Something that I'd like to delve into a bit on my blog is a way to communicate with parents about things from the teacher's perspective. Not only about how much we invest in our students, and how much we're trying to do what is best for the students, but also about the unique qualities of each teacher, and how our feelings play into the parent-teacher-student triangle. As I've started to think more and more about the parent-teacher-student triangle project I'm working on, this very topic is the one that has caused a bit of writer's block. Because we teachers care a lot--I care a lot--and my caring permeates my thoughts on the parent-teacher-student triangle. Honestly, it makes my writing biased in a certain way, and I want to be as fair-minded and balanced as possible as I offer my thoughts on the Suzuki triangle.
The teacher's ego is a delicate subject, and one that is tricky to address. I certainly have had more than one family leave my studio on less than pleasant terms. I'm certain this is because of my own sensitivity. I think that this very sensitivity is at the core of what makes me a good teacher, but it also makes it hurt even more when a parent doesn't trust me, assumes that I'm not a good enough teacher for their child, or pushes me to do things that aren't respectful of me and/or not what is best for their child (yes, those two things often go hand in hand).
As I continue working on all the relationships in the parent-teacher-student triangle (I have pages of brainstorming notes already!), I will post another story about a difficult relationship with a parent and student from a couple of years ago. It is one about a parent who was feeling desperate and pressured, and therefore looking for ways to make things work for her child. Certainly, something we can all sympathize with. But it was at the expense of the teacher--me—and not in the best interest of her child’s learning. If you're interested, please read the next post.
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