Bullet Journals for Suzuki Parents (Taking Notes at Lessons)

Parents, take notes at lessons!

I go on and on about the importance of this, and still, it seems that parents have trouble with this advice. When I started out as a young teacher, I used to think the following questions to myself about this problem:

• Do parents not understand how important note taking is at the lesson?
• Do parents not realize that teachers have to steal lesson time in order to be sure that clear instructions and notes are put in the assignment book?
• Do parents think that the teacher will leave thorough assignments when rushed for time to complete the lesson before the next student enters the room?
• Do parents want the teacher to write skimpy notes about what happened during the lesson?
• Do parents truly believe that the parents will remember everything that happened at the lesson and what the teacher expects to happen at home during practices?

Oh, I was so naive and young when I thought those questions. So arrogant and inexperienced. Today I look back and shudder at those questions. I do not really know what parents think. I hope that parents have taken my advice and are taking notes. Unfortunately, I do not always see evidence of this even in my own studio. I often wonder why this is. I know that many parents listen to my podcast (episode 6: How to Take Notes at the Music Lesson) and read the articles on my blog (10 Rules for Success for Suzuki Parents), and yet, I still find parents wandering into the next room and leaving me alone to handle the recording of lesson information and practice instructions.

I have a cluttered memory when it comes to what happens during a lesson. I find it very difficult to remember every step that I took during the lesson because I am quite busy thinking and evaluating and anticipating what the student will do, can do, and will struggle to do. I have not left much room in my head to remember all the steps that I took to reach my ultimate teaching place, and I would welcome help from an observer.

So I conclude that parents most likely do not understand how to take notes. Let me offer an easy solution, and one that parents may find to be quite popular. Let me suggest that parents start a bullet journal for note taking at lessons. Here is how it would work. I broadcast an entire episode about this subject, and you may find this podcast episode to be a great companion to this article, and vice versa (Episode 42: The Bullet Journal and Other Tools).

I use a Leuchtturm 1917 medium dotted notebook for my own bullet journal needs:

These journals come in many different prices and color choices. The one pictured here is one of the lowest prices right now (typically the usual price as well). This is perhaps the most popular choice for bullet journals right now, although some folks prefer moleskin notebooks, such as:

The original bullet journal concept was created by Ryder Carroll and you can find more information about how to use a bullet journal in general at www.bulletjournal.com. There are many videos and Pinterest boards that provide more information. There is a Facebook group about minimalist bullet journaling too. And, Pinterest and Instagram material abounds!

For my purpose here, a basic bullet journal is all that is necessary, although I myself use one pretty extensively. My purpose here is to show parents how simple note taking can be at a lesson with a bullet journal. Perhaps a parent will be able to use the bullet journal for other needs, but for now, a bullet journal for lesson note-taking may be all that a parent needs.

Step one: open up the journal and set up a few necessary pages.

• Index: this is generally the first 3 pages of the journal. The Leuchtturm journal comes with a preprinted index.
• Future Log: After the index, turn to the first two pages that are blank. Count the number of rows on the page and divide by 3. Count down that number of rows (1/3 of the rows on the page) and draw a horizontal line across the entire two-page spread. Draw another line 1/3 of the way down the page. When you finish drawing the lines, you will have 6 quadrants. Now label each quadrant as a month. If you start this journal in January, you will now have January through June months represented in this future log. You can start a future log anytime, not just in January. Now note important information in the appropriate month of the future log. Include such things as the dates of group classes, studio recitals and performances, and other special notes, such as holiday breaks.
• Monthly Log: Although I do not personally use a monthly log very much because I prefer a regular calendar planner for the detailed appointment lists, I do maintain 1-2 pages for a month, and I use these pages as a brain dump of things that I need to do in that month. I just list anything that I want to do this month on those two pages. I put an open square to the left of the item, and as I complete these items, I will fill in the square. If it is an appointment, then I draw an open triangle to the left of the item and fill it in. I use my monthly logs as a place to capture thoughts that occur to me about things that I need to accomplish in the month.
• Weekly Log: For me, this is the most useful part of my bullet journal. I have a weekly spread that I prefer to use, but there are many different ways, and the fun thing about bullet journals is that you can change how you use it every week, or even every day. As a teacher, I use the weekly log to help me plan and control how my week's workload unfolds. I keep track of my appointments and things to do. I maintain a list of my top three things to accomplish in the week, and I keep track of things that I am waiting for (people I have emailed, packages that I expect, or phone calls that I anticipate receiving). I also have a habit tracker in one corner of my weekly log and another little corner where I can note important items or events that will occur in the future, such as the following week.
• Daily Logs: I do not use daily logs in my journal, but I suggest that this would be a useful tool for students and parents. I have written before about the benefits of using a practice journal, and since the advent of the bullet journal phenomenon, I think that bullet journals would be the best tools for this. I do use a page spread called a "time ladder." This spread sets out a day by the hour, and there is room on one side for appointments and the other side for things accomplished or planned. And the beauty of such a layout is that if you run out of room, you can draw a line to indicate the appropriate hour that the activity or event occurs.
• Other Spreads: There are other possibilities for the bullet journal as well. Here are a few ideas:
• tracking practice challenges, such as 100 days
• tracking lists of supplies
• tracking instrument maintenance
• goal-setting
• names and contact information of classmates and other parents
• lists of music and recordings to purchase

