A traditional way to look at experts is as "fact machines". For example, an expert chess player can quickly access all of the information s/he needs to make an optimal move. However, recent research has shown that the best experts in all disciplines do not only use information efficiently, but are innovative in their application and expansion of the information as well. The book "How People Learn" (2000) calls this "adaptive expertise".

All teachers, including Suzuki teachers, should strive to be adaptive experts. Knowing the facts about proper technique and "step-by-step" instruction is not enough to fulfill your potential to be the best teacher possible. The most successful teachers know just the right game to play to improve a child's skill, and they know how to adapt it (in expression & explanation) for that particular student's needs.

We have all observed master Suzuki teachers do this very thing, wishing we could be as "intuitive" or "gifted" as they are. Just as we believe that all students can learn to play an instrument, we should believe that all teachers can become expert pedagogues! We study and practice our instruments to become teachers, but we also study how children learn in order to become "efficient". When we experience teaching and approach each student with an open mind, and when we begin to effortlessly associate situations with practices (games, exercises, etc.), we are free to innovate and build upon these practices.

It is not enough for a teacher to be an "expert". In order to truly connect with a student and tap into both their emotional and technical needs, we should all strive to be adaptive experts.