” aEvery day new teachers visit our blog who are just beginning their journey into the world of piano education. Some have a few students, some are advertising for students, and some are merely kicking the tires of the trade.
Every day we also have regular readers visit our blog who have been teaching many students for many years, and who have amassed a wealth of piano teaching knowledge. So much can be gained by learning from those with years of experience…
Let’s Connect Teachers With Teachers!
Today we’d like to connect the two groups. Today, we want those experienced teachers who have toughed it out in the trenches and who have made and learned from their mistakes to share their single most important piece of piano teaching advice that will make the life of a brand new piano teacher a heck of a lot easier.
Check out the comments below. If you’re new to teaching piano and are looking for even more advice, check out our posts below:
5 Ways To Make A Fabulous First Impression On New Piano Families
What I Wish Someone Had Told Me Before Teaching My First Piano Lesson
Melody Stroth says
Try as hard as you can to be organized in everything: student information, records, your music, details for taxes. If you’re not good at it, hire it out. This leaves us with energy to do what we really want to do…teach!
Kerry Drombosky says
My best advice is- realize that you are running a business!! Every time to find yourself wondering what you should do when dealing with students ( or parents!) , ask yourself how you would handle it if you were running a shop, and office , a private school- because you are doing just that!
Trevor says
Great advice Kerry.
Maggie George says
The most important advice I can give (from what I have learnt over the many years of teaching) is that you can always learn from your students – don’t assume you know the way they need to hear your ‘lesson’, have a few ways of teaching the same thing so you can help them to grasp the concept without them feeling that they are the same as all your other students. Personal approach for each one is needed, to ensure that they all ‘get it’ successfully.
Maggie George
(The most important thing I would like to find out from your blog contributors is how people best explain how makeup lessons should not be requested as this so inconveniences the teacher when the student cancels – they have a booked space that they so often expect to be changed at their convenience and they don’t get it that this disrespects the teacher when they ask for so many makeups. It doesn’t seem to be possible for me to say ‘no makeups’, or we only offer 2 makeups with 24 hours notice in the school year)….
Kelly says
Maggie, I have dealt with the make-up lesson problem as well. I have been scouring through pinterest and blogs looking to see what other teachers are doing. It’s now written out in black and white in my studio policy that no make-up lessons will be given (the only exception being if I have to personally cancel them). Parents wouldn’t ask a coach or a dance teacher to make-up a practice or group dance lesson, and I think it’s okay for us to say no to make-up lessons. We have a certain amount of time blocked off during the day to teach specific students and can’t resell our time like other businesses or a doctor’s office. I am also giving an email swap list a try this year. Parents who give me permission to give out their email address will have the option to swap lesson times with another student, if they are unable to make their lesson. It is completely up to them to do this, all I ask is that they include me in the email if a swap is made, so that I can plan accordingly for the correct student. I give all my students’ parents a copy of my policy to sign, which states at the bottom that they have read and understand my policy. So if there are any questions during the year about it, I can point right back to it. I hope that helps a little. I know the business side of things can be frustrating, when we just want to focus on teaching! 🙂
Eleanor Baldwin says
The best way to deal with make-ups is to get your money in advance. Then you can give “refunds” for lessons that YOU miss because of gigs or sickness or lessons that involve a school activity (like a dance or a field trip). Explain gently in your information/policy sheet that as fortunate as you are to love the business that you are in, it is still a business — one where even YOU don’t get sick leave! Therefore, you cannot work around Johnny’s braces or Mary’s cramps. Strongly suggest that they schedule medical appointments on days other than piano day. And question the “Twinkle Toes” ballet programs which tell your child that they have “graduated” from dancing three days a week to five days.Always keep the ball in your court. And spell your policy out clearly so there are no gray areas.
