By Merlin B. Thompson
Recently, I witnessed something in a Suzuki teacher colleague that gave me concern. Over the course of several months, I listened as she shared her weekly studio experiences—stories that slowly revealed an alarming pattern. Though committed and thoughtful in her teaching, she was showing signs of burnout. Not because of a demanding teaching load or administrative stress, but because a few of her students weren’t progressing as expected. These students—just a few, not all—caused her to question her teaching ability, even to the point of wondering if she should continue.
That experience stayed with me. It made me reflect on how Suzuki teachers may unknowingly link their own sense of worth to the progress of their students. The deep relationships we form with our students are a mainstay of music teaching. We care for our students. We invest time and energy in them. And when students struggle, it’s only natural to internalize the setback. Could we have done more? Done it differently? Have we somehow failed? This kind of self-doubt, rooted in empathy and professional responsibility, can quietly erode a Suzuki teacher’s well-being.
How can we maintain high standards and deeply care for our students without allowing their ups and downs to define our self-worth? Here are four strategies that help support both student growth and Suzuki teacher well-being.
1. Music Teaching is a Shared Journey
Music teaching works best when it’s a collaborative process, not a one-sided transmission of expertise. Both teacher and student bring something meaningful to the table: the teacher contributes knowledge and structure; the student brings creativity, curiosity, and individuality. I saw this firsthand with Alex, a transfer student who was on the verge of quitting piano. His journey hadn’t felt like his own. The turning point came when I invited him to explore music that resonated with him. The next week, when he arrived with a list of new pieces, it was a pleasure to see Alex’s renewed sense of purpose.
2. Stay Curious About Your Students
Students sometimes change rapidly and without any notice, and their musical interests evolve with them. Staying informed means we don’t rely solely on what we knew about them last month. For instance, Albert initially expressed excitement about learning all the Star Wars music. But once he started, he realized he only liked a few recognizable themes. His change in direction reminded me how important it is to listen and check in regularly. Supporting students means understanding their shifting goals and adjusting our teaching accordingly.
3. Foster Reflective Learning
When students struggle, Suzuki teachers may feel pressure to “fix” things. But we serve everyone better by helping students engage in reflective learning. Students’ learning processes improve when they’re able to articulate their own progress and challenges. My student Luke told me he had completed all his practice assignments. But when I asked what he had improved, he shrugged his shoulders and replied, “I’m not sure.” That moment showed me he had gone through the motions but missed out on engaging purposefully. Prompts like, “Tell me about your practice,” or “What surprised you this week?” encourage self-awareness and a sense of ownership.
4. Not Every Challenge Requires an Immediate Solution
Sometimes, the best thing teachers can do is wait, observe, and support without rushing to intervene. My student Annaliese hit a plateau earlier this year while navigating personal challenges at home and school. She really seemed stuck in place. Then one day, seemingly out of nowhere, she moved forward. By resisting the urge to fix every slowdown, we give students room to work through things in their own time.
Final Thoughts
Reflecting on my colleague’s challenges and her personal well-being, I’m reminded how easy it is for teachers to evaluate our own worth in terms of our students’ achievements, to think that we’re doing a great job if our students practice every day without fail, dutifully follow the teacher’s instructions, or make consistent progress. I’m grateful that these days we’re working in an instructional environment wherein the teacher’s role is less about predetermined students’ journeys, and more about supporting real-life students as they move through various phases of their own unique musical dreams.
What stands out for me is how in recent years, there’s been an evolution of music teacher mindset that means today’s teaching model looks different than what we’ve done before. How I taught Suzuki Piano forty years ago isn’t what I have going on in my current studio. Some of my beginner students are teenagers. Only a few of my students attend lessons with their parents. All of my students practice independently without the need for parental monitoring. Have I given up on excellence? Not in the least. But things definitely look different. My goal is to match students and their families where they are, not where it might be convenient for me.
I appreciate how the mindset behind today’s music teaching has evolved. This evolution invites us to value our teaching not solely by how we continue to achieve excellent results, but also by how we help students explore, develop, and define their own musical identities. It’s all about building on and exercising the musical environment and interests that are present and developing in students’ lives, while also expanding students’ musical experiences by connecting them to our own knowledge and musical backdrop. It’s not about one or the other. It’s about both.
Suzuki Method teaching in 2025 means that teachers are comfortable with flexibility. We have multiple ways to create success. Respecting diversity and being inclusive of diverse family environments means that we accommodate families as they are, without the need to turn them into “ideal” home environments. We enjoy assisting our students to explore goals and interests that previous generations of music teachers never even considered. We involve students in decision-making processes because we value what students have to say. We include more variations in our teaching, knowing that doing so may on occasion take us into unfamiliar areas. With an open mindset as our guiding light, we celebrate the opportunity to work as facilitators of musical growth, creativity, and personal connection.
At the same time, this evolution isn’t only about what we do for our students—it’s also about what we do for ourselves. When we allow ourselves the same flexibility, empathy, and understanding we offer our students, we begin to nurture our own wellness. We remember that music teaching can be fulfilling not because it’s perfect, but because it’s human. By making space for our own evolving perspectives, we create a professional life that is sustainable and deeply rewarding. We take care of ourselves.
As we embrace a broader music teaching perspective, my hope is that our evolution as Suzuki teachers will continue in ways that honor both our students’ individuality and our own humanity. That by fostering environments of curiosity, flexibility, and trust, we sustain the emotional and professional well-being of everyone in the studio. Because at its heart, wellness in music teaching isn’t about balance we achieve once and for all—it’s about the habits and mindset Suzuki teachers bring to every lesson, every week.