I have one other suggestion to make, and that is to use a lot of color in the bullet journal. I have seen some amazing artwork done in the bullet journals that I have seen on Pinterest and YouTube. I myself do not have the time or patience to practice such things, and so I use erasable color pens. I highly recommend these pens because you can erase mistakes! I love the color splashes in the journal, and I change colors all the time to suit my mood.

How to Take Notes at Lessons with a Bullet Journal

Now, here is how parents can use the bullet journal to take notes. I suggest that parents use the weekly log and the daily log. The weekly log would be helpful to plan practices in advance. With my own weekly logs, I can see at a glance how busy my days will be, and I can plan appropriately to suit my weekly schedule.

The daily log would be the heart of a parent's note-taking. As practices progress, parents could note everything that occurred during a practice, along with observations about difficulties and suggestions for what to practice the next session. These daily sections could be as short or as long as the parent needed them. They also provide a written record that could be shown to the teacher or referred to as needed at lessons.

At lessons, the parent could start a special two page spread that would list everything that occurred during the lesson. I suggest bullet points to set apart each item or action that occurred during the lesson. If there was something that happened that was important and needed special attention later, use a special signifier such as an asterisk or an exclamation point instead of a bullet point to set apart the item.

This spread could also include anything that occurred to the parent during lessons, such as questions or other thoughts. The teacher could also include notes on these pages for the parent as well.

The bullet journal is a simple tool and a very useful one. Many people rely on this tool to help them stay organized with their lives. I suggest that parents would find this tool to be quite simple for keeping track of the information that comes from their children's music lesson experiences.

Please comment to let me know how this tool works for you. If you are already a seasoned bullet journal user and have some suggestions to make, please let me know about it. I will post pictures of these various spreads in the next posts to come, so stay tuned!

Happy Practicing!

----- Paula -----

© 2017 by Paula E. Bird

10 Rules for Success for Suzuki Parents

Everyone likes to follow a prescription for success. The message is so promising: follow this 10-step plan and success will be yours.

In truth, there are simple steps that Suzuki parents can follow that will lead to successful practices in the Suzuki home. Here is a list of my ten favorite rules for success:

Arm in Cast Bow Practice

Practice Every Day! Teachers like to quote Dr. Suzuki: "You don't have to practice every day, only on the days that you eat." This advice takes care of the issue of illness. Even if students have an injury, they can still practice with some accommodation. Practicing every day keeps the memory alive, the muscles warm, and the motivation inspired. I have a student at the university who has practiced every day since she was five years old, even when she was in the hospital.

Listen Every Day! This rule seems so simple to me that I am surprised to discover a parent who forgets to do it. The magic of daily listening is incredible. Learning seems effortless. What parent does not want that?

Attend Lessons. When students and parents attend lessons regularly, there is little opportunity to pick up bad habits or overlook incorrectly learned material. Go to lessons, even if you or your child may not be feeling 100%. If you must miss a lesson, send a video recording of the child playing through the lesson material. I have counseled many students in this manner when we were unable to see each other in person due to illness. I could identify immediately any incorrect habits or other practice issues before the student had gone too far down the learning path.

Attend Group Classes. Children love to learn with other children. When parents complain to me that they are having a hard time at home trying to motivate their children to practice, I ask whether the parents and students come to group class. Group classes are fun and great motivators for home practice. The smart parent will use group classes as a way to encourage, inspire, and motivate the student to practice at home. Group classes are also a great way for teachers to address one point to a large group all at once. If parents miss group classes, parents may miss out on important announcements or that terrific, fun activity that can only happen in a group setting.

