 The Oboe BBoard
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Author: UNKoboist
Date: 2005-03-25 04:47
I have a student who has been slacking off a lot lately and doesn't come to his lessons prepared at all. I had to go through a horrible lesson with him the other day. He just says he forgets to work on reeds. He had two weeks to work on reeds and he came to the lesson without having one even scraped on. What should I do, he's been taking lessons from me for almost three years but I am not seeing any improvement. I tell him all the time how important it is to make reeds and practice. Last lesson he brought in a reed that measured out to around 65 in length!This was his only reed to play on and I refuse to make reeds for him, he has to learn. I just don't understand, should I contact the parents or let him go for awhile until he figures out if the oboe is a serious thing for him. It is beginning to waste my time and my advice is doing no good for him.
Extremely frustrated instructor
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Author: ohsuzan
Date: 2005-03-25 14:18
So, is this youngster a slacker in other regards, or just in regard to the oboe?
Speaking as a mother who has a slacker son, I suggest that the best thing in the world for this boy would be for him to experience the consequences of his behavior. If your stated policy is that your students must come prepared for their lessons in certain ways, you must enforce that standard. If he comes unprepared, you send him home.
If he is just "gaming" you, he'll shape up. If the problem is more extensive than that (affecting his life in general), there is nothing you are going to be able to do to correct it. The very best thing you can do for him is to help him learn this lesson about life: "you don't work, you don't eat."
Susan
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Author: oboeblank
Date: 2005-03-25 17:24
I had a student that I "flipped out" on. I yelled at her for about five minutes straight-which is very uncharacteristic for me and the next week everything was well prepared and polished as well as she could make it.
The other student I had was very talented and everyone told him so. He played first in the little orchestra and thought he was cock of the walk. He refused to work and so I tried some tactics: the "flip-out"-useless, sent him home-also useless, so at the end of my tether I drew up a contract. I outlined everything I expected him to do for the lessons-scales, two reeds in different stages, etude plus material either solo or orchestral and had a time limit of three months. If he didn't turn his act around in the three months he would be terminated as a student. I had him sign it along with his parents, who though it was a great idea. He however was not presuaded. After the three months and many warnings he was terminated as a student. Now he is playing second oboe and only in the loudest sections in the orchestra. All of his fellow oboe-lings have surpassed him. He was livid when he went from first oboe with all of the solos to second oboe only in the loudest moments. Who do you think called recently asking to return?
If it is important to him he will do something if not toss him out, unless you need the cash-even then I am sure you could find more productive things to do with that hour!
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Author: Dutchy
Date: 2005-03-25 21:02
How old is he?
As a mom of three, my advice would be that you should first warn him that if he doesn't shape up, you'll talk to his parents, and then if he doesn't, then do so.
They have the right to know if they're not getting value for their money (unless he's paying for his own oboe lessons).
Do it tactfully, though. "Junior seems to have hit a plateau, and he doesn't seem very interested in the oboe anymore; I need him to do things that will advance his learning, but he's been having some issues with compliance lately."
Not, "Your son is a waste of DNA and I don't know why I'm bothering with him, I feel like I should give you nice people a refund, why don't you see if the Army will take him?"
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Author: d-oboe
Date: 2005-03-28 03:59
Students are students.
As teachers, we expect the most that our students can give. That we must always do. As soon as we let our guard down once, and even for a second let the student develop an "oboe ego", as I call it, we are in trouble.
The student has to know that you are the professional, and that you are in charge. If they are coming to lessons frequently unprepared, there is a reason. Sometimes it's legitimate, I'll give you that. I know when one of my students is really having trouble. They look like they've seen a ghost!
When students are just plain slacking off- they get what they deserve. An extremely difficult lesson from me, and the option they can't refuse- work properly on the piece that they have been assigned to study- or do 2 octave scales for the rest of the month, in every key, and I don't want to hear anything else. Heck. At least that way they might improve their scales.
My students know that I don't take crap. I have enough of that already! Reeds take time, teaching takes time, and performing takes time. If a student feels like they need to waste time...they can: but it won't be mine!
Every person deserves a chance, mind y'all. People just need to be reminded of other people's limits
D
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Author: vboboe
Date: 2005-06-02 07:45
... sometimes the teacher can learn from the student that it could be time to re-evaluate teaching methods? Or maybe it's an interpersonality clash, extreme example teacher type Capricorn, student type Gemini learning conflict - student feeling funless? At any rate, student's passion isn't in it, maybe it's a heart-throb longing to serenade or mourn beloved on poignant oboe, not choke on reeds ...
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Author: d-oboe
Date: 2005-06-02 15:02
I would like to argue in return...if the student had such a passion to play the oboe, would it not make sense for him to pursue that passion and play the oboe to his utmost capacity? If the the student wants to become capable to perform all of those subtle nuances, to really be able to express through the oboe, he has to be able to make reeds that allow him to do so. Playing on store-bought reeds, or even student reeds made by the teacher, is in the beginning a less frustrating alternative; however, down the road of expression, a limiting student reed is what chokes even the most passionate of students.
Which brings me to my next point: perhaps UNKoboist, your student is not the type who will pursue a musical career. Some people don't have that drive. Perhaps he needs to be presented with an ultimatum: he either practices, focuses on the art, or doesn't come back to have lessons. It's harsh - but you will be doing yourself a favour. If the student has the guts to stand up to you, practice, and show himself, then you've made a breakthrough. If the student quits, that's his own decision, and something he must deal with. Not you. You are not responsible for his success or well being in life: *he* is. Your responsibilities are to teach him to the best of your ability, and ensure that he is offered as many opportunities as possible to learn from you.
D
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Author: GMac
Date: 2005-06-04 01:23
Just out of curiosity, has this student ever made good reeds before or even played any good reeds before? I know that sometimes I get in a rut and I bring in a bunch of reeds that aren't that great to my lesson just to show I've put some effort in, but I give up because I get discouraged that nothing's turning out. However, as soon as I try a couple of my teacher's reeds, I always come to the next lesson with great reeds because I know what I can attain if I work hard and I know what a good reed feels like.
Does this student really know what a good reed will feel like if he makes one? If he doesn't see the light at the end of the tunnel, then that may be why he's not motivated to work at it. I'm not suggesting that you give him reeds, but at least let him try some of yours so he can see for himself what he's missing.
Graham
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