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So, if learning is mostly about setting the stage for the mind and the body to function the way we want them to, to produce a desired result, one of the best examples I can think of where this is implemented with scrupulous attention to detail is the Suzuki Method of learning music.

The Suzuki Method is based on the Mother Tongue Learning approach. Dr. Shinichi Suzuki’s realization that all babies learn their mother tongue and his inference that the same approach could be applied to music learning is the founding principle of this method. He believed that anyone could learn to play an instrument – a belief that challenged the then popular notion that you had to be born with an innate talent.

I can see why Suzuki teachers lay so much emphasis on the child being nurtured in the right environment, rather than on being the ‘best’ or competing with other students. The focus is on effort and ability, not talent or achievement. Suzuki teachers seldom go overboard with appreciation. Nor do they criticize in a hurtful manner or scold a student for making a mistake while playing.  They are trained to spot and nurture interest and encourage effort at every stage creatively and patiently, not to praise victory (of having learned a piece) or to punish a child for not meeting certain standards.

The other thing that amazes me about this method, at least, to the extent that I have seen in M’s teacher, Ms. Judy, is this: She seems to have an endless bag of tricks to get a distracted child’s attention. There have been times (oh, many many times) when I have been completely frustrated with M’s behavior during her lesson. Ms. Judy is a very loveable person and M has no inhibitions getting comfortable with someone she likes and treating them as family. She also has no problem treating their space – professional or otherwise- as her home. Needless to say, she would do these annoying things. Like go exploring areas of her teacher’s studios where she had no business going or hiding under the pianos and pretending that the teacher couldn’t see her. Or the time, when she almost sipped from the teacher’s beverage glass. I would sit there fuming and fretting and trying to get M to behave with all the politeness I could muster, so as not to subject Ms.Judy to sounds and decibels she probably wasn’t used to. Ms. J., on the other hand would calmly let M do her thing for a couple of minutes, pretend like nothing happened and gently but tactfully steer the conversation towards the piece she was learning in a matter of fact way.  She has done this so many times in so many creative ways that I now know that no matter how hopeless the situation seems to me and no matter how many times M drives me to the edge of irritation where I’m ready to give up on her learning piano, she will come around. Thanks to the teacher and the method that refuses to give up on her.

Others may have shown us the door a long time ago, suggesting that my daughter was too young, too immature or that the piano was just not for her. Not Ms. J. She sees the potential and ability in M and others like her underneath all that distraction and playfulness and knows ways to tap into that potential without making judgements.

There are many lessons to take away from the Suzuki method, not just for students of music, but for parents and educators in general.

The emphasis on learning things the right way from the outset, even if progress seems slow at first, is one of them. The focus is on getting the fundamentals right and not how fast one can move from one piece or stage to the next. The other important lesson is patience and the grace to allow the student the time and space he needs to feel comfortable and in control. Funnily enough, M’s teacher accomplishes far more, in far less time simply by being patient.

Not comparing students, offering meaningful encouragement rather than empty praise, recommending a fix to a problem rather than calling out a child’s flaws and embracing every learning and teaching challenge with humor and humility are some of the other valuable lessons.

If it’s the environment that is most crucial to one’s learning process, then I’m truly fortunate to have found a conducive one.  Every music lesson for M ensures that I come away with a parenting lesson or two as well. Regardless of how far M goes with her piano, I’d like to think we’re both imbibing enduring life lessons.

Now, if only we could implement them more often.

“Learning is finding out what you already know…”- Richard Bach, Illusions

Last week, M learned to ride a bike sans training wheels.

The experience, eventually turned out to be almost effortless and far more enjoyable and memorable than I had imagined. But first, may I just say – what a revealing process it was! More than anything, thanks to this experience, it’s become crystal clear that learning is a very personal, individual thing. Whether it’s learning to read, to dance, play a sport or to ride a bike, you can read all the books you want on the topic and enroll yourself or your child in all the classes you can find, but nothing can ensure that you or your child will learn it. Other than the individual mind and the unseen force that drives it, that is.

Teaching the mind and as a result, the body, to do something is not just about training, memorizing, repetition, testing or peer pressure, although each of these may help with the process to varying degrees depending on one’s personality. But, what is really, really crucial to learning an art or skill while enjoying the experience is the right environment. Everything else – happens, as they say.

The story of how my 5 1/2 year-old learned to ride a bike is a simple one. At first, her father and I tried teaching her the old-fashioned way – which is the only way we knew. One of us would run alongside her, holding the bike, helping her balance as she pedaled away, keeping fingers crossed that the bruises would be tiny ones that we could kiss away.  After a few unsuccessful attempts, and very unpleasant sensations in our 30-something-year-old backs, the realization that we weren’t going to get very far this way dawned on us. We then turned to online videos and figured out an alternative to this back-breaking exercise. Who knew there’s actually a fall-proof method to learn to ride a bike?!

4 hours later, our daughter was riding her bike, almost embarrassed by then that we continued to hover, demanding that we not run beside her as she rode.

The video hadn’t taught us anything new. It had however reminded us to create the right environment that would accelerate M’s learning process and make it more enjoyable, rather than seem like an insurmountable task. We hadn’t taught. We had merely facilitated her learning.

With the stage properly set and the student willing, learning the skill was but a byproduct.  The fun we had with the whole exercise was the bonus.

I guess the same could apply to pretty much anything kids are learning.

Take reading. This is something else M is working on. Sure, it needs practice, letter and sound recognition and phonics awareness and most importantly, patience and time. But, after observing how M and a few other kids respond to the process and take to reading independently at their own pace, I’ve come to realize that what a child learning to read really needs is an environment where reading is enjoyed and encouraged, where stories have a special place and where loving adults read to the child consistently from an early age. It’s completely possible for kids with none of these to learn to read just as well, but something tells me that having the right setting is half the skill accomplished. It’s then only a matter of time.

It’s not everyday that passion shakes hands with work – which is what makes us cherish those opportunities even more.

Recently published:

Series on Reading to Kids on View on Education.

Reading to Your Child Part 1: Benefits, Challenges, Tips and More

Reading to Your Child Part 2 : Setting the Stage

Reading to Your Child Part 3: How It’s Done

Reading to Your Child Part 4: How to Pick Books

Reading to Your Child Part 5: Take Reading Beyond Books