Take Notes at Lessons. Parents can mold home practices much easier if they have information available to them from the lesson. The best way to do this is for the parents to take notes at the lesson. If the teacher has to do this, then the teacher is taking up teaching time to do it. Also, the teacher may be rushed for time or unable to remember all that occurred during the lesson, so the teacher may not be as thorough at noting what needs to be practiced based on what occurred at the lesson as the parent would be. Taking notes is as simple as just writing a narrative of what occurred at the lesson. Write these notes as bullet points. Parents will be surprised to discover how much information will be revealed through the simple act of taking notes at lessons.

Take Notes at Institutes, Workshops, and Group Classes. Yes, you can take notes in other settings besides lessons, and parents will gather much useful information. Why wait until your child has a sagging left hand or crooked bow, when you can see that useful information in another child's lesson or in a group class? Start a parent notebook today. You will treasure this notebook later as a collection of memories of your child's Suzuki journey.

Learn About the Suzuki Method. Read one of Dr. Suzuki's books:

                    

(These are affiliate links, which mean that they are no additional cost to you, but if you use these links, then I will receive a small benefit for the work of writing the blog. You are never under any obligation to purchase anything, but if you do, please consider using these links or the links provided in my resources store.)

I think we all should educate ourselves as much as we can about the Suzuki Method and Dr. Suzuki's work concerning talent education so that we can share his message with confidence and knowledge. We are ambassadors to the world about this fabulous journey.

Mentor A New Parent. If you are a seasoned parent in the Suzuki world, pass on that knowledge to another parent who may be new to the studio or the Suzuki method. When we teach, we learn twice, as my blog states at the top of the page. Share your knowledge with another parent. Be a mentor for someone and accept the advice and assistance of a parent who has blazed the trail before you.

Practice With Your Child. I am dismayed to witness the large number of parents who seem almost eager to pass up the opportunity to spend time with their children in lessons, group classes, and practices. Rather than sit close and observe what the child learns, these parents drift away to another room and a different activity. Even if the child has matured enough to practice independently, the parent can still maintain a close connection with the work the child does in practices. Listen to the child play, involve the student in conversations about the learning and the practice work, and most of all, stay connected. Show interest. Be interested. Children grow up too fast. Capture as many moments and memories of this time as you can today before this time passes by. Put your phone away and watch your child amaze you.

Make the Suzuki Journey a Part of Your Entire Life. Suzuki music lessons are not something to be turned on and off once a day during practices or once a week at lessons and group classes. The Suzuki method is a philosophy for life and learning. Look for ways to use the knowledge of Dr. Suzuki in other aspects of your life, such as structuring a home environment of chores, service, learning, and cooperation as a family with others in the work place, at school, or in the community. Spread the word about the wealth and beauty of the method through your actions as a parent and family within your larger world and community.

I guarantee that if Suzuki parents were to follow these 10 basic rules for success, their children would have smiling faces and happy practices!

Happy Practicing!

----- Paula -----

© 2016 by Paula E. Bird

Podcast Episode 006: How to Take Notes at the Music Lesson

This episode explores in great depth the issue of a parent's taking notes during a child's music lesson, including some sample lessons and the kinds of notes that parents can record. I explain why taking notes is beneficial and I explore reasons why parents might not find this task easy. The main purpose of this episode is to demystify the difficulty of taking notes. I explain what and how and give plenty of examples.

For a copy of the observation checklist that I offered, send me an email at http://paulabirdviolin@gmail.com. I will be happy to send you a copy of this form.

If you are interested in the YouTube video I mentioned about whether handwriting or electronic notetaking is better, visit: http://www.inbound.com/blog/clive-thompson-bold-talks.

If you would like to leave me a message on my voicemail, you can do so at: (512) 537-6356.

Until next time,

Happy Practicing!

Paula

Dear Suzuki Parent (an Open Letter to Parents):

Written by Paula E. Bird ©2013

You left me a phone message yesterday that told me you were confused about what your 7-year old child should be focusing on at home. I have written out a very detailed practice list, including the amount of time that each item on the practice list would take to complete, and I have put the list in your child's violin case under the violin itself so that you will easily find it the next time you open your child's violin case and take out the violin for practice.

Your phone message raised a few points of discussion, however, and I would like to address them in this letter.

