Education is sometimes seen as a structured, methodical process where students follow a set path, master skills in a predetermined order, and strive for perfection. Personally, while teaching music, I aim to create a space where every student, regardless of age, ability, or experience, feels included, valued, and capable of growth.
What Does an Inclusive Learning Environment Look Like?
An inclusive environment is one where:
Every student feels heard and supported: whether they are a beginner or advanced player.
Curiosity is encouraged: students are encouraged to ask questions, explore ideas, and try new things.
Mistakes are seen as part of learning: rather than failures, mistakes are opportunities to grow.
Flexibility is key: teaching adapts to the needs of the individual, adjusting lesson plans and content as needed.
Meeting Students Where They Are
Every student comes to a lesson with their own background, strengths, and challenges. Some have years of experience, while others are picking up an instrument for the first time. Some have natural confidence, while others struggle with self-doubt. My job is to meet them at their starting point, e.g. a student struggling with rhythm might benefit from movement-based exercises as well as using a metronome; or a student who is nervous about playing in front of others might start by performing only for me, then for a small group, before eventually playing in a recital.
The Importance of a Safe Space
Creating an environment where students feel safe is essential. Many students may fear making mistakes, being judged, or not meeting expectations. If they don’t feel safe, they won’t take risks, but without taking a leap and trying something new, there’s no opportunity for growth.
I make it clear that:
There is no such thing as a "wrong" question.
Mistakes are expected, normal, and often the best teachers.
We focus on progress, not perfection.
Lessons are a collaboration and students are encouraged to express what does/n’t works for them.
Adapting Goals to the Individual
One of the biggest factors in student success is setting goals that are challenging but achievable. Some students want to work towards difficult repertoire, while others want to play for fun. Regardless of the goal, I always build in flexibility.
For example:
If a student wants to play an advanced piece but struggles with certain passages, I arrange the piece to their level.
If a student has a busy term and can’t dedicate as much time to practice, I adjust expectations so they can still experience success.
If a student lacks confidence, we find small victories—perhaps playing just the first few bars of a piece beautifully rather than forcing an entire piece too soon.
By doing this, students always have a path forward, no matter their level of ability or the challenges they face.
Final Thoughts: Teaching more than the notes
My approach to teaching is about more than just violin technique, it’s about empowering students to explore music in a way that feels accessible, enjoyable, and meaningful to them. An inclusive learning environment ensures that every student has the tools, support, and encouragement to thrive.
By meeting students where they are and giving them the space to grow, we can create wonderful musicians and lifelong learners who (rather than obstacles) see challenges as opportunities.
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