Establishing Independent
Practice
By Rebecca Martin
Parent involvement
is a cornerstone of the Suzuki Method and figures prominently in
the success of the program. Teachers work closely with parents
training them to help their children at home. This relationship
between teacher and parent ideally speeds the learning process,
maximizes practice time and eliminates wasted time practicing
incorrectly. Having parents at the lesson keeps them actively
involved. Their careful note taking saves the teacher time.
They know exactly what is expected during the week’s practice.
The parent witnesses the developing relationship between the
student and teacher.
I’ve had parents
tell me that they love the time they spend in my studio. They
say the lesson offers a needed respite from the worries of every
day life. They sometimes say it is the best part of their week.
SO HOW DO I TELL THEM THAT THEY CAN’T COME ANYMORE??? When is
it time for parents to stop coming to lessons and for students
to practice on their own?
Teachers want their students to
work independently. Our job is to teach technique, musicality,
theory, and reading so that ultimately, our students don’t need
us to learn new music. Each child is different. Some children
can work alone at age eight and some are not ready at thirteen.
I asked many of my older students when they knew they were ready
to practice alone. Here are their responses:
“My Mom/Dad and me were having
conflict during the practice times”
“I outgrew my Mom/Dad’s ability
at the piano”
“I decided I wanted alone time at
my lesson”
I asked several parents when they
knew their child was ready for independent work.
“My child was going to the piano
more and more on their own without my supervision”
“I couldn’t keep up with the same
rate of progress as my child”
“They didn’t want to listen to my
advice anymore”
I remember when my daughter’s
piano teacher told me it was time to stop coming to her
lessons. I could not believe my ears. I had been coming for so
long and had learned so much from observing the lessons. How
would I know what was going on? How could I make sure
everything was being completed? How could she possibly succeed
without my help?! I had to take a deep breath and allow her to
transition into independent learning. I had succeeded in getting
her off to a good start and now it was her turn to continue. I
would miss coming to her lessons but I knew it was time. In the
beginning it took a little longer to learn pieces, but
eventually everything settled down. I saw the pride my daughter
felt as she learned the music on her own. She still invited me
down to hear her pieces and asked for help when she needed it.
We had established a practice time very early in the morning
before school. It was wonderful to have the house filled with
beautiful music first thing in the morning (without being down
in the studio with her!).
Like every other event in a
child’s life, (crossing the street alone, riding a bike, having
a first sleep over away from home, going to KINDERGARTEN,
DRIVING!) it’s a natural but sometimes scary process to send the
child into the lesson alone. However, when the parent stops
coming to the lesson, the relationship between the student and
teacher changes. I love this phase. My students open up more
without the parents present and I get to know them as young
adults. This is where the fun starts. I feel privileged to be
part of this stage of their growth. Encouraging them as
independent learners ensures that they will enjoy music forever.