The Suzuki Method works quite well when all of the pieces are in place and the parties involved are working together. The parties involved are the Teacher, the Parent, and the Child. We refer to this as the Suzuki Triangle:

You may find more information about the teacher's responsibility and the Suzuki triangle by clicking here.

It is difficult to strengthen the working relationship between all three parties if one of the parties is frequently absent. You did not attend your child's lesson last week, nor the week before. Coming into the lesson during the last 5-10 minutes and asking me what the child should practice at home does not satisfy the requirement of holding up your end of the working relationship. You will not need to phone me or leave me messages about what the child should practice if you attend the lessons and take notes about the items that we are working on during the lessons.

If you plan to involve the other parent in this working relationship, then I ask that both of you take on a more active role during lessons. Rather than have the other parent drop off the child or sit through the child's lesson in a different room (and pay attention to the parent's phone rather than the child's lesson), please plan to have the parent sit inside the lesson area and take notes. I am happy to provide both of you with a parent notebook for the purpose of taking notes of things that your child needs to focus on at home.

To help you catch up with what your child and I have been learning together, let me summarize what I have been trying to accomplish:

• Concentration and Focus: Your child is 7 years old. Your child's attention span is limited, since this is the first time she has ever been involved in the study of skill development. Therefore, her concentration and focus need to be developed and strengthened. The first year of music lessons spends a great deal of time on this area. The child needs to establish a routine in her home practices so that she will actually learn how to concentrate and focus. Please plan to practice daily with your child at home. For more information about building concentration and focus, click here.
• Habit Formation: We develop skill and ability through repeated actions. We spend our first year of music instruction learning how to establish good practice and learning habits. We will not be able to accomplish this if your child practices once or twice during the week in between lessons. To build a habit, you must do the action repeatedly, preferably every day. Even a few minutes a day will help immensely to build up a habit and develop skill and ability over a period of time. Please plan to practice daily with your child at home, preferably at the same time every day. In the beginning, aim for 5-10 minutes as a starting point. As your child becomes accustomed to the habit and routine, your child will naturally increase concentration, focus, and attention span and be able to practice for longer periods of time and to learn even more skills and develop even greater abilities. Note also that you will spend less and less time on correcting bad posture habits if you practice daily. At this point, your child's practices are so sporadic and unproductive, that much of lesson and most likely home practice time is spent correcting poor posture habits. Your child will understandably have trouble remembering the correct way of doing things if she merely visits them a few times now and then. If you want to read a bit more about what a habit is, click here.
• Discipline and Perseverance: Your child will derive many great benefits from studying music. One of the greatest benefits will be the ability to be disciplined and to persevere. These abilities will serve your child throughout your child's lifetime. These abilities do not spontaneously create themselves in a vacuum. You must actually perform specific actions in order to learn how to be disciplined and to persevere through the sometimes tricky learning process. Your child will learn these skills at an incredible pace if you would role model these abilities yourself as a parent. When you practice daily with an established practice routine, you are showing your child how to perform these same behaviors. You are also sending your child the message that this is an area that is important to you and important for your child to learn. This parental role modeling will occur when you show the discipline of practicing daily and role model the perseverance of finding time daily in a busy schedule for practicing. In addition, you are teaching your child how to set priorities in your life schedule and how to show the child how interested you are in what the child is learning in lessons. For one parent's brief discussion about the power and value of a ten-minute practice, click here. For more information about the power of routine and the strong benefits that children derive from routine, click here.

Although I have listed these goals for the student, they are also mighty important for the parent to accomplish as well. When a parent first comes to me for lessons, I notice that the parent also has issues of concentration and focus, habit formation, and discipline and perseverance. A parent has difficulty paying attention to lesson content and group class activities. The parent falters at the challenge of finding and setting a regular time in the parent's daily schedule for working with the child. The parent falters at the trial of role modeling discipline by practicing daily and then considers the ultimate failure of quitting lessons rather than enduring the discomfort of persevering.

The first year of music lessons is very important, not only for the child but also for the child's parent. Music lessons provide an opportunity for the child to learn a skill and to develop a fine ability to express the child's spirit and emotions creatively. The Suzuki Method model provides the parent with opportunities to learn about the child in ways that the parent would not otherwise have in the regular scheme of things. The parent can observe the child as the child interacts with the teacher and other children. The parent will also learn more about the parent and the parent's relationship with the child through the parent's interaction with the child in home practices. And most of all, the home practice sessions are the parent's best opportunity to build a strong, loving, and nurturing relationship with the child.

