What I'm pondering today: How helping others is an essential component of recovery (from anything!)
My husband directs an in-patient rehabilitation center for individuals struggling with substance abuse. It's a whole world unto itself, but - if you know me - you know I can find parallels to teaching just about anywhere. ๐
One known truth of long-term recovery is this: Helping others find their sobriety is often a key element in one's own journey to health.
While a history of substance abuse is not part of my husband's story, many working in his industry have struggled with addiction. They bolster their own recovery by helping others with similar hang-ups.
Few things in life are more motivating than finding a way to help others. A sense of purpose can help justify many of the burdens we find ourselves carrying.
Phew, Christina... you're going deep today....
Allow me to explain my Teacher Spin on this ponderance:
How do we handle our own insecurities, as musicians (and as human beings)?
What struggles did you have on your musical journey... and how do you approach those things in your work now?
I see some teachers who go out of their way to avoid the things they perceive as "weaknesses".
Case in point? Recitals.
I know teachers who did not enjoy their recital experiences growing up, so they intentionally avoid planning performance opportunities for their own students.
On the flip side, I know teachers with emotionally laden performance histories who have doubled-down on providing GREAT recital experiences for their students. They've made it their life's work to solve the problems they experienced as students. Understanding their own insecurities is a key factor in the solution.
I feel the same way about technical development. As someone who spent her 20's retraining her piano technique from the ground up, I do everything in my power to make sure my students never have to work THAT hard to fix their physical approach to playing.
My struggles with perfectionism make me an empathetic teacher of overly-cautious students.
My deeply-rooted fear of disappointing teachers/family members/peers/etc. helps me spot that nonsense in my students immediately.
I say all this to point out: Yes, our strengths help us to be great in our work, but so do our weaknesses.
If we lean into our insecurities and ask what they have to teach us (rather than avoiding them altogether), I am confident we will come out ahead.
Perhaps we can find a renewed sense of purpose in helping students deal with similar struggles in a healthier way.
โ
Sometimes, the most important thing you can do is let a student know they are not alone in their feelings.
In the midst of a most-tumultuous week here in the U.S., I wanted to encourage you to recommit yourself to helping.
I mean, we're teachers... helping is what we do, right? โ
โ
Sure, but like anything, the extent can vary over time.
When you feel discouraged, double-down on helping someone. Find a way to help someone understand something better than you once did. Confess your struggles. Confide your fears.
Then, recommit to helping make the world a better place for each student who enters your studio.
๐ฅ Cheers to facing our insecurities head-on, and asking what they have to teach us. ๐ฅโ
โ
If you are someone who struggles with your inner critic, you'll want to check out a pair of episodes from the Beyond Measure archives. Check out Episode 047 and Episode 048.
Do YOU find yourself using a "weakness" as a strength in your teaching? If so, I'd LOVE to hear about it. HIT REPLY and tell me all about it!
Please know: I read every response, even though I might be slow at replying.๐