poor practice

Please read this post with the mindset that a student is playing too fast and you CAN’T slow them down they are great students and they totally on board for the long term relationship they don’t have any other problems other than slowing down (…

• Last updated 1 year ago
• audio, audio materials, audio recording, Audio recordings, audio SHMs, breaking things down, control the events, controlling the events, counting, counting rhythms, CTE, deliberate practice, external rewards, external speaker, external speakers, extrinsic rewards, fast playing, getting student to slow down, gifts, how to play, how to practice, internal metronome, intrinsic rewards, learning slowly, listening to audio recordings, listening to the audio recordings, metronome, motivation, play along, playing along with audio, playing fast vs slow, playing slowly, playing speed, playing too fast, playing with audio tracks, poor practice, practice, practice guidelines, practice habits, practicing, practicing guidelines, practicing slowly, rewards, slow practice, slow-steady-musical-even, slowing down, speaking instructions out loud, SSME, stickers, student rewards, teaching how to practice, using audio recordings, using audio tracks, using the audio recordings to learn songs, visualize, visualize practice, what to play, working with parents on how to practice

I have a question about accommodations. I have a 10 year old student with severe anxiety and perfectionism. She is unable to understand that she needs to practice songs even if she doesn’t like them. She is working on this skill, among others, with a…

• Last updated 2 years ago
• accommodations, adapting, adapting the curriculum, adapting to student's needs, ADHD, anxiety, anxious, anxious student, bullying, changing teaching order, dislikes Reading Rhythm, emotion, emotional, emotional limitations, emotional student, emotional students, emotions, encouraging practice, feeling rhythm, helping students feel rhythm, improving rhythm skills, lack of practice, managing emotion, masters of the rhythm, mental health, MORs, moving slowly, neurodivergence, neurodivergent, neurological issues, neurology, not practicing, not wanting to learn song, not wanting to learn songs, omitting pieces from the program, parents of special needs, patience with slow learners, perfection, perfectionism, poor practice, processing rhythm, processing rhythms, reading rhythm, relationship, relationships, rhythm difficulty, rhythmically challenged, RR, slow learner, slow pace, slow progress, special needs, student anxiety, student dislikes songs, teaching rhythm, teaching special needs, therapist, therapy, validate, validating, validation

Sharing a requirement-based success story. I had a family recently whose two children never practiced consistently since they started. I told parents and children consistently the past week before spring break and week following that it wasn’t a problem, but that it wasn’t going to…

• Last updated 5 years ago
• alignment with coaches, angry parent, at home practice, busy coaches, claiming territory, coach, coach at lessons, coach not coaching, coach responsibility, coaches, coaching, coaching parents, commit, commitment, commitment to lessons, communicating with parents, communication, communication with parents, confidence as a coach, confidence as a teacher, dealing with parents, distracted coach, encouraging practice, frustrated parents, holding coaches accountable, importance of life coach, lack of practice, Laurie Richards, lesson requirements, life coach, life coach roles, life coaches, managing coaches, managing practice, managing practice time, monitor practice, not practicing, parent, parent concerns, parent involvement, parent role, parent struggles, parent support, parental expectations, parental involvement, parental participation, parental responsibility, parents, parents attending lessons, poor practice, practice, practice guidelines, practice habits, practice time, practicing, practicing guidelines, problem parent, relationship with coach, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, role of parent, selective coaching, student not practicing, studio policies, teaching parents, unhappy parent, unsupportive parent, working with parents, working with parents on how to practice

I’ve made a big discovery! It all started when I realized my students must not be practicing very well at home – or they would be playing better. One lady even said she was practicing an hour a day sometimes, but it really wasn’t showing…

• Last updated 5 years ago
• adult students, at home practice, enhancing practice, how to practice, lack of practice, learning from SHMs, learning from video, learning without video, managing practice, monitor practice, music books, not using SHMs, not watching video, observatory learning, observe practice, poor practice, practice, practice habits, practicing, reference books, SHM, SHMs, SHMs in class, SHMs in lesson, students who use music book, teaching how to practice, use of videos, using music book, using music books, using SHMs, using the SHM videos, using the SHMs, using videos, video, videos, watching the videos, watching videos, working with parents on how to practice

I have been reading through the various chats and posts in Simpedia and am (finally) realizing I have been doing both my students and myself a great disservice by not taking a firm stance on practice.  I am now wondering if anyone has a systematic…

• Last updated 11 years ago
• managing, poor practice, practice, requirements, studio policies