Tips for better virtual coaching

Participants on Zoom need fewer canned presentations and more content grounded in what they actually need

After having completed several dozen virtual coaching sessions for chapters and choruses, I can share what I have learned worked and did not work for me. This is certainly not a comprehensive list, but maybe it will spur some reflection and creativity as we continue on this emerging virtual journey.

HAVE A PLAN—AND A BACKUP

Ask the host chapter or ensemble what they need and want. I observed a session where the guest shared a notably canned presentation. It was, frankly, not matched to the learners’ needs and only glancingly hit at their interests. Teach from your strengths, your joy, and to the learners you have on the call. Know your best product, and ensure that it matches their expressed needs and desires.

A LOT OF OUR MEMBERS NEED RELEVANT, MEANINGFUL EXAMPLES “ AS OPPOSED TO PHILOSOPHICAL OR WAAAAAAAY LEFT-BRAINED DISSERTATIONS WITH HIGHLY TECHNICAL SINGER VOCABULARY ... SOMETIMES YOU NEED TO SAY LESS AND ALLOW THE SINGERS TO DO MORE. ”

DON’T SHARE YOUR SCREEN AND THEN READ YOUR SLIDES WORD FOR WORD!

Let the members read them on their own—maybe in advance. Folks want to learn from you and interact with you personally. That means be sure to give them time to process, ask questions, and—if appropriate—deviate from the plan for teachable moments. Teachable moments can also happen when your presentation freezes, the video won’t play, people get bumped off, or surprise questions interrupt your “flow.” Go with it— participants feel more engaged when these twists and turns are allowed to naturally happen.

CONSIDER YOUR AUDIENCE

A lot of our members need relevant, meaningful examples as opposed to philosophical or waaaaaaay leftbrained dissertations with highly technical singer vocabulary. As a singing guy, I do always undergird what I say with solid and current voice science, but hopefully the science is not as evident to the receiver as the feeling—the experience—of the exercise, technique, or strategy. Sometimes this calls for accessible imagery or examples that clearly show the right approach, sometimes you need to say less and allow the singers to do more. A word of caution: if you have a great piece of imagery that you really love but can’t confirm the supporting science, it is better to leave it in the toolbox than to possibly lead singers down a slippery slope.

VARY YOUR APPROACH

Members of the ensemble you visit probably need differentiated (varied) approaches delivered in the way they learn best. Share multiple modalities for learning—physical, visual, auditory, written, and voiced. The more you skillfully broaden the learning opportunities, the greater chance that most, if not all, will “get it.”

SET THEM UP FOR FUTURE SUCCESS

Summarize the conversation or ask them to summarize, and leave the performers with clear, achievable takeaways. This situation has been one of the greatest challenges of a lifetime; however, everyone can still learn and flourish. The greatest outcome would be to emerge stronger, more skilled, and more united than we were prior to the temporary closure of live and in-person rehearsals.

As a coach and peer, you can powerfully help choruses and quartets emerge better, stronger, more agile and with a can-do optimistic attitude. That is one of our greatest abiding responsibilities to one another. n

Jay Butterfield is musical director of Parkside Harmony, a Singing judge, and a coach. He has a B.A. in voice performance, an M.A. in choral conducting, and a doctorate in educational leadership. jvbbbs1@gmail.com