Profile of a Pedagogue

One week down. Sixty-three more to go. Operation: graduate school is nearly in full swing, with the final component of my schedule beginning after Labor Day.

In addition to the expected hours in the classroom and in the practice rooms - comprising my role as student - a great deal of time is spent on my appointment as teacher. After all, the degree I am seeking is a Master of Music in Piano Performance and Pedagogy.

I couldn't help but chuckle and nod in approval at one of my classmate's gut-reactions to a professor's inquiry of, "How do you respond when people ask about your line of work?"

Wittingly, she replied, "Very carefully."

I am often asked, "What in the world is pedagogy?"

My degree is a mouthful. I understand that. Simply put, pedagogy is the art and science of teaching. Dr. Sam Holland (my program director), added the caveat of practical skills to the end of that definition. Teachers must have information worthy of transfer, but they also must be able to creatively implement these skills in a practical way.

One of my responsibilities as a Teaching Fellow (similar to a GTA) involves teaching a section of undergraduate class piano to non-music majors. My class meets twice weekly in the keyboard lab. I am fully responsible for planning every lesson, sequencing materials, and preparing my students for the exams. Thankfully, I  also receive guidance and observation feedback. It's truly the best of both worlds: I have my own classroom space to experiment and explore, but I am under the tutelage of an experienced faculty member.

As I was preparing lessons for the first day of class, I found an activity that piqued my interest. In addition to the usual student/teacher introductions, I planned an activity that would provide valuable information for me in a way that was safe for the students. I implemented it on day one, and I think the results were positive.

When the students entered the room, I gave them two sticky notes with simple instructions: on one note, write a characteristic of your favorite class, and on the other a characteristic of your least favorite class. The results were intriguing.

Among the favorite responses were: laid back, enthusiastic professor, available professor, knowledgable professor, challenging, creative in approach, interesting

Among the least favorite were: condescending, monotonous, arrogant, loud, boring, dismissed late, overly challenging

This was truly insightful for me, because it gave me a window into what motivates and what aggravates them.

The very next day, in my Piano Pedagogy I class, we were given an assignment to come up with adjectives describing best and worst teachers. It seems it's a rather important question.

What makes a good teacher?

At the top of my own list is patient, honest, humble, experienced, motivational, involved, creative, realistic

On the opposite column, I typed apathetic, demeaning, ambiguous, detached, arrogant, unapproachable, under-qualified

I love all of my teachers this semester. Why is that? What is it about them that sparks or holds my interest in a subject? You might argue that I love school, because I am studying only things I enjoy. While that is partly true, a good teacher can still make or break a subject. I love to write, but that doesn't mean I am automatically thrilled about a research project. But when the teacher starts with the building blocks - asking questions and the questions beneath those - now that is exciting!

I don't have a thesis for you (the profile of a pedagogue is...), but I'm thinking a lot about the teacher I want to be - and don't want to be! I am delving into understanding how students and adults learn. I am analyzing what it is about my own teachers that motivates me to pursue higher learning. I am as devoted as ever to my craft of musicianship at the keyboard. I am soaking up every moment.