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Any teacher of music, or of anything for that matter, must constantly strive for a balance between addressing the student's immediate problems, and affording him a deeper, more grounding experience. By no means are these two concerns mutually exclusive, yet much music teaching I have encountered is balanced too heavily toward the immediate or reactive; in this mode, the teacher often attempts to correct every mistake or address every problem as it arises. I have found this approach, although obviously necessary at times, often creates a somewhat disorienting dynamic in a lesson and actually can exacerbate problems students tend to have, such as physical tension or myopic ...