Capable Student Processes Slowly
Found in: Shared Lessons, Student Management
Cheri S., Utah
I have a student whose ability is pretty equal with his class, but he processes things much more slowly at first. It’s noticeable enough to be considered a learning disability–he’s plenty bright and capable of mastering the material, but it takes him much longer than others to process new information. For example, let’s say we’ve learned four new chords shapes. Everyone has processed them on their keypads, and it’s time for a quick Round Robin at the piano. The other students move through, quickly playing the four shapes with only minor hesitations or corrections. But he still hasn’t fully worked out those chord shapes in his mind and his hands. So I end up re-teaching him at the piano while the others wait. His turns often take several minutes, while everyone else’s are just a few seconds. How can I provide what he needs without losing significant momentum at regular intervals throughout the class time?
Mary R., Michigan
The only kids I put in privates are those with learning disabilities or occasionally those with such remarkable gifts that even extra projects can’t meet their needs. This is a case where you may need to consider a private or grouping him with a similarly challenged peer.
Laurie Richards, Nebraska
A few things come to mind.
First, you said he is pretty equal with his class but processes more slowly. Most of the processing is done at home between the lessons anyway, so as long as he demonstrates in class that he understands what to process, then let him do the work at home. Especially if it’s a foundation song with video support.
Second, is it possible that the dosage is too much in general? I’m not sure which program you are referring to when you mention the chord shapes – accompaniment? arrangements? Either way, four chord shapes all at once sounds like too much to process.
Accomp. example: I typically will teach one chord shape at a time, starting with straights which they are already familiar with. But they are processing the chords using a lead sheet for the first time. The next week I would introduce the 3 triangle-shaped chords but no others. Then they have the week to practice processing that shape with familiar songs (Amazing Grace, Auld Lang Syne). When they’re ready, I add just the B (curve) chord.
Arrangement example: You might consider teaching only two chord shapes at a time, and having your students briefly describe the chords aloud (“everything but finger 4”, “triangle”, etc.) so they have something specific to recall at home. Ask the students to come up with a way to remember each chord (with guidance). For the students who seem to process it more quickly, perhaps they could improvise with those chord shapes during the week. It’s easy to give more content to the students who process quickly initially – but they still need the time to thoroughly process each step at home, so don’t go too fast.
Third, if he keeps up fine on his playlist but really does need just a bit more time in class to gain an understanding, enlist the help of your other students rather than having them wait while you do it. This is a great learning experience for them as well – thinking through how to verbalize instructions, coming up with their own learning clues, and just working together. When one student remembers a chord shape fairly easily and another one doesn’t, ask the first student, “What made that easy for you to remember? Was there something visual you looked for on the keyboard, did you have a specific thought process that helped you?”, etc.
I hope that there was something relevant to your specific situation in my reply. Good luck!