Why Teaching Guitar Students To practice Is crucial To their Success

Tips on Writing an Effective Teaching Statement | The Graduate SchoolDo some of your guitar students seem to make almost no progress at all regardless of what you teach them? This frustrating scenario happens very commonly for all guitar teachers enlightenment movies. If you do not find a solution to help your students get the results they want, it will have very negative effects for both your students and your guitar teaching business as a whole.

Even if you show your guitar students a million different licks, solos or techniques, it will all go to waste if you do not correctly teach your students to practice the things you show them. It is absolutely CRITICAL that you learn how to do this if you want to succeed as a guitar teacher and give your guitar students the results that they are paying you for.

Once you can effectively train your students to practice guitar you will enable them to play guitar in the way that they always wanted. On top of that, you will create a name for yourself in your local community and build a great reputation (helping you to quickly build your guitar teaching business). What is the way out?. It is yet to be figured out. Many have put forward solutions as well as tentative solutions to be implemented from various moral, social, organizational, institutional platforms for handling evils of modernization. But nobody has ventured for an attempt in terms of intensification or reorientation of teaching and class room environment. At a glance, one may feel teaching as a profession does not have anything in its conceptual, theoretical stances that can be juxtaposed with the latest facts released from the brain researches. But there is scope for a new science called “neurobiology of teaching” which can integrate classroom environment, pedagogy and teacher personality with the chemistry of learner’s brain. This will open new avenues for collaborative research attempts where formulation of research problems in education will have hue and texture of neuroscience and other brain sciences. Then perhaps there might prop up a need for reorientation in the fundamental concept of teaching itself where it has to embrace all those possible areas of student involvement (not only the class room).

For example, social sites might prove themselves as a better platform for student-teacher interactions than the class room itself for the group of students addicted to internet. Equipping students to exercise their choice of freedom wisely, when confronted with myriad opportunities for meeting their need for pleasure, excitement and adventure might turn out to be an integral part of teaching irrespective of the subject the teacher is handling inside the class room. To state more explicitly, teacher specialized in maths should be a teacher specialized in raising student dopamine levels by the sheer effectiveness of “teacher personality”. Gone are days when subject expertise was the minimum criterion to enter into the profession of teaching. A ‘teacher personality’ inherent with a readiness for innovation on a daily basis is sine qua non for a teacher to teach the students of modern world. Activities arranged in the school level (eg. Counseling) with an aim to manufacture all those positive qualities in students must find its way into the classroom environment. The teacher student interaction within the parameter of the subject of study will not suffice.

The interactive spaces meant for the exchange of knowledge and skill must undergo a transformation in which there is enough room for meeting the basic psychological needs of students. In gist, magnanimity of the teacher to assimilate the changes and requirements of the growing generation and reorient teacher-student relationship accordingly will be a crucial factor determining the efficiency of a teacher of 21st century. It is no secret that earning a decent living as a teacher is much more difficult now than in the past. The reason for this economic trough for educators is the result of a variety of problems and issues that emerge from a lack of desire to fully fund academic salaries at public educational institutions and an employment pipeline, so to speak, that is so full of educators with earned graduate degrees willing to teach for little or nothing that the traditional academic career trajectory is literally crimped with cheap intellectual labor. This means that the academic that really wants to teach for a career must understand how to stabilize an academic income with online adjunct faculty positions.

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