Klarinet Archive - Posting 000108.txt from 2007/01

From: "Nicholas Yip" <clarinets21@-----.com>
Subj: Re: [kl] music students
Date: Fri, 12 Jan 2007 21:02:57 -0500

Hi,

The students and myself can compromise with each other.

(see below)

Nicholas Yip
Clarinetist and Music Teacher

>From: "Christy Erickson" <woodshome7@-----.com>
>Reply-To: klarinet@-----.org
>To: <klarinet@-----.org>
>Subject: Re: [kl] music students
>Date: Fri, 12 Jan 2007 14:49:46 -0600
>
>How could one possibly set a student up in a negative way by presenting
>information they need to learn in a manner that the student can best
>understand? Ask yourself whether you really want them to grasp the new
>material you present to them to learn or would you rather have them not
>learn it at all? It seems to me that the latter option would really set
>students up for a failure. In my opinion, anyone who considers themselves
>a
>teacher needs to have an understanding of various learning styles and
>personalities.
>
>I have heard the story below about students flunking out of classes a
>teacher insisted on teaching "only their way" over and over again. There
>have been just as many times that I've heard about the student who took the
>same class with another teacher or who switched to another teacher and did
>extremely well in the same class. My daughter, who has problems with the
>processing of verbal information had problems last year with a teacher who
>lectured spoke at a very high rate of speed and who refused to provide the
>students with any sort of visual aids during her lectures. Since my
>daughter has an IEP, I was able to put pressure on the teacher to change
>her
>teaching style to accommodate my daughter's primarily visual learning
>style.
>It was sad that I had to use legal means to help the teacher learn what SHE
>did not know but that was the truth of the matter. The teacher did change
>her methods and my daughter ended up with a very good grade in that class
>but truthfully, if the teacher had not come to some compromises, I would
>have taken my daughter out of that class and had her study the subject with
>another teacher. My daughter learned to speak up and ask for what she
>needs
>and I'm sure this teacher made gains in terms of her professional growth
>also.

kudos to you!

All this is true, as long as both sides compromise.

>Unfortunately, the students who may have varying learning styles don't all
>necessarily have problems severe enough to qualify to have an
>individualized
>educational plan but a truly good teacher who really cares whether they
>learn the material will make an effort to be more creative. If you are a
>teacher in a school situation in which students get a grade for the work
>they do, you may have better luck at insisting everything be "your way,"
>and
>if you are the only band teacher, students will have no choice but to take
>the class from the band director. However, there are many cases in which a
>student really does do far better with a different teacher and students do
>often switch to a different teacher if they find themselves in a situation
>with someone they don't learn well with and another choice is available.
>In
>a private teaching situation, fortunately, students do have many choices
>and
>the challenge to the teacher becomes that of motivating them to continue
>learning simply for the sake of learning. That's what learning is truly
>all
>about anyway. Students will learn to take more risks, to become more
>interested in the subject at hand, to be creative, to become more
>inquisitive and to seek the information they need if they are with someone
>who models those traits for them. If a teacher models the art of being
>stubborn, they will probably end up with students who have the same traits
>and I have observed this firsthand with several private teachers I know,
>since I often end up working with their students. I can tell you that many
>people do NOT consider that an attractive quality in a teacher for their
>child. Think about the qualities you would like to see in your students
>and
>then make every effort to model those qualities and behaviors. You may not
>see immediate results but I guarantee that it will have an effect on them
>at
>some point. You don't necessarily have to behave like a "dictator" to have
>your students learn the things you'd like them to know.
>Christy
>

Once again, both sides must compromise.

The students I have seen who have changed teachers alot, often become
confused. I am not sure I would change so many times. I would interview them
and do my research on them first, to see if there is a match.
>
>----- Original Message -----
>From: "Nicholas Yip" <clarinets21@-----.com>
>To: <klarinet@-----.org>
>Sent: Friday, January 12, 2007 12:41 PM
>Subject: Re: [kl] music students
>
>
> > I can try this, however I am concerned I maybe setting them up for a
>fall
> > when they graduate. I have seen several students try to pull the 'I
>learn
> > it
> > my way' with several professors and the professors never bought into it,
> > keeping to their own style of teaching and expecting students to 'adapt'
> > to
> > them. The students eventually flunked out of the classes.
> >
> > Nicholas Yip
> > Clarinetist and Music Teacher
> >
> >
> >
> >
> > >From: "Christy Erickson" <woodshome7@-----.com>
> > >Reply-To: klarinet@-----.org
> > >To: <klarinet@-----.org>
> > >Subject: Re: [kl] music students
> > >Date: Fri, 12 Jan 2007 08:11:55 -0600
> >
> > >
> > >2) Each student will have a different learning style and it helps to
> > >give
> > >them some problems to solve in a lesson so you can observe how they go
> > >about
> > >solving the problem you've challenged them to solve. Observe how they
> > >process the information. If they seem unable to find a way to process
> > >the
> > >information, give them some suggestions and see which method they
>prefer
> > >to
> > >use to process the information. They don't want to learn things YOUR
> > >way,
> > >they NEED to learn it THEIR way.
> > >
> >
> > Get live scores and news about your team: Add the Live.com Football Page
> > www.live.com/?addtemplate=football&icid=T001MSN30A0701
> >
> >
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> >
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