The Virtuoso Teacher · The Inspirational Guide for Instrumental and Singing Teachers by Harris, Paul -- Read -- Imperial Library of Trantor

Index

Cover Acknowledgments Foreword 1 Being a virtuoso

The spirit of Paganini

2 What we do

The component parts So who has musicality? The three pillars of effective teaching What is learning? Completing the list

3 The Virtuoso Teacher as master communicator

4 Getting the best out of pupils

Do bad pupils really exist? F sharp is better than B flat … Sticky labels When well done is not so well done

5 Dealing with challenging pupils

You may not think so, but I am trying to communicate with you … Today I’m going to sulk … I’m really frustrated … Deeper frustration Fear of failure ‘I can’t do this …’ ‘You’ll love learning the piano, darling … Should we ever get cross? The importance of clear boundaries

6 The lesson

Lesson planning: friend or foe? Lesson plans for the 21st century Simultaneous Learning Simultaneous Learning and stress Good connections Lesson preparation Lesson feedback Taking the applause

7 The core of the matter

There are instructions and instructions … The response There is feedback and feedback … A taxonomy of response Pupils’ expectation of feedback It’s not what you say, it’s the way that you say it Why a positive response really is crucial … … and why negative responses must be avoided So how should we respond to mistakes? Poor practice

8 Asking the right questions

How’s the hamster? If you don’t ask, you don’t get Open versus closed Exploring questioning as feedback Questions to inspire The power of ‘might’ The post-answer wait period Something here needs your attention – can you work out what it is? ‘I don’t know ...’ Getting pupils to ask questions Practising is asking questions

9 Creating the masterplan

Process or outcome? Creating your own programme Do-it-yourself exams A personal dossier

10 The trouble with practice

Why practice becomes a dirty word Freedom not imprisonment Challenging beliefs Correcting mistakes What practice should be Taking the stress out of practice The Three Ages of Practice A practice menu Pupils who don’t practise The parent factor A special request

11 Do teachers need to practise?

Accessing the imagination Building connections Whose interpretation? A practice menu for teachers Practical things

12 Progress

Making progress What does progress mean to you? Questions for pupils to ask Questions for teachers to ask The exit factor Is progress about meeting targets? A child’s view A final thought

13 Group teaching

But are we all so different? The ‘core activity’ The importance of surveillance Making comparisons Ensemble work Management Expectations in the group lesson

14 The journey continues

The five essential principles Presenting an effective masterclass or group lesson And the winner is ...

15 Moving on

Looking outwards Looking backwards and forwards Looking inwards

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