My approach to teaching is student-oriented, personal and impactful, where they are encouraged to become their own best teacher. For example, demonstrating varied strategies for practicing repertoire provides flexible options that students can choose to fit their learning style best. Guided planning of long and short term goals that are challenging yet attainable has also helped my students overcome obstacles or existing mental barriers hindering their growth. These pedagogical approaches increase their autonomy and accountability over their education, and encourages self-efficacy to create an introspective and resilient learner. As a result, my students have remarked noticeable improvement in their time and stress management, experiencing less burnout and more consistent progress throughout the semester.

My students also learn soft skills that aid character development. Grit, empathy, patience and interpersonal skills are just some examples of skills they gain through a robust musical education. In my classroom, students practice giving masterclasses to one another and provide constructive feedback and suggestions for improvement, giving them valuable first-hand teaching experiences. We often hold group discussions on topics such as practice and teaching strategies, mental wellness, ensemble rehearsal techniques, professional musicianship etiquette and other related subjects to their field. Through this process, they learn and utilize various soft skills which informs their overall musicianship. 

Every student is unique in their learning style and has diverse needs, especially true of those with medical and/or mental ailments that require our proper attention and consideration. I adapt the delivery of materials to best fit students’ needs, which increases accessibility and lowers barriers to learning. This establishes their robust growth as a musician while ensuring that their needs are met. For example, my students identify with a mix of visual, auditory, kinesthetic-tactile or reading and writing learning types. In my classroom, visual learners receive and replicate various visual aids and diagrams that explain key concepts - such as cross-section diagrams of the oral cavity and tongue position, or simplified diagrams showing how the tongue moves when articulating notes. The auditory learners listen, imitate, and verbally recall or rephrase newly learnt material. This allows them to gauge their understanding of the material and receive immediate aural feedback. For the kinesthetic learners, guiding them to utilise bodily movement, spatial awareness and physical sensations/repetition help build muscle memory and build connection to the material. Reading/writing learner types will engage in creating reflections and summaries of lesson content. As a result, students are able to dynamically grapple with the information and showed in-depth understanding, sharpened conceptual and critical thinking skills, application across contexts and higher retention of information. They also developed healthier and more positive dispositions towards their learning.  

Empathy and care towards students is paramount to their success. This builds bonds of trust and helps in supporting, mentoring or guiding students through the learning process. Providing them with a safe space to express themselves and practicing empathy with them will, in turn, develop a musician able to empathize with others as well. Creating a strong studio culture or a wholesome community of musicians that care about one another also creates an academic environment that is vibrant, warm and nurturing. 

In conclusion, ensuring that students have a healthy and sustainable relationship with their work is a core concept in my teaching approach. Learning extends beyond the classroom, and empowering students with the tools and skills necessary to become their own best teacher can secure longevity and balance in their professional career and personal life.