Pushing and Pulling

There is a metaphor often used in education as well as in the corporate world. To achieve the results we want, we sometimes think of pushing oneself or one's students or employees. How many parents think about pushing their child to get better grades, work harder, practice more, etc.? When we talk about learning-- whether it is discovering a new technique, learning a new piece or inventing a new product--we use the metaphor of "pulling." It is the desire to learn and the passion to solve a problem that is similar to the pull of a magnet on metals that drives us. This kind of pull is internal and irresistible. We see this kind of intrinsic pulling to accomplish something as a child learns a skill for the first time such as climbing a tree, putting on her coat by flipping it over her head, or playing a new song.

We are adults who are comfortable in a data driven world. The pushing of oneself comes from a standard of expectation. Businesses need to achieve results in each quarter so they push their employees. We believe that a student should complete a Suzuki book in a certain amount of time, and we create educational standards based upon testing and fixed knowledge written into curricula at every level of public education from pre-K to 12th grade. However, this is all fixed knowledge. Learning the chemical formula for photosynthesis or playing the notes to a Bach concerto are fixed data points. We push to achieve these results.

Real teaching for the Suzuki teacher is about the learning process. Our goal is to teach the "pull" of the learning process. Teaching our students how to learn, how to work on a piece by practicing in small bits, how to use repetition, or how to figure out the notes by ear is invaluable knowledge. When a student knows he can do these things, he gains confidence and independence. This allows the student to go onto his lifelong journey of learning. The intrinsic pull of discovery or figuring things out for themselves, and being curious enough to then want to learn on their own is an extremely important goal. This takes time. Suzuki teachers do not think about pushing to get to the end of a Suzuki book as the goal. They believe that learning at the child's pace is key. We often repeat Dr. Suzuki's words: " Don't hurry, don't rest. Without stopping, without haste, carefully taking one step at a time will surely get you there." -Dr. Suzuki

We consider the deep learning of playing each piece well and expressively so that each student believes she can make beautiful music that can be shared with others as our goal. A beautifully played Twinkle Theme is as valuable as a Vivaldi concerto when played beautifully and from the heart. We want the pull of the music to be inspiring and the motivating factor.

In a practical world, sometimes we do need incentives to feel this motivation. Yes, many people work harder when we know there is an external reward. Building upon intrinsic motivation can be accomplished in two ways. One is to slow down. Believe in the student and celebrate the tiny successes in every single practice session and every single day. The piano students work hard to get a perfect pinky position. Did the student get it once correctly? Hooray! Celebrate each successful repetition. Small single successes, lead to many small successes, lead to bigger and bigger success. A second way to motivate is simply to enjoy listening to music together---any kind of music. Celebrating the curious mind of a colleague, going for a walk together, can lead to a more relaxed interaction that can lead to better discoveries (Someone once said that Einstein discovered the theory of relativity while riding his bicycle).

I am hoping that giving ourselves some time and space can lead to better change and important accomplishments. Creating a happier world and inspiring our students to be intrinsically inspired to learn and excited to enter each phase of their lives is the pull I hope they will have.