Your phone message indicated to me that you are having troubles in all the areas I have discussed above. So here is my suggestion for you this week:

1. Schedule: Work on building the habit of practicing daily, preferably at the same time each week day. Look at your calendar today and find that time block, starting with 10 minutes. Write that time block into your family calendar so that everyone will honor it, especially you. It sometimes helps if you schedule practice time before another activity that your child enjoys. That way, if your child wastes her practice time with unproductive behaviors, the child will be wasting the child's time for her favorite activity. The sooner the child completes her practice assignment, the sooner the child will be able to begin the child's favorite activity, whether it is playing outside with friends, watching a favorite television show, or playing with toys.
2. Prepare Your Materials: Put your child's instrument in a safe place, and open the case. Make sure that the child's instrument is put together, but leave the bow loosened. You will find it easier to get started with practices if the instrument is ready to go. All you have to do at the time you have scheduled for practice is to go to the practice area and tighten up the bow. Everything else is ready for practice to start. You can even rosin the bow at the end of your practice session before you loosen it so that the bow is ready to go.
3. Set the Mood: Since you and your child are still novices, it is important for both of you to work on proper posture habits. Daily practice will make all of this much easier, you will find. For now, have the child stand in rest position and then take a bow.
4. Bow Hold Practice: Ask the child to show you her best bow hold. If you need help remembering how to make the correct bow hold, click here for some examples. Have your child hold this good bow hold posture for one minute. You may also play some bow games if you wish, such as doing the "Up Like a Rocket" jingle or passing the cup back and forth between you. Because good bow hold posture is so important to your child's future success at producing a good sound on the violin, find opportunities to practice bow holds whenever you can. Have your child make three good bow holds before each meal at home and before bedtime. If your child watches television, have your child hold the bow correctly throughout commercial breaks. Write yourself a note or two and post them somewhere that will remind you to do this.
5. Set Up Steps: Next, have your child follow the set up steps with the violin that I have taught you and the child so that the child is set up for success concerning her playing posture. If you need help remembering the set up steps, click here  and here to watch some of my students show you.
6. Violin Hold Practice: Once the child is in playing position, have the child stand there for one minute. You may balance a toy on the instrument, and you may play the recording of the Twinkle variations while your child is practicing her good posture. Eventually your child will be playing all of the Twinkles without a pause, as the recording does, so having your child stand in playing position at this point helps your child to build the stamina to hold the instrument for the same length of time that it takes to play through the Twinkle variations.
7. Twinkle Practice: Your child has learned how to play each Twinkle variation, but she lacks the stamina right now to play all of them at one time. So she will need a rest in between each variation. Have her stand in rest position in between each variation. This might be a good time to reinforce the proper bow hold. Have your child repeat the set up steps before playing each variation. Before the child begins playing the variation, talk through the points that the child needs to remember while playing the variation: fingering issues, good clean string crossings, staying on the bow highway, short staccato stopped bows. Pick one thing or point at a time. Because we are working at building up Twinkle stamina at this point, I want your child to play all of the variations at each practice. In future weeks, we will be working out different practice plans, but for this week and the next, we will be playing all of the Twinkle variations. If your child is having "one of those days," I think it would be alright to cut the practice short with just two Twinkle variations, but please do not make a habit of this or allow your child to make a habit of this. Use this shortened practice plan only on those really, really bad days, and no more than once every two weeks or so.

Ten-Minute Practice Plan: Please note that you will not be spending more than ten minutes a day on this practice plan. The rest position, bow, bow hold practice, and violin hold practice last a little over two minutes. The Twinkle variations may require five minutes or more. I have timed my students, and they generally do not take longer than five minutes to perform all the Twinkle variations. It is the time spent in between playing the variations that is wasted on dawdling, stalling, and other unwanted behaviors. If you use a timer with your child, you will notice that your child spends less time on wasted behaviors. Also, regular practice will eliminate much of the practice drama that you may be experiencing currently at home.

No Excuses: Please do not come to next week's lesson with the excuse that you were too busy to find ten minutes every day. Everyone can find ten minutes in a day. We probably waste a lot more than ten minutes on completely unproductive things. If you find that you still have trouble finding ten minutes a day, please bring your family calendar to your child's next lesson, and I will help you to find time in your schedule. I must note, however, that if you have such a busy life already on your and your child's schedule, then perhaps this is not the best time to start music lessons, or else you need to eliminate some of the activities you are currently involved in.

