Associate in Percussion Recital (ATCL), Trinity College London, U.K.
Associate in Piano Recital (ATCL), Trinity College London, U.K.
Professional Certificate in Early Childhood Music Education, Hong Kong Baptist University
Professional Diploma in Music History and Music Theory, The Chinese University of Hong Kong
Certificate in Children Fitness Instruction Programme
Q1: What magic wand do you have when facing an attention drifting student in your classroom?
Mmm…Some teaching materials will help a lot. The Do-It-Yourself stuff with a good mix of colour and graphics always does a good job to get their attention. Multi-sensory stimulation and a curious mind will help draw students closer to music.
Q2: One day, your smart student tells you – “ I’m not going to practice for your homework.”, what will you do?
I can imagine this could happen to an average child whose time is so packed with activities. Why don’t I choose his favorite music piece for him to play and to get the extra learning benefit of techniques in that piece? I believe once he has the interest, he will gradually pick up more practices and have the drive to do better.
Parents’ approval does have a role to play too. Tell your child you love so much listening to the music he is playing, and invite him to play a few more times for you. These are magic words to cheer up a child.
Q3: What is the best way to encourage a student?
Students need encouragement. Every time we notice any progress, it’s a chance to give praise, and particularly to let them know what exactly that they have accomplished. Get their direction and goal clearly set to prepare them well for continued progress.
Q4: What kind of students do you like the most?
No doubt the hard-working ones – but that’s just one side of the picture. We actually find those energetic, passionate and responsive students bring us delightful and fulfilling teaching experience.
Q5: What are the common questions you hear from parents?
“Why is my child not learning as fast as he should be?” “When will my child practice by himself without being asked?” are the questions.
I guess, the basic truth lies in whether your child has interest in music.
As much we focus on technique development, we pay equal attention to telling our students the background and stories behind the music piece for enlivening the class routine. In this way, students would be better equipped to imagine and be tuned in the music they play, rather than just mechanically playing the notes they read.
Associate in Percussion Recital (ATCL), Trinity College London, U.K.
Associate in Piano Recital (ATCL), Trinity College London, U.K.
Professional Certificate in Early Childhood Music Education, Hong Kong Baptist University
Professional Diploma in Music History and Music Theory, The Chinese University of Hong Kong
Certificate in Children Fitness Instruction Programme
Q1: What magic wand do you have when facing an attention drifting student in your classroom?
Mmm…Some teaching materials will help a lot. The Do-It-Yourself stuff with a good mix of colour and graphics always does a good job to get their attention. Multi-sensory stimulation and a curious mind will help draw students closer to music.
Q2: One day, your smart student tells you – “ I’m not going to practice for your homework.”, what will you do?
I can imagine this could happen to an average child whose time is so packed with activities. Why don’t I choose his favorite music piece for him to play and to get the extra learning benefit of techniques in that piece? I believe once he has the interest, he will gradually pick up more practices and have the drive to do better.
Parents’ approval does have a role to play too. Tell your child you love so much listening to the music he is playing, and invite him to play a few more times for you. These are magic words to cheer up a child.
Q3: What is the best way to encourage a student?
Students need encouragement. Every time we notice any progress, it’s a chance to give praise, and particularly to let them know what exactly that they have accomplished. Get their direction and goal clearly set to prepare them well for continued progress.
Q4: What kind of students do you like the most?
No doubt the hard-working ones – but that’s just one side of the picture. We actually find those energetic, passionate and responsive students bring us delightful and fulfilling teaching experience.
Q5: What are the common questions you hear from parents?
“Why is my child not learning as fast as he should be?” “When will my child practice by himself without being asked?” are the questions.
I guess, the basic truth lies in whether your child has interest in music.
As much we focus on technique development, we pay equal attention to telling our students the background and stories behind the music piece for enlivening the class routine. In this way, students would be better equipped to imagine and be tuned in the music they play, rather than just mechanically playing the notes they read.
