When I started with my teaching practice and tried to describe what I wanted to do, I said: "Teach talented pupils ". A colleague taunted: "Don't we all want that: a teaching practice full of talents."
After a while in the field, I still support my statement, but I now know better what it encompasses. Contrary to what my colleague implied, namely a practice full of "easy" pupils who practice diligently and are advancing by leaps and bounds, I see the talented pupil as a gifted pupil. That brings complications and responsibility. Generally, this kind of student is usually not the type that diligently practices. Though he often develops with leaps and bounds, often bigger than you would imagine. He is often not well understood by his environment. His learning environment does not link to his development, causing a lack of challenges and he will not develop cognitive abilities. There are many complications in giftedness. Talent can be much more comprehensive than the violin, but perhaps violin is the one area where pupils can develop themselves at their own pace, if not tempered by the teacher.
No, I regard it as a responsibility to let my talented, gifted pupils develop from intrinsic motivation at their own pace and learn how to deal with the limitations of their environment. That's one of the things that define Viooltalent.