I believe that music lessons are extremely important for the child's development -- physically, mentally, and spiritually. Some of these developmental issues are only addressed through the study of music. Please consider this when you plan your schedule.

I hope that this letter addresses the question you raised in your phone message. Please call me if you have any questions about what I have discussed here or if you have any problems completing the practice homework I have assigned for this week.

Sincerely,

Paula Bird

PS: You might find it helpful to review the Parent Report Card.

Teacher Report Card

Written by Paula E. Bird ©2013
I wrote last week about a parent report card [here is the article link], and I promised to provide a teacher report card this week. Parents (and teachers), review the following statements and see if there are any areas that need attention. Parents, be sure to discuss these issues with your teacher.

The teacher's instructions are clear and understandable.

Be sure though that you as the parent are making an effort to understand and to remember the teacher's instructions. I have had instances of parents who do not follow my instructions well because they do not take adequate notes during the lesson and do not make an effort to understand what the child and I are working on. Sometimes parents are distracted by email or text messages on their phone. I had one parent who liked to go through her wallet and reconcile receipts. These parents are sending the message to their children that what the children are doing at their lessons is not as important as emails, text messages, or reconciling checkbooks. Really? Even if a child is at an independent stage in the lessons, would it not be better to look (and be) attentive to what the child is doing?

At some point in book 1, I may lose a few parents who claim that they are "confused" and that things are "so hard to understand" because the form of the songs may be a little bit more complicated than Twinkle. I understand when a parent truly is struggling to understand, but in many of these cases the parents did not seem to want to put in the effort to learn for themselves. Sometimes even parents then begin to insist that the child be independent at this point, even though the child is at early elementary school age.

Nope, the young child is not yet ready to be independent and instead would benefit from the parent's making the effort to stay involved. Here is how I look at it. I have three and four year old students in my studio. If I can teach them the names of the eight notes of the A scale, then surely a parent can learn them too. If we expect young students to remember how to play the form of a song, then surely the parents can learn to remember the form. Anything that a parent expects a child to be able to do should be something that the parent can also do.

I recall an instance of talking with an adult who claimed that they just did not understand how Facebook or computers worked, and that the iPhone (or other smart phone) was too complicated for that adult to understand. I relate the story of the two year old sibling in my studio who picked up his mother's iPhone, swiped the screen on, and then called me. I note that most adults begin to work through their technology issues after they hear me tell how easy it is for extremely young children to figure out. It just takes effort on the part of the adult.

Oh yes, I have heard the arguments that personal communication is better than electronic and that some parents would prefer that their children not be exposed to the big, bad Internet, but parents, please know that your children are quite exposed to the Internet and electronics. It would be better if you, the parent, would be on top of this issue so that you could adequately monitor what your child learns from this exposure. You may keep your house devoid of electronics, but the rest of the world does not. Your church, your school, your neighbors, and your child's friends are probably connected and showing your child how to be as well. Stay on top of this so that you can adequately protect your child from what you call from the bad effects of the Internet.

The teacher explains the points that I should focus on during my home practice sessions with my child.

Be sure you leave the lesson with a clear understanding of what your child's teacher expects you to practice. I can give the parent a detailed list of things to practice, but I am not in the home the other six days of the week. I am not there to gauge the child's energy level, motivation, or other life difficulties. I rely on the child's parents to make those assessments during the week and to structure the child's practices accordingly to best meet the criteria of the moment. If a parent takes careful notes during the child's lesson, then the parent will have at least one lesson plan to follow -- the lesson plan that the parent observed during the lesson. I usually also suggest one or two other games or ways to practice things. If the parent makes a list of these types of practice techniques as lessons progress, maybe in the back section of the parent notebook or on a list of index cards or review cards as Sue Hunt suggests (here are the links to the interview and Sue's website), then the parent will have created a large basket that is full of practice tips and ideas.

The teacher shows me how to be a good home teacher to my child.

The teacher understands the child from the standpoint of a teacher. The teacher is not the parent. The teacher should be role modeling how to teach your child. If the parent follows this same approach and is careful to not to insert the "parenting" aspects at the same time, then the parent will be a more effective home teacher to the child. Parents who insist on regulating behavior during lessons and practices rather than building up a relationship that focuses on the learning environment, may have a hard time being effective home teachers. The teaching and learning environment should be happening at the child's lesson, and it is the parent's responsibility to continue the environment in the home.

