In adjusting my teaching style to my children’s complex demands, I gradually learned to observe them and learn. Since imposing the wrong approach created conflict, I gravitated toward a more productive routine. My rule became harmony, not the default procedure that had worked for past students, but did not work for Annette and Lewis.
For teaching music reading, I learned to accept the complexity they wanted, even though I continued to wonder if they were actually learning what they needed to. But I saw that they thrived on difficult tasks, and that for them, the difficulty of the job was the whole point.
I couldn’t resist the pull to do what so obviously made them happier—and clearly, they learned better in a relaxed atmosphere in which I supported what they wanted to do.