How To Help a Piano Student Have a Teachable Attitude

September 6, 2021 Leslie Young

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A teacher’s attitude and comments during the lesson can have a great effect on a student’s outlook, confidence, performance, and teachable attitude.

I’m acquainted with an exceptional middle school math teacher who is very effective. Her students look forward to her classes and her enthusiastic, positive approach every day. I asked her once if she had a “secret” to producing such high-scoring students.

Even though it is always apparent that she keeps a buoyant and optimistic atmosphere in her classroom, one tactic she uses on occasion has been effective in helping her students stay teachable – humble in their attitudes so that they “don’t think they know everything” and are open to instructions.

She said that she, when needed, gives her class a few problems that she knows they are not able to solve. The result is that they appreciate her explanations and status as a teacher they respect. They remain teachable – open to new concepts. This is the perfect attitude for a student, one who wants to learn and improve. This helps keep the excitement of discovery in her classroom, and she adds a dose of appropriate and kind humor every day.

How to Help Piano Students Have a Teachable Attitude

This math teacher’s positive classroom atmosphere is certainly the vibe I aim for during lessons. A parent and teacher’s demeanor has great weight with the student’s outlook during the lesson and his ability to keep a teachable attitude.

“Psychologists say that we tend to do what we tell ourselves to do. Therefore, if we have negative attitudes, these negative attitudes affect what we expect of ourselves which in turn, affects our actions. For example, those with the negative attitude that they can’t do something, are almost assured of trouble when attempting to do it. A negative attitude limits performance, saps motivation, and inhibits learning.”

Sometimes, as a teacher, I have to look for something to praise. Once when the lesson was stalled due to student grumpiness, I searched for a positive comment to make: “I have never seen anyone draw better accidentals! You are really good at making sharps, flats, and naturals!” That was the truth. I could see an immediate subtle change in body language and focus that was more positive. She approached and played the next song in a way that, though not superior, was improved over the first song.

Over the following weeks and months, I made sure to include pointed praise on specific actions, and this student’s outlook and performance consistently became better. I always give merited praise to all students but am more aware of the personal change that continues to occur with this particular young lady. I certainly appreciate the teachable attitude.

I have another student who absolutely needs to eat before entering into a piano lesson. At times, the “I don’t want to play this song” will hang in the air. The piece is not particularly difficult, but I play a more advanced page and offer: “You choose – this one or the first one.” The first is always chosen and compliance is pretty happily given with a teachable attitude.

I try to never ask a question that could be answered with a negative.

Risky questions: “Which page would you rather play?” – or – “Do you want to play this or that?”

I try to present a situation that requires an action: “It’s your choice: this one or that one.” – or – “We’re going to your Theory assignment for awhile and then come back to this song.”

By far, it usually works out best for the lesson and teaching atmosphere!

The Instruction Method Affects a Teachable Attitude

The Instructional Design method prevents a lot of stress and unpleasantness by presenting lessons in a sequential order, gradually increasing in difficulty in order to improve the playing and sight-reading capability of the student. There really is a difference with the Revolutionary Piano Method series. Many other methods cram too much into too short of a learning timespan.

And Motivators, Intrinsic and Extrinsic

Motivators for the young student can have an impact on the teachable attitude. See this article for details.

In Summary

A teacher’s attitude and comments during the lesson can have a great effect on a student’s outlook, confidence, performance, and teachable attitude. So does having an optimistic and encouraging classroom atmosphere, including some fun and appropriate humor. Keeping students open to learning new things by giving at bit of work at times that keeps them humble and teachable is also effective. Specific praise about targeted performance can greatly increase self-confidence and a positive attitude. Lessons based on Instructional Design keep frustration minimal, and the right kind of reward can work wonders in promoting a teachable attitude!

Leslie Young is the author/composer of the Revolutionary Piano Method. She co-founded a K-12th grade charter school in Texas and has been a piano teacher for about 40 years. She has had experience teaching a variety of students tackling piano for the first time or as returning student

She states: “In teaching piano to students of varying ages, what also varies is a commitment of time and the amount of dedication. Children of certain ages may do very well with a parent as teacher; others may need someone who is not family to instruct them. Some older children and adults prefer to make progress on their own, and this method is designed to act as a meticulous guide through new material. Some adults and teens insist on professional teachers, which also encourages continuity. Because these books are self-explanatory, a new or experienced professional teacher will have no trouble using the Revolutionary Piano Method with students. It is an easy way to learn piano.”

Leslie believes that “learning to play the piano is more about diligence and perseverance” – but would add that just as critical to success is the method that is used, the encouragement of critical thinking, and the instructional principles that promote immediate success.

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