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Oct 29 2007, 09:16 PM
Joined: 27-December 03
Member No.: 319
Who uses them? We were taught the importance of them (with flexibility) on the CTABRSM course but I find it so hard to keep making them and sticking to them! I even make them and then don't consult them in the lesson............aargh.
What I have noticed, though, is how much the students appreciate it when you mention tiny details from the last lesson - it does make them feel very cared for, and I hate myself when I have to consult their notebook to remind myself of exactly what we covered last time - I'm sure it makes them feel your approach to their lesson is a bit slapdash/makes the teacher (me) look unprofessional.
WHY don't I keep their lesson plan open in front of me and teach from that at every single lesson? I'm driving myself mad with this at the moment. MUST DO IT, MUST DO IT, MUST DO IT!!!!
Does anybody else here wrestle with this?
Oct 30 2007, 03:14 PM
I have been trained to think about 'links' the whole time and although this is difficult, it's when the teaching is most rewarding.
This means choosing repertoire, material and activities very carefully and linking them together in some way, always preparing for the next stage. KodÃ¡ly said, 'Children learn best that which they already know' - in other words, it is known thoroughly unconsciously first prior to making the element conscious and then reinforcing it by meeting it in new situations.
This is so true - although I am guilty of doing this by instinct rather than design sometimes. What I call 'eureka moments'! (IMG:style_emoticons/default/rolleyes.gif)
Slighty off topic - but this is when exam material can put a real spanner in the works when the syllabus just does not fit into progressive teaching and learning, and breaks the connections and links the teacher is trying to reinforce.
Thankfully there is plenty to choose from these days and it is easier to select the technical work and repertoire to suit pupils' individual needs.
Oct 30 2007, 03:38 PM
Joined: 2-July 07
Member No.: 12671
I use the practice notebook as a lesson plan. As the lesson progresses it becomes clear what needs to be heard more frequently or what hasn't been heard, so I write in a "Next Lesson" column as I go along and then the following week I just refer to it! It really makes sure everything gets covered and, yes, I do try to link scales and theory and musical history with pieces. Most of my pupils remember their practice notebooks so it works a treat for me (IMG:style_emoticons/default/smile.gif)
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