How the IR/LC Approach makes dramatic difference
in music-making while teaching lifelong learning!
in music-making while teaching lifelong learning!
Good posture is absolutely critical to superior performance - in music, and also, Life!
Telling students to "Sit up straight!" or "Stand tall" - the Teacher-Centered approach - creates a bit of momentary change in a few students. But nothing that lasts.
I wrote this dialogue to show how the IR/LC model engages the students, leads them to think about their thinking, to consider taking responsibility for the posture, to understand how powerful the messages are that posture communicate - to others and also one's self - and all these LCE things.
And it's all done in a happy way that increases rapport, and so important, shames no one.
Sample Dialogue: Talking Feet
This dialogue brings together these approaches, and works well for me - time and time again. You might consider using your own variation, or something else based on the dynamics in this sample dialogue.
The rehearsal is going well – there’s a good feeling in the room and the teacher senses a teachable moment!:
Conductor: Pretends to hear something, put hand to ear, looks around
and finally looks hard at a (friendly) student's crossed legs
" Gracious! Those crossed legs/feet are talking to me!"
Students: Confused...look at each other: "What's s/he mean?"
Conductor: "Do you know what those crossed legs were saying to me ??? "
("...were saying..." because the student will have
uncrossed them…as will all other leg-crossers in the room)
Students: Might be looking at you with concern! (But you have
everyone’s attention!)
Conductor: "Your crossed legs were telling me 'I’m not putting 100% of
me into this.' "
Students: Might be beginning to catch on – absolutely for sure
becoming interested…as long as you are really into it.
Conductor: Sitting down and crossing legs, feet – whatever is possible to
cross so the ensemble can see.
"What are my legs and feet saying to you? (you may have to ask them
to stand up so they can see your legs)
What is my body and posture telling you? That I’m happy to
be here?
That I want to do my absolute best?
That I can’t wait to start making music?"
Students: Most will shake their heads: "No"
Conductor: "Then what is my body saying to you".
Students: You’ll get answers like:
"You don’t want to be here.
You don’t care.
You can’t wait until the class is over, etc."
Conductor: "Those are the messages you get loud and clear. Right?"
(you must wait for them to answer)
Students: "Right, Yep, Un-huh, etc."
Conductor: "I don’t have to say anything – my posture is sending you
really strong messages, yes?"
Students: "Right, Yep, Un-huh, etc."
Conductor: "And how does that make you feel?" (if no response, help
them out with a suggestion):
"Not good right? As if I don’t care about you?
Does my posture make you feel really excited about being
here?
Of course not."
(Conductor MUST wait for them to answer begore going on)
Students: Nods, agrees.
Conductor: "So you can see how your postures sends strong messages
to others, right?"
Students: They continue to agree…and you’ve got the full attention of
most of them.
Why? Because it’s all about THEM and THEIR LIVES.
Conductor: " NOW THE MOST IMPORTANT QUESTION:
When you cross your feet and legs…what messages are you
sending YOURSELF?"
Students: Might not be sure what you’re talking about…or how to
answer.
Conductor: "Are you telling yourself:
Be alert!
Pay attention!
Do the Best You Can?”
Students: "No"
Conductor: "Or are you telling yourself to relax and take it easy because maybe what's going on isn't so important? "
Students: "Yes"
Conductor: "Right you are: and since your unconscious always says “yes,”
wouldn’t it be smart to send yourself messages that bring
good things?"
Students: "Yes"
Etc.
My consistent experience for 20 years is that it goes very much like this.
Do consider applying this learner-centered approach to your own style.
if it doesn't work for you, please contact me and, together, we'll figure out how you might fine-tune your approach so it does. No charge!
Telling students to "Sit up straight!" or "Stand tall" - the Teacher-Centered approach - creates a bit of momentary change in a few students. But nothing that lasts.
I wrote this dialogue to show how the IR/LC model engages the students, leads them to think about their thinking, to consider taking responsibility for the posture, to understand how powerful the messages are that posture communicate - to others and also one's self - and all these LCE things.
And it's all done in a happy way that increases rapport, and so important, shames no one.
Sample Dialogue: Talking Feet
This dialogue brings together these approaches, and works well for me - time and time again. You might consider using your own variation, or something else based on the dynamics in this sample dialogue.
The rehearsal is going well – there’s a good feeling in the room and the teacher senses a teachable moment!:
Conductor: Pretends to hear something, put hand to ear, looks around
and finally looks hard at a (friendly) student's crossed legs
" Gracious! Those crossed legs/feet are talking to me!"
Students: Confused...look at each other: "What's s/he mean?"
Conductor: "Do you know what those crossed legs were saying to me ??? "
("...were saying..." because the student will have
uncrossed them…as will all other leg-crossers in the room)
Students: Might be looking at you with concern! (But you have
everyone’s attention!)
Conductor: "Your crossed legs were telling me 'I’m not putting 100% of
me into this.' "
Students: Might be beginning to catch on – absolutely for sure
becoming interested…as long as you are really into it.
Conductor: Sitting down and crossing legs, feet – whatever is possible to
cross so the ensemble can see.
"What are my legs and feet saying to you? (you may have to ask them
to stand up so they can see your legs)
What is my body and posture telling you? That I’m happy to
be here?
That I want to do my absolute best?
That I can’t wait to start making music?"
Students: Most will shake their heads: "No"
Conductor: "Then what is my body saying to you".
Students: You’ll get answers like:
"You don’t want to be here.
You don’t care.
You can’t wait until the class is over, etc."
Conductor: "Those are the messages you get loud and clear. Right?"
(you must wait for them to answer)
Students: "Right, Yep, Un-huh, etc."
Conductor: "I don’t have to say anything – my posture is sending you
really strong messages, yes?"
Students: "Right, Yep, Un-huh, etc."
Conductor: "And how does that make you feel?" (if no response, help
them out with a suggestion):
"Not good right? As if I don’t care about you?
Does my posture make you feel really excited about being
here?
Of course not."
(Conductor MUST wait for them to answer begore going on)
Students: Nods, agrees.
Conductor: "So you can see how your postures sends strong messages
to others, right?"
Students: They continue to agree…and you’ve got the full attention of
most of them.
Why? Because it’s all about THEM and THEIR LIVES.
Conductor: " NOW THE MOST IMPORTANT QUESTION:
When you cross your feet and legs…what messages are you
sending YOURSELF?"
Students: Might not be sure what you’re talking about…or how to
answer.
Conductor: "Are you telling yourself:
Be alert!
Pay attention!
Do the Best You Can?”
Students: "No"
Conductor: "Or are you telling yourself to relax and take it easy because maybe what's going on isn't so important? "
Students: "Yes"
Conductor: "Right you are: and since your unconscious always says “yes,”
wouldn’t it be smart to send yourself messages that bring
good things?"
Students: "Yes"
Etc.
My consistent experience for 20 years is that it goes very much like this.
Do consider applying this learner-centered approach to your own style.
if it doesn't work for you, please contact me and, together, we'll figure out how you might fine-tune your approach so it does. No charge!
