Here, I’ll overview the rich interaction that I found when I combined research and practice. I entered an educational psychology graduate program with this question: how could I, a young teacher with only a little Suzuki training, get my violin students to take charge of their own learning, both in the lesson and at home? Though I’ll be asking this question for the rest of my life, I have learned much so far.
However, most didn’t seem to retain the practice techniques I carefully taught them some even had the irritating habit of coming back the next week sounding worse! I suspected that much of my students’ potential lay untapped because they were not practicing effectively. A few motivated students got it and immediately excelled, which reassured me that I wasn’t crazy. Though I was a natural teacher in many ways, I quickly hit a wall with getting them to concentrate on their technique, identify errors, and problem-solve. My hope as I set out teaching was twofold: to teach excellent technique that would allow for musical expression, and to slowly equip my students to become their own teachers. My interest in getting students to practice effectively was born in 2006 when I was an undergraduate and new studio teacher.Īs a violin performance major, I had become an excellent practicer and would often spend four hours a day deeply engaged in productive, joyful work. The Michele Higa George Suzuki Outreach Fund.2nd International Suzuki Teacher Trainers Convention SPAIN.Home Recording & Translation Guidelines for Suzuki Voice.Suzuki Early Childhood Education Teacher Training.
Suzuki Principles in Action (SPA) Overview.Bolsas para Professores Latino Americanos.College Credit for Suzuki Teacher Training.Chapter Round Table Session from Conference 2018.