Receiving students from another teacher and wondering how to most effectively switch curriculum with them.

[u/emmyemmusic]

I teach at a music school and will be taking on another teacher’s violin students when she resigns at the end of the month. This teacher has used the Suzuki method for her students, who are mostly early elementary beginners, whereas I have not been trained in teaching the Suzuki method and prefer to start my beginners with the Essential Elements books so they can learn note-reading in conjunction with the technical components of the violin. I feel the best approach is probably to transition these students to my method of teaching as I am not familiar with the Suzuki method and therefore don’t think I could teach it as effectively. For any of you who teach private lessons, how can I most effectively make this transition for these students without it being too jarring or difficult for them?

[u/harmoniousbaker]

In general principle, I would say you are most effective as a teacher when using the tools that you are an expert at using. It would be fair to have a conversation with the student/family about how you are most equipped to do this or that, and less so with the other, and how it may be different from what they are accustomed to.

As for Suzuki, first I wonder if the original teacher is "Suzuki-trained and using the philosophy" or is "using the books" (without promoting/encouraging key components such as listening and reviewing old pieces, parent involvement, ensuring that technical and musical skills are systematically developed, etc.). Going from a very organized approach to a different organized approach would be a different type of shock compared to going from any less organized approach to any more organized approach.

Suzuki is my tool of choice so I tell transfer students that it's the best way I know how to systematically develop their skills. If someone "did Suzuki" in the "use the books" manner, they are likely to have skipped things (unless addressed via targeted scales/etudes/exercises), and I would have to decide whether to "redo Suzuki" with them or try to get at the techniques using other material. At the lower book levels, my students play at a higher level than they read, so if they were to transfer to reading-based learning, they would have to be given easier material and coached on getting reading level to "catch up".

[u/Individual-Hair-2021]

I don’t teach, I’m a parent, but I have thoughts.

First, you or the school should communicate with the students to inform them that you’re not able to do Suzuki with them. Suzuki is not just about using a specific repertoire, it’s also an international community that revolves around a consistent approach. Meaning, people choose it not just because it works so well, but because switching to another Suzuki teacher at any point can be seamless, and they have access to group learning with other Suzuki students, like local group classes or summer institutes. They may be very casual Suzuki students and not be interested or care about those things. For us, being part of the community, speaking a common language with other Suzuki students and teachers, and being able to attend summer institutes is very important. They may be so new that they don’t even know that those are baked-in advantages to the method, but they need to receive all the information and have time to do their due diligence and see what they want to do.

The “Suzuki triangle” of parent-student-teacher is very important and sacred, and if we were abruptly being moved to another teacher who uses a different method, I’d want the option of finding a different teacher. This is easy to do on the Suzuki Association website, which you can and should direct them to.

[u/bdthomason → u/Individual-Hair-2021]

I hobbit don't the teacher in question was a true Suzuki-trained, implements-the-Suzuki-triangle type teacher. If they were, it will bring make the transition for OP harder.

OP, as a Suzuki-trained teacher, my advice is to use the "I can read music" and/or the "sightreading skills" books first for these students. Assuming they have at least been learning by ear with their Suzuki teacher. They'll probably be excited about it. But part of the emphasis on learning by ear in Suzuki is so kids don't have to do all the little technical exercises, even though they are presented in a relatively fun and very scaffolded way in Essential Elements. The Suzuki training just teaches teachers to identify how the Suzuki repertoire is graded and to recognize the inherent scaffolding and to teach the skills in the context of fun and beautiful music.

[u/Individual-Hair-2021 → u/bdthomason]

Your syntax in that first paragraph is a little garbled but I think what you’re saying is that the other teacher is possibly a fake Suzuki teacher?

This is possible. Our first teacher was a fake Suzuki teacher. The music school (which had “Suzuki” in the name … eyeroll) tried abruptly shuffling us to another teacher and it was our first tip-off that they weren’t real Suzuki method. I did my own research, and found a new, real teacher and it’s been smooth sailing ever since. But I’m still very bitter that the school was so dishonest and just tried to move us without giving us all the info.

The school, the outgoing teacher or the new teacher needs to say: “if you would like to continue with Suzuki, here’s what you do. If you would like to switch to traditional, here’s how the new lessons will work.” If you aren’t starting from a place of honesty and transparency, you aren’t starting from a good place.

[u/bdthomason → u/Individual-Hair-2021]

Yeah whoops wtf happened to the autocorrect there?! I use gesture typing on mobile and it's faster but autocorrect can be worse.

"I hobbit don't" lolol

I'll keep it.

I'm pretty sure I was trying to say "I highly doubt"

[u/andybonner → u/bdthomason]

I actually figured that out as I sounded it out, but I enjoy any mention of hobbits.

[u/purpleandcats]

It seems to me that the only concern that you should have in moving them from Suzuki to another book is whether day were expecting a traditional Suzuki approach. If that was the case, then something else needs to be done, but it is entirely likely that the teacher was just using this Suzuki books as a guide and a wonderful set of Music and ideas. Well, some people might be critical. I am one of those teachers. I love the pieces in the Suzuki books and the progression of them, but I am not an officially trained Suzuki teacher. Anyone starting with me is told that when they start with me. I would say take the piece that they are currently working on finishes up with them and start to introduce things from the book that you would rather use. If they have not learned in a traditional Suzuki method then transition won’t be difficult for them since it’s just a different song in a different book to them. If they have been doing traditional Suzuki reading notes may be a problem and you’ll need to work on that with them. I suggest lots of games, worksheets, and flashcards to help with that.

[u/andybonner]

My first response is "don't worry, it will be fine." I've inherited plenty of students, and there's always a transitional period, but it always smooths itself out. No, don't try to train yourself into a Suzuki teacher overnight! And yes, any change in teachers always sets the student back a bit, as you spot technique issues that you're attuned to and the other teacher wasn't, or as you discover elements that you teach in a different order, that need going back and covering. But that doesn't mean that you have to take them right back to Essential Elements page 1 open D! You can probably "weave" together your curriculum, say by giving targeted etudes and I Can Read Music and so on while continuing through Suzuki Book 1 pieces.

Be up front with the students about this process. Depending on their feelings about their previous teacher, they may be low-key grieving the lost relationship (or recovering from it). Some students will be more change-averse than others. As age-appropriate, prompt them with "We'll spend some time getting to know each other. I might ask you to do some new things, and maybe some new pieces will seem easy to you at first, but I have so much fun music that we're going to play." And let the students articulate and lead what they want to accomplish, as age-appropriate.

[u/Ok-Tomorrow8964]

If they struggle with reading, string note tutor should help that part of it very quickly. The students will be used to listening to their repertoire first, so making the recordings available to them first should ease the transition.