn. If any new student is rude to me
I immediately get the parent and explain that I will not tolerate this
behavior.
(No rolling eye in my sessions). I use to tolerate it more in the past, but
I have found that if the student know you mean business
and you will involve their parents, they tend to settle down very quickly.
As a result I am developing a base of students that do
listen more now, than they did at first. In some cases it takes over a year
for a student to realize that what I am giving them is
good for them. It usually comes when they get an award at school, or the
band director uses them for examples for the rest of
the class. It is always a joy to watch a student grow as person as well as
a musician.

No doubt, I loose some students that way. But they usually go to another
teacher I know and I hear that they are behaving the
same as way as they did with me. In those cases the parent usually supports
the rudeness of the child, and I would be wasting
my time. I have often told parents who have children like this, and refuse
to change, that the best thing they can do is stop the lessons
and use the money to treat themselves to a nice meal at their favorite
restaurant. It has taken me awhile to build up because of this, but I am up
to 42 students and still growing.

One other thing, the students that have stayed also learn that I care for
them deeply and only desire the best for them. They get
to have fun, and laugh, and work and improve and learn not to afraid of
teachers.

Sorry for the soap box, but it is time for the tail to stop wagging the dog.
(For those who think I am talking about dictatorial totalitarianism, I am
not. I am talking about understanding what role a student is and learning
to function in that role without complaining and belly aching all the time.)

Jay Webler
Jay's Clarinet and Percussion

----- Original Message -----
From: "Gene Nibbelin" <gnibbelin@-----.com>
Subject: RE: [kl] Re: selmerintonation - Today's students

> Jay -
>
> Too bad these students don't pay for their own lessons. If they had to
pay,
> I'm sure their attitude would be much improved.
>
> I know that when I pay $60.00 for a 2 hour lesson twice a month, out of my
> modest retirement income, I tend to pay attention REEEEEEEAL closely. You
> might say that I am "financially motivated".
>
> In my early student days in the late 30s and in the 40s (depression days),
I
> knew that my Dad had to work very hard and long hours to provide for us
and
> pay for my music lessons. I paid attention very closely then, too.
>
> Back to Kroepsch Exercises 168 - 181 - part of this lesson's work.
>
> Regards,
>
> Gene N.
> -----Original Message-----
> From: Jay Webler [mailto:webler1@-----.com]
> Sent: Friday, May 31, 2002 12:20 AM
> To: klarinet@-----.org
> Subject: Re: [kl] Re: selmerintonation
>
> Thank you for correcting my terminology. It is more
> correct to say blowing through the Clarient. I'm surprised
> at myself for not saying it that way since it is supposed
> I continuously say to my students.
>
> I am finding that the longer I teach a student the more they
> remember. Another way to say is that it seems to take
> a long time for anything to sink in. I tell my students that
> it has been scientifically proven that no young person hears
> anything until it has been repeated 5000 times, therefore that
> is why we adults repeat things so many times. Often I suggest
> that if they really want to shake up there parents, they can do
> something the first time asked. Thankfully most of my students
> have a good sense of humor. I actually had one student say to me,
> "we know what we're supposed to do, we just don't do it."
>
> Jay Webler
> Jay's Clarinet and Percussion
>
> ----- Original Message -----
> From: "Anne Lenoir" <AnneLenoir@-----.net>
> To: <klarinet@-----.org>
> Sent: Thursday, May 30, 2002 3:34 PM
> Subject: Re: [kl] Re: selmerintonation
>
>
> > Dear Jay,
> > You are absolutely correct about the importance of blowing
> > properly. I say blowing "through" the clarinet, not "into" it, will
> > usually result in a strenthened embochure. Unfortunately, some of my
> > students "forget" how to blow from one week to the next. I have to keep
> > an eye (and ear) on it all the time. ANNIE
> >
> >
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