Feedback
Responding accurately to questions or playing a passage accurately reduces the stress
(fight or flight) juices running through the student, increasing confidence and self-assurance. |
Challenge
Be careful. Two much or two little and the student gives up
or retreats mentally in boredom
or if too much new material
be sure to control the resource of support, and the degree of difficulty. |
| The student's brain is self-referencing.
It does what is next based on what it is sure it already knows.
Feedback sets the information in the brain for future reference. |
Novelty can be established through changing the room around, decorating, use of computers, group lessons, guest clinicians, local musicians, games, students doing the teaching, projects, camps, reward systems.
(I have a general store where the students use earned quarter, half, whole, etc. notes as money to buy fun stuff) |
How can you accomplish feedback?
Provide a monthly opportunity for each student to play a solo and have feedback from his/her peers.
This affirmation releases neurotransmitters of pleasure such as dopamine and endorphins and adds enjoyment to the difficult task of learning. |
Guidelines:
Make the feedback specific.
What could they improve in their posture, bow hold.
Feedback should be immediate
Feedback should be controllable.
The student should be able to make improvements |
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