A parent who frequently harps at the child about posture issues or who uses an unpleasant tone of voice (signaling frustration and exasperation) is not building a motivating learning environment. Better to turn this energy and focus into some sort of game that aids the student to become more aware of the student's behavior. For example, if the student cannot remember to hold the bow at the proper tilt, then set up a chip game. Place 10 chips on the table, and every time the student forgets to hold the bow at the proper tilt, remove a chip from the student's pile. I guarantee that the student will start remembering to perform the bow tilt correctly after losing two chips without my having to harp on it. The same thing goes for a student making squeaky noises because of speeding, or missing the finger tapes, or any number of other items. Playing a game and finding ways to make the practice sessions more fun will make the entire experience more enjoyable for both parent and student.

The teacher treats my child and me with respect.

The atmosphere at the lessons should be positive and nurturing. However, that does not mean that the teacher should allow misconduct on the part of the child or the parent. I believe that I show my parents and students respect by making sure that they live up to the best that they can be. I very seldom permit a parent or student to talk disrespectfully to each other or to behave improperly to each other or to me. If a parent is talking unpleasantly about the child or making snide remarks about something that the child and I are working on, I will call the parent on it. I will try and do it in a way that is pleasant, but there have been one or two times when I had to call a halt to unpleasant words coming from a parent. We all need reminders now and then, and I believe that I am showing my students and parents the ultimate respect by expecting them to adhere to a code of doing and being the best that they can be. The teacher's giving respect to the parent and student does not mean that the parent and student can misbehave or get away with improper actions.

The teacher understands my child and the best teaching method for my child.

The teacher makes an effort to understand the child's personality and learning styles and to choose a teaching method that best addresses the child's unique styles. The teacher explains to the parent how the teaching method will help the child to learn better. The teacher may also take time to help the parent understand what the parent's personality and learning styles are so that the parent can be a more effective home practice partner.

I would like to remind parents that the teacher is the expert in the music lesson arena because the teacher has spent many years learning how to play the instrument and how to teach music. The teacher should therefore be accorded the appropriate amount of respect for this expertise. Many times I have counseled young teachers who have parents who treat them with disrespect because the teachers are young. I frequently remind these young teachers that they are the experts in their instrument and in teaching, and they should not feel intimidated by the parent because the teacher is young or is not yet a parent.

My child enjoys the lessons and group classes with his teacher.

This statement seems obvious. The child should enjoy coming to lessons and group classes in order for learning to occur. However, when a child is reluctant to attend lessons and group classes, the parent may want to reflect on whether the parent has adequately prepared the child for lessons and group classes. A parent who has not practiced consistently and regularly before lessons and group classes will be raising a child who shows uncertainty and reluctance at lessons and group classes, and who exhibits dawdling and other acting-out behaviors.

My child and I learn something at every lesson.

Generally, the student and the parent should walk away from the lesson with a new lesson learned or a new insight gained. However, if the child and the parent are not learning something at every lesson, the parent may want to reflect on whether the parent is helping to make this possible by providing the fertile ground during the week that makes it possible to teach the child and parent something at every lesson, or whether the parent is dragging down the learning process by not following through at home with consistent and regular practicing. My practice handbooks are very helpful for me to show parents when I have to teach the same lesson over and over because the parent and student are not practicing my homework assignments in between lessons. The parent can do quite a bit here to make this statement ring true -- or not.

The teacher is available outside of the lesson to discuss any questions that I have.

I maintain a very full teaching schedule, and so I have limited time available outside of lessons. I prefer emails or other written communications rather than phone calls because I can spend a little more time reflecting on the communication, and I can answer the communications at my leisure at all hours of the day or night. I love answering parent questions, when the parents present these questions in the written format. I also answer questions during lessons as well, although it is much better to address these things outside of the lesson. Answering questions at lessons often takes longer than the parent realizes, and rather than be hurried in my answers because I am trying to keep to my teaching schedule out of courtesy to my other students, I would rather answer the questions in a more relaxed and thorough manner after lessons.

The Suzuki Triangle

So there you have it -- the Teacher Report Card. Notice though how much of the teacher's successful reporting will have a direct correlation to the effort that the child's parent puts into home practices, regular routine, consistent interaction during lessons, and enhancing the home learning environment. That is why the Suzuki world talks about the Suzuki Triangle: the triangle partnership between the teacher, the student, and the child. Every person at one of the points in the triangle is important. Each person at the point of the triangle has a job.

