1    Without exception, master teachers and coaches are extraordinarily knowledgeable about their particular field. In many cases, master teachers themselves have had distinguished careers as performers before becoming educators.

2    The metaphors students use to describe these teachers include “X-ray vision,” “tailoring instruction,” and providing “short cuts.” Based on years of experience, master teachers and coaches can immediately detect students’ technical and conceptual problems. These teachers know their students’ capabilities, and they provide the precise challenges or tasks that will enable their students to reach the next level of performance. These teachers also can break complex problems into specific steps and provide the tools to accomplish those tasks, eventually leading to peak performance. No matter how innately talented or practiced the student may be, the master teacher refines and polishes initial capabilities.

3    Personalizing Instruction. Josef Gingold was considered one of the greatest violin teachers of the second half of the 20th century. Violinist Jean Piguet said Gingold “taught every student individually. He knew what to say to such and such student, and what not to say. He would give completely different fingering and bowing instructions according to the idiosyncrasies of pupils he had. And he sort of nurtured the students as you would nurture a plant.”

4    Providing Shortcuts. Janos Starker, one of the premier cellists and teachers of the instrument, is able to accelerate and heighten the learning curve. “I give them all the shortcuts so they can reach their understanding of the things which took me 35 or 40 years to reach. They can have it all at the age of 24,” he said. Providing short cuts and opening doors constitute the first steps in enabling students to begin the long journey toward being self-directed problem solvers who critically reflect on their progress.

5    Caring and Loving. In a few cases, master teachers may shout, scream, and do outrageous things. But mostly, they’re gentle, kind, and loving mentors.

6    Attending to individual differences is inherent in Spanish diva Teresa Berganza’s approach to teaching. “I like to discover each voice, human being, and personality, color of voice, and spirit, because the voice has a spirit. Each voice has a body, a resonance. … Within each person there is something more, but they may not be capable of drawing it out,” she said. This is the challenge to her as an educator following her career as a performer.

7    Not Creating Clones. These master teachers don’t want students to be carbon copies of themselves. Harvey Phillips, described as the Paganini of the tuba, said, “I’m one of those people who feel that it’s not good teaching if all your students sound like you. … I want them to be free to pursue their interests, not just my interests.” Famed tenor James McCracken modestly told students, “Don’t do what I do, because what I do worked for me, and just barely.” And cellist Starker said, “I want every student to play the cello as well as I do, but God forbid that they sound like me.”

8    Being Self-Critical. Master teachers, like their prized pupils, are perfectionists, their own most severe critics. Harvey Phillips, for example, tells students, “They have only one musician to compete with the rest of their days — themselves.” According to Starker: “There is a responsibility which has nothing to do with success. If I am satisfied with my output, that’s the only thing that matters. … As recently as Saturday, I received a standing ovation, and I felt like — well, I’m not going to use four-letter words, but certain things didn’t work the way I wanted.”

9    The striving for perfection is never-ending. For example, when clarinetist John Banman asked Pablo Casals why he continued to practice cello four or five hours a day when he was in his mid-80s, Casals said, “Because I have a notion that I am making some progress.”

(635 words)

1. These teachers also can…, eventually leading to peak performance. 

这些教师还能……最终达到最佳表演水平。

句中 eventually leading to peak performance 为分词短语作状语，表示结果。

2. This is the challenge to her as an educator following her career as a performer. 

这就是在她的演唱生涯之后，对她作为一名教育家的挑战。

句中 following her career as aperformer 是现在分词短语用作时间状语。as an educator 和 as a performe r中的 as 都是介词，意思是“作为”。

3. If I am satisfied with my output, that’s the only thing that matters. 

如果我对自己的演奏满意，那就是唯一重要的事。

句中第一个 that 是指示代词，指代句子 If I am satisfied with my output；第二个 that 是关系代词，引出限制性定语从句并在从句中充当主语，在意义上代表先行词 the only thing。在定语从句中，当先行词是the only…时，关系代词要用 that，不用which。又如：

Man is the only creature that can speak. 

人是唯一能说话的动物。

4. Because I have a notion that I am making some progress. 

因为我觉得，我还在取得一些进步。

句中的 that 是连词，引导同位语从句。

* Read the following paragraphs until you have learned them by heart.

Without exception, master teachers and coaches are extraordinarily knowledgeable about their particular field. In many cases, master teachers themselves have had distinguished careers as performers before becoming educators.

The metaphors students use to describe these teachers include “X-ray vision,” “tailoring instruction,” and providing “short cuts.” Based on years of experience, master teachers and coaches can immediately detect students’ technical and conceptual problems. These teachers know their students’ capabilities, and they provide the precise challenges or tasks that will enable their students to reach the next level of performance. These teachers also can break complex problems into specific steps and provide the tools to accomplish those tasks, eventually leading to peak performance. No matter how innately talented or practiced the student may be, the master teacher refines and polishes initial capabilities.