The Balancing Act - Nurturing and Responding

As I read Dr. Suzuki’s latest article in the International Suzuki Journal, his request of first-grade teachers to continue the nurturing process which begins in the home is, I believe, a difficult one at best. For a classroom teacher to undertake such a responsibility could be more accurately described as overwhelming. The task of meeting the varying needs of individual children sounds impossible in a classroom setting. For me, however, the following ideas prevent this task from becoming mind-boggling in the challenge of a one-on-one, private-lesson situation.

The terms “nurturing” and “responding” have been bouncing around in my head for the last few months. I now see them as coexistent ideas. I have a responsibility to teach the discipline of my instrument; this is the element, or the “how-to”, of musicianship throughout the various learning stages from holding the instrument up to how to play an audition. As a teacher, I need to be gently firm in relaying these basic points. As my students come with their unique personalities and backgrounds, I must determine how to give each child the space to respond to my efforts. This is where nurturing comes in. Nurturing elicits responses. Forcing elicits reactions. Lasting learning takes place under the “response” category.

Remember to “enjoy the process” in your home nurturing. It will manifest your child’s natural ability. I once viewed the word responsibility as a response to ability -- meaning the ability is already in place, awaiting development. Nurturing, however, is a life-long process between human beings; it can't be done alone. Take advantage of Dr. Suzuki's approach to life: Nurture and respond.