The teacher's job is to teach the parent how to be more effective as a parent, how to be a good home practice partner, and how to teach the child to play the instrument well. These are merely three items, but I could write a book about each item.

The parent's job is to play the recordings daily, practice the teacher's homework assignments daily with the child, set up a nurturing and motivating learning environment (listening, music concerts), and help the child to learn the notes and bowing of the songs the child is learning.

The child's job is to be a child. If the parent and teacher do their jobs correctly, the child will be able to be a child. The child will be able to learn at the child's appropriate pace. The child will learn things from his environment. The parent and child will have happy practice sessions in the home, and everyone will benefit together with happy and productive lessons and group classes at the studio.

I will not be writing a report card for the child, because I believe that the success of the child will be due to the efforts of the adults in the child's life. So, teachers and parents, let's all pledge to be the best teacher and parent that we can be so that our students and children can be nurtured by love to become fine citizens with good and noble hearts.

Quick Practice Tip: How to Take Notes During a Lesson

One of the roles my parents adopt is that of the scribe. I ask the parents to take notes during lessons because  the process of memorializing the lesson aids the parent in understanding how to recreate the lesson at home. The added benefit is that we will also have an historical record of the child's music learning.

When a parent begins lessons with me, I give them a composition book. You can find these at really inexpensive prices at back-to-school sales in the fall, when I usually buy the books by the caseload. A parent may opt to use a different form of notebook, but I recommend that they have some sort of notebook depending on their personal preferences.

The left side of the notebook is to be left blank during lessons and used as a place to record information and questions to me, either during lessons or at home in between lessons. The right side of the notebook is where the parent is to record what transpires during the lesson.

I ask the parent to record exactly what occurred in the lesson, step-by-step. Focus on the activity and language used.

• Did I ask a question? What was it? Write it down.
• Did I fix something in the student's posture? What was it? Write it down.
• Did we focus on part of a song? Which part was it? Write it down.
• Did we practice or drill repetitions of a particular skill or problem area? How did we practice it? Write it down.
• Did I use a word picture? What were the words I used? Write it down.

Here is how it might look:

• Conversation about school band concert the student played in while tuning the violin
• Took a bow, then got into playing position
• Adjustment of the pinkie on the bow
• Played Song of the Wind
• Adjusted pinkie on the bow
• Played 10 down bow circles on the E string
• Real circles, not flat pancakes
• Circle sizes: watermelon, cantaloup, strawberry
• fun game!
• Which size circle goes where in the song
• cantaloup size except for strawberry size at end of measure 8
• (parent, student, and I mark the strawberry circle place in the music)
• Adjusted pinkie on the bow
• Played 10 jumping finger sections
• Adjusted pinkie on the bow
• Pinkie pushups
• Reviewed Variation A
• Adjusted pinkie on the bow
• Pinkie pushups
• Reviewed Twinkle Theme
• Adjusted pinkie on the bow
• Pinkie pushups
• Reviewed Aunt Rhody finger tangle preview
• Repeated finger tangle drill 10 times
• Adjusted pinkie on the bow
• Pinkie pushups

Now, all a parent has to do is go home and repeat the lesson. If I was particularly creative in my word pictures, the parent might use those same descriptive words. I am greatly amused to look at the music of some of my high school students and see that they have also written my descriptions. Here are a few examples:

• No stabbing in the eye
• Heel your dog
• Samurai warrior
• No riding the brake
• Shooting bow
• No fishing
• No swimming

Note also that a parent will easily discover what the focal point of the lesson was. In this case, the teacher focused on the student's keeping the pinkie on the bow. That should also be the main focal point of the home practice sessions. This should now become one of the weekly practice goals, along with good execution of the down bow circles, the jumping fingers, and the finger tangle preview.

At the end of the lesson, the parent might ask some questions for clarification, and the teacher might have specific practice tips or assignments or review songs to suggest for extra practice of the lesson's focus point.

My favorite reason for keeping a notebook is that we can look through it in a few years and remember all that we accomplished. I recall observing one student's master class lesson during a summer Suzuki institute, and the mother and I thumbed back through the lesson notebook to find something in particular. We were delighted to read back through some of the notes the parent had taken in the previous three years since the child had started lessons. We had a great stroll through memory lane! We also celebrated how far we had come since the beginning.