I go by "Dr. Jeff" with my young students. Though I don't derive any self-confidence from the title alone, I like using it: I am proud of the work I put in to earn the title, plus "Dr", being a little more formal than "Mr.", allows me to be more informal and go by "Jeff" instead of "Manchur". I like "Dr. Jeff" a lot more than "Mr. Manchur".
Perhaps I could use the title to defend their practice assignments: I'm "doctoring up" how you play the piano. A lot of my suggestions probably seem a little absurd. Isolating sections, blocking chords, playing differently than written. I'm not surprised if my students don't really 'get' what I'm after.
Well, believe it or not, I do use these same techniques myself! I've begun to collect videos of myself practicing (some annotated with in-video text, some referencing other blog posts here), as well as visual reminders of analogies I often make in teaching (the baby learning to walk perfectly demonstrates how learning is a process and making mistakes can be good), and good practice tips from other authors.
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"Modern performers seem to regard their performances as texts rather than acts, and to prepare for them with the same goal as present-day textual editors: to clear away accretions. Not that this is not a laudable and necessary step; but what is an ultimate step for an editor should be only a first step for a performer, as the very temporal relationship between the functions of editing and performing already suggests." -Richard Taruskin, Text and Act