APSMER2017 PROCEEDINGS

Proceedings of the 11th Asia-Pacific Symposium for Music Education Research
(APSMER 2017) 19th to 21st July 2017, Melaka MALAYSIA
6. Parents’ Feedback
• Having a good relationship with parents is extremely important.
We value their input and their sincere comments, as this can
help us train better teachers.
Ongoing Training
We believe that a teacher who stops learning should stop teaching. A teacher
always need to be hungry for knowledge and willing to invest time in
personal development (Harris 2006). A teacher never stops learning (Harris
2012). Therefore, the learning and training will not stop after the initial 6 to 8
months training.
All student-teachers are obliged to attend an in-studio Holiday
Teaching Training three times a year. In these sessions we discuss the
challenges and obstacles they have faced over the term, and find solutions.
Besides the practical challenges, we also discuss matters related to music
analysis, preparing students for examinations and competitions, and methods
for teaching in different areas e.g.: articulation, pedalling, phrasing, etc.
Besides the in-studio training, we encourage student-teachers to enrol
in other external teaching training courses like those organized by IRMTNZ:
The Institute of Registered Music Teachers of New Zealand, which is a
professional organization that provides regular professional development
opportunities to private music teachers (www.irmt.org.nz). Master Classes,
concerts, and workshops on teaching are run regularly throughout the year in
different parts of New Zealand.
Student-teachers are also encouraged to gain their Teaching Diploma
from Trinity College London, Associated Board of Royal Schools of Music,
or the Institute of Registered Music Teachers of New Zealand, when they
reached the age of 18. After gaining their Teaching Diploma, they can then
apply to be an Associate of The Institute of Registered Music Teachers of
New Zealand (AIRMTNZ).
The Outcome So Far
From a humble beginning until now, we have had over 20 student-teachers
go through the training process. Among those, seven have gained their
Diploma of Teaching and have gone on to becoming an Associate of the
Institute of Registered Music Teachers of New Zealand (AIRMTNZ), and are
now working part time or full time as piano teachers around New Zealand.
Most of the student-teachers did the training but did not proceed to gain a
higher qualifications due to moving to other cities for tertiary education. This
was particularly common after the major Canterbury earthquakes in
2010/2011. Currently in my studio there are four student-teachers in training
working part time, and two fully qualified teachers (they have gained their
teaching diploma and registration).
Conclusion
Regardless what the student-teachers choose to do for their future
professions, the two to three years teaching experience in their teenage years
have had helped them immensely in facing adulthood in later years. From a
teenager who might still be unable to make their own bed, he/she learns about
time management, communication, analytical skills, and organization skills,
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