Instead, traditional teachers have students read pieces note by note, when learning and playing pieces. Before Suzuki violin students ever receive the violin, they observe others who are doing what they will eventually do. Even after receiving and working with the violin, they continue to observe others in the masterclass setting and group lessons. Suzuki violin classroom structure enables students to work alongside with peers who share a common repertory, musical skills, and aspirations. Social interaction and the opportunity to play as a group are important features that make lessons a productive and satisfying.
Cooperation is fostered.
Great care is taken to avoid competition and its negative effects. Typically, children are given a violin without much, if any, preparatory observation. In this environment, the teacher conveys points by playing musical samples or use verbal explanations. Traditional violin lessons are modeled on an environment of isolation. When students do interact, competition between individual students is often used as a means to motivate them.