Teaching Methods

Judy's House of Music is based on learning music in a fun and interesting way, finding music that is unique to each student to appeal to their particular interests and goals. I have recently developed a system used to motivate my students through positive rewards.

I can remember a feeling of satisfaction and enjoyment when I had a great week of practice, but feelings of worry and frustration when my practicing didn't meet my expectations or goals. I was hesitant to go to my lesson, and worried about my teacher's possible negative comments. Because of my own personal experience, and with the input of other teachers, I developed a system to encourage students without negative input from the teacher.

At the beginning of the year, I assign a certain number of points for each positive achievement a student may attain, from attending their lesson and having quality practices during the week to playing for others and taking a music exam. For example, a student can earn a varying number of points for memorizing a piece (depending on the level and difficulty of the piece), or 20 points for extra playing. Then, at each of the three recitals during a year, a number of students are rewarded with medallions for various achievements that have been met, such as disciplined practicing or memorization of songs.

Also, I determine the number of points that all students should try to earn by the end of the year. Every student that accumulates that number of points during the year will receive a trophy at the first recital of the following year. In the initial interview, I review the points system, and give each student a hand-out which documents the number of points assigned for each activity. The number of points is recorded in each student's record book, as well as in my own. It is not a public record -- in other words, each student is competing only against themselves for the target number of points.

I find that most students work better with visible goals. Therefore, I schedule three recitals each year. This helps them to learn performance skills, to perfect pieces, and to practice performing them before events such as Music Festival or exams. Group lessons (in small groups of 10 or less students perform for each other before each recital) are scheduled for the week prior to each recital. Extra pages in each student's record book document progress such as memorized pieces (Repertoire) and public performances (Calendar of Events) so they can see their progress.

Weekly assignments are written out, with specific instructions on what to practice that week for each piece. Students are expected to record their days/number of practices and parents are requested to sign the book, recognizing that they are aware of the teacher's instructions and their child's committment to practicing and doing their best.

I believe that open and honest communication between parents, teacher and student promotes an atmosphere that allows students to thrive and the teacher to excel. It is my goal to achieve this atmosphere for each student, no matter what their age, ability, musical preferences or personal goals. To encourage this communication, students receive points for each month that a parent communicates with the teacher, by phone, email or personal contact.

The rationale behind the assignment of points for positive achievements is that while points that aid each student is earning a trophy are worthwhile, lack of practice or diligent work will receive no points but also no negative comments. The students receive a trophy if they have earned one by their work, and can keep track of their points throughout the year, making sure that they are on track to earn their trophy. The responsibility for earning or not earning a trophy is each student's.