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Unruly Students

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Home Forums Teaching the Harp Unruly Students

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  • #89229
    unknown-user
    Participant

    I would like to know what are some effective strategies for dealing

    with unruly students. It doesn’t come up often, but occasionally I

    have had a young student who won’t respond to me and wants to run

    around and make loud noises, chase the cats, climb up the harps, etc.

    I have spoken with the parents, but on one occassion I felt it

    necessary to transfer the student to a teacher friend of mine who is a

    stronger disciplinarian. Sometimes I can reach a student with unruly

    behavior, but not every time, and would like to learn more. Thank you.

    #89230
    carl-swanson
    Participant

    On the surface, it sounds like the kid doesn’t want to play the harp!

    #89231
    unknown-user
    Participant

    I now teach a 7 year old on the piano, and in the past, I think she could be deemed with the word “unruly”. If she made a mistake or got frustrated, she would say… well, lets call them “big boy words” to maintain the sanity of this forum. Shed say these “big boy words” and slap the keys in anger, and once she even stormed off into my parlor room. If you think about it, seeing a 7 year old cussing at a piano is actually quite hilarious, but i knew it was something I had to stop! I talked to her mom about her “habit”, and her mom told me that it was part of a symptom she had, which apparently caused her to curse frequently. Im not familiar with it, so i cant tell you much about the condition- but the students mom talked to her and now the situation is under control.

    good luck with your student

    #89232
    Evangeline Williams
    Participant

    Steven,

    the cursing…was the mother referring to Tourette’s syndrome?

    #89233
    unknown-user
    Participant

    yes! thats it! i remember her mother coming to explain to me about how her daughter had a mild case of it. Now her mother sits in on the lessons, and every thing seems to be running a lot smoother.

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