Learning for teaching

Jenevora Williams 2017

All school classroom teachers have to undergo a specific training; this often has as much generic content regarding educational theory as subject-specific information. They learn effective communication, how and when to provide feedback, structuring of lessons, facilitating peer-learning, embedding concepts such as Mastery, Differentiation, Metacognition and Challenge. School teachers also have to engage with continual professional study and development throughout their career: the value and importance of this is unquestioned. Subject-specific study is necessary in order to be in touch with recent developments in knowledge and changes in the curriculum.

Why should singing and instrumental teachers be different? All too often, singing teachers base their teaching on their own singing lessons, many years previously. They may form an idea of how the voice works, and how to communicate relevant instruction; and this may remain relatively unchanged for decades.

Time spent on self-education and development is not a luxury, it’s essential for professional integrity. The best teachers are those who continually engage with learning, who constantly question their own practices and who challenge their personal comfort zones. This is always more effective in the company of peers and experts, the isolated autodidact will struggle to get perspective.

And then there is the question of time and money. There is no argument here. We all have time: the only decision we can make is how to spend it. If we choose not to spend time on an activity, we are simply showing how unimportant that activity is to us. It really is that simple.

Two sentiments that are, in my opinion, the mark of a teacher who is stuck:

“I’d love to do more courses but I just don’t have time at the moment”

“It’s so good to have my own ideas reinforced by another teacher”

Get yourselves out there: read, discuss, argue, challenge, think, and change your minds. Continually.