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Leading by Example: Let’s Not Tire of Doing Good!
© 2025, Lois Veenhoven Guderian
As we gear up for another year filled with the many and varied responsibilities of our teaching and performing careers, we might take a deep breath in awareness of the fortitude we will periodically need throughout the year due to working in a profession that requires so many interactions with our fellow humankind. Just the teaching aspect alone requires so many different kinds of human interactions. Looking to the months ahead, we know we will also encounter challenges with time as we juggle life’s responsibilities and devote hours of preparation and follow up that are necessary to the teaching and learning endeavor. That is, to make sure the lesson we have with each student is productive and goes smoothly.
Private music educators have many tasks to accomplish that are necessary to successful teaching. A short, but certainly not a complete list follows: 1) determining and organizing schedules, 2) ordering and preparing lesson content, 3) at times, researching and/or reviewing materials and styles, 4) preparing students for contests and public performances under the restrictions of time, 5) engaging in numerous communications with parents to make sure they are fully informed as to their role in the success of their children’s music studies, 6) contributing to our own professional groups and taking the time for our own professional development and practicing. The stresses that go with these tasks are many from trying to remain on schedule while packing in as much teaching and learning in one lesson as possible to the challenges of cancelled lessons and having to reschedule a lesson due to a student’s family schedule.
Additional interactions with our clientele might include the task of carefully go over our studio policy with parents; educating parents as to their responsibilities in the private music endeavor and their role in the level of success their child will potentially accomplish. In addition to the more obvious need for sensitivity when engaged in the acts of nurturing children’s and youths’ love for music and playing ability while at the same time offering correction and guidance, all interactions require our sensitivity. Our work necessitates unfailing commitment to our students and their families and to those groups we work with in churches, schools, universities, community, and our professional organizations. As we prepare to embrace the year ahead, we know that life will be very full during the next months and there might be times, both expected and unexpected, that will tax our strength to the limit. During times like these it can help to remind ourselves of the noble purpose of our work and the position we are in to potentially have a very positive impact on our fellow humankind.
The role and responsibility of a teacher is profound. So many of the greatest leaders who shaped history were at the core teachers who in some way, shape or form taught the importance of humans serving humans for the good of each other and all humankind. Examples of these individuals who selflessly worked for the good of others include famous spiritual leaders, philosophers and educators such as Jesus Christ, Muhammad, Confucius, Mandela, Ghandi, Lao Tzu, Moses, Siddhartha Gautama, John Dewey, Maria Montessori, Johann Pestalozzi, Lev Vygotsky and Jean Piaget to name just a few. What did these individuals have in common? They had love, patience and unfailing commitment for and towards their fellow humankind; a sense of purpose and untiring passion and diligence to “do good.” These individuals also understood that one individual can make a difference. Their greatest impact came from living the life they professed. They lived what they taught, and that way of life placed the needs and well-being of others before their own. In simple terms, they led by example.
As private studio educators, we might think that we have little impact on our students. After all, the time spent with them is so limited. How can we possibly have a profound effect on our students when we only see them for 30, 40 or 60 minutes per week? Numerous accounts by way of articles in professional journals, obituaries, and student-witness testimonies at award ceremonies, retirement dinners and funerals defy this way of thinking and stand in evidence of how private music teachers have, do, and are able to impact the lives of countless individuals – namely, their students, in extremely positive and life-changing ways.
During a private lesson, an educator has the opportunity to impact the life of an individual in profound ways. The interactions between private student and private teacher can be, and usually are, opportunities to not only teach a life-long activity that will enrich an individual’s life, but the how we teach can also be an opportunity to nurture their well-being in the most positive of ways. Teaching is an opportunity to lead by example in how humans should treat each other. Some of the ways we can do this is by using nurturing strategies along with our knowledge, skills and expertise to teach music and the craftsmanship of playing a particular instrument. Nurturing strategies include: demonstrating love, patience, interest and commitment towards children and youths’ learning in the following ways:
Respecting their feelings and ideas. Greeting them with a question that shows we are concerned with their well-being. “How are you feeling today? How was school?”
Showing interest in their life besides their involvement with music. Are you involved in any activities at school? What do you like to do when you are not practicing music?
Encouraging their input in the development of a practice routine while emphasizing the need for consistent practice This demonstrates that we value their thoughts and ideas. When do you think is the best time of day for you to practice? When is the best time in your schedule and in your families’ schedule for you to practice every day?
Including students in assessing the results of their playing the assignments you have given to them. When possible, and especially with middle school age and older students, use inquiry during the lesson. Include students in the thinking process of where and how to correct mistakes and/or improve their playing. “Do you know that a measure in line 2 needs a correction? Do you know where?” “How did your practice on this piece go this week? What challenges did you encounter? Where do you think is your weakest spot? Thinking back on the practice strategies you have learned, can you think of a way to approach this section that could lead to improvement?” Affirm and/or guide their answers and offer additional suggestions and practice strategies where needed.
Review of the lesson: Per each piece studied, or before the student leaves, ask them, “Did you learn something today? “ What is your plan of action for the upcoming week? What are you going to try to do to accomplish your goals? How will you accomplish them? What is your plan?”
In using both a nurturing approach and concrete approach to teaching, I am reminded of the great 19th century philosopher and educator Johann Pestalozzi (1746-1827) who believed in using love and hands on educational experience to nurture the development of children. In striving to support the well-being of others regardless of circumstance, I am reminded of the letter Paul, an Apostle and follower of the teachings of Jesus Christ wrote to a group of newly converted Gentiles. Paul’s message was as follows.
“So let us not get tired of doing what is good. At just the right time we will reap a harvest of blessing if we don’t give up. Therefore, whenever we have the opportunity, we should do good to everyone. Galatians 6:9-10
Like Pestalozzi and Paul and the many wonderful, effective leaders and educators of the past, let us follow their leads in teaching and learning with love, and in tirelessly working to continue to “do the good” that we do in and through our teaching and sharing of music in our studios, communities and the world.
Wishing you all much joy and success in your teaching and in all of your life endeavors,
Lois Veenhoven Guderian, NWSMTA current President
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