The idea of the Suzuki Triangle is of an equilateral one, with the parent, the teacher, and the student in each of the sides. This illustrates that all roles are equally important and mutually supportive. The Triangle can't sustain itself without cooperation and clear communication between its components. 

Why cooperation? The adults involved in this process have a common goal: the education of the student. The teacher and the parent want what is best for the student in front of them, and should work as a team to achieve such objective. And just like in a sports team, sometimes the opinion of one player is different from the opinion of the coach, which might be different also from the opinion of the fans... What to do, then?

Communicate! Communication between the 3 sides of the Triangle should be based on honesty and respect. Clear and honest communication avoids misunderstanding and keeps all parties on the same page. Parents should not be afraid to ask questions, and teachers should not be afraid to listen and respond to them. 

Within the model of the Triangle, each side has responsibilities. Understanding what is expected from the parent, the child, and the teacher will help to keep the communication line open and to develop the child’s skills to the best of their abilities! Here is a short list of some of the responsibilities:

• Child's Responsibilities:

1. To be just a child, not a “mini-adult”;
2. To cooperate with the two adults in the Triangle;
3. To be willing to think, to learn, and listen;
   
4. To ask questions.

• Parent's Responsibilities:

1. To make sure he/she understood the assignments given for daily practice;
2. To be a teacher at home, but not during the lesson;
3. To help accomplish the teacher-set goals;
4. To create a listening environment and routine for the Suzuki recordings;
5. To have a positive attitude;
6. To provide a productive practicing environment, free of distractions (TV, phone, computers, tablets, video-games...);
7. To ask questions.

• Teacher's Responsibilities:

1. To be an active, well-rounded musician;
2. To establish authority;
3. To give concrete assignments;
4. To be purposeful, but playful;
5. To provide a positive learning environment;
6. To adapt the vocabulary to the child’s level;
7. To speak to child and explain to the parent;
8. To ask questions.    
   

Besides the ideas above, I also suggest watching this short video: The Expanded Suzuki Triangle: Nurturing the Student within the Community.

I have recently re-read this book and I though it could be a good way for me to start this blog again. 

I would like to suggest "Punished by Rewards" by A. Kohn. A lot of interesting ideas on how to increase motivation towards short- and long-term goals without making the child dislike practicing.

Have you ever wondered what they are actually learning? Veteran teacher Sue Hunt has compiled a list of 36 skills that are developed by the time we move on from the Twinkle Variations.

Notice that some of her word choices vary slightly from the ones I use in lessons, for example: she uses "Stop, prepare, play" while I use "Stop, think, move" or "Finger, bow, then go", but the message is the same... 

Here it is a link to her list.

Very interesting article from the NYT.