I have just stumbled across an old blog post on practice. There are many reasons why our pupils don’t practise – busy school lives and mobile phones being the ones which spring quickly to mind – but I still believe that the biggest problem is when practice feels like a waste of time because it doesn’t seem to make any difference.
I often find myself explaining to a pupil that the practice technique which they used when they first started out – the “play it over a few times and it will get better” method – just doesn’t work any more. It was fine when their pieces were maybe a single line consisting of a few crotchets and minims, but now that they are playing music which is more complex, the “have another go” approach is simply no longer effective by itself. They need more tools.
“How are you going to practise this bit?” is a question which I ask in every lesson, often more than once. Not an instruction, “practice this bit.” It’s a question – “how?” Not delivered in a way which demands a correct answer, but rather an invitation to share ideas, together. Perhaps it’s “what could we do here?” – we need them to know that we’re just as interested in solving the problem. What we are not doing is putting our pupil on the spot and insisting that they give us a correct answer; that’s not going to help!
The difference between an instruction and a question at this point is critical, and has the potential to change the entire teaching/learning environment there and then. Because we are about to get a glimpse inside our pupil’s head, and see exactly what tools they have at their disposal.
Often the first response is that they’ll play it over a few times and hope it will get better. Notice the hope – the lack of assurance might be a hint at their underlying fear that it might not make a difference…
Ok, and what else could you try? Scarily, some students are already out of ideas, but most will come out with well, I could play it slowly. Excellent, and how does that help? If your student now draws a blank, don’t panic – this first venture into their practice world has already been extremely worthwhile! But we’ll need to ask ourselves, how on earth are they going to use their own time constructively if this is all that they have at their disposal – to play it a few times, perhaps slowly, and hope it gets better? And just as significantly, why bother? It won’t take them long to work out that practice makes little or no difference, so where is the incentive for them?
Perhaps their current tool kit consists of things which they have been told will work – repetition and slowly – but they’ve never even considered why they work. And now these techniques don’t seem to work, so maybe it’s me, maybe I’m just no good. Again, with such a bleak outlook, why bother?
We need to persuade them to be just a little bit more inquisitive. So here goes, a gentle nudge – come on, why does playing slowly help? …. Because it gives me more time to think about what’s coming next? Hooray!
It may be that, with this pupil, you’ve done enough tough questioning for one lesson! That single answer has opened a door and will allow you to discuss the merits of having enough thinking time to play fluently, and to explain why slow practice can be good, rather than just state that it is good. We have given them one small but achievable new strategy – in this instance just a hint at the idea that thinking ahead can be useful.
Above all, we need to talk about practice in our lessons. A lot.
How was your practice this week?
Has it made a difference?
Why don’t you think that worked?
What else could you try?
How are you going to practise this bit this week?
All of these are questions which both the teacher and the pupil need the answers to. The teacher, so that we can guide them towards ever better strategies, and our pupils, so that they are building an increasingly effective set of practice skills which will, in time, equip them with everything they need to succeed. Practice will become a series of challenges which they know they can overcome, and above all, they will be able to see that their efforts make a difference.
I believe that, other factors aside, there is a direct correlation between knowing that practice is effective, and time spent doing it. Worth thinking about!