Tina says
I too have an issue with being washy on my make-up lesson policy. Before I felt like my students were having complete control over my evenings. This was because I was offering multiple make up lesson slots every week. Students felt like if they wanted to, they could always reschedule. Now I have limited my make up lesson time slots to 3 times a week. Many of which are not used. I also am offering 2 Saturday makeup lessons the whole year in case someone gets sick. I have setup both online and in-class scheduling forms that have only the time slots I am available for. I know that when my studio grows in numbers that I will no longer be able to offer the week night make up lessons. Also, what has truly helped with decreasing the number of missed lessons was changing the payment to being once a month, vs. on a class to class basis.
Barbara says
I finally just stopped offering make-up lessons. I tell clients the fee is based on 4 lessons/month. Every so often there will be a 5th week in a month and that week is used as the make-up if needed or a bonus lesson if the student has not missed any lessons. I haven’t lost any students due to this policy! And new clients don’t seem to have a problem with it. Keep in mind, if you offer group lessons, piano parties, etc. without charging extra that should more than make-up for any missed lessons. We just need to keep educating our customers that this isn’t the piano lessons of old; it’s a business and if they want us to still be there when soccer season (or whatever the reason for missing a lesson) is over we have to be able to make a living.
Chris says
Start out with clear and firm terms and conditions. It’s easier to make allowances for reasonable parents/students than it is to tighten up when you finally realise that you’re being taken advantage of by the unreasonable ones!
Colleen Ferron says
The years have taught me to believe this to be the best policy.
Michelle Tukachinsky says
Be yourself… be genuine, kind, and patient. You will then be able to have a strong connection with your students which will open up the doors to their music making journey for years to come.
Laura B. says
Focus on proper hand position and finger technique right from the start. Especially with bright kids who learn note names and other musical concepts quickly and easily, it’s easy to ride the students’ enthusiasm for progress through a book and not give enough attention to technique. Establish good habits from the beginning so bad habits don’t have to be broken later!
Shirlee Landskroener says
Begin right away to share how to have a quality practice time at home. Including parents for beginners is such a benefit for these new students.
Jennifer Montag says
When I started I was paranoid the students wouldn’t like me or the piano. I teach a lot better when I pour so much into making lessons fun that’s its very hard not to take things personally, but its essential for survival.
Grace Tan says
Start off by being the very best you can be. Give your best in all that you do. The students will come one by one by word of mouth when you are good. It may take sometime to build a studio but it is worth the wait. Be organized. Always update parents on the students’ progress. Have a three way lesson, meaning, engage the parents, students and also yourself in the students’ learning process. In the process of it all, HAVE FUN!
Christy H. says
This doesn’t have anything to do with teaching method, but it has had a huge impact on my studio. I started using a program called Music Teacher’s Helper. I wish I had known about it the minute I started teaching. It takes all the worry out of the business side of teaching. You have all student info in one place, but even more wonderful…you can set it up to automatically invoice each month. There are so many worries and mistakes I have avoided this year because of this program. And it’s very inexpensive. Sooooo worth it!!!! You even get a free website with it!
Lynnette says
I second this! It is amazing! Saves me so much time on the business side of teaching.
Pailin Gordon says
When I was starting out I was so nervous, not sure what to do. So I did what MY teacher did,but I know how I felt when I was learning. Like how nervous I was with my teacher, how confuse I was but I was afraid to ask him… So it’s like mixing how I was taught with how I would like to be taught. (Hope this make sense!)
Jaclyn Mrozek says
Be as professional as possible. Have policies, dress like you care, be prepared before lessons, and be prompt. The more you treat your business as an actual business the more that the parents will as well.
Lynelle Vogel says
Love your students — little things like recognizing birthdays make a difference, make lessons fun, consider teaching Group piano or adding that as a component — helps with the “fun” scale and helps kids continue. Make sure you have a studio policy. Good luck.
Leia says
My advice:
Always have a lesson plan.
And even MORE important, especially if you plan to teach small children, include 3-5 activities that you could do if everything else gets done too quickly. Some kids
work faster than others and finish, in 10 minutes, what others do in 30. Always have back-up activities so that you aren’t stressing out about what to do next – I found that with my preschool kids, they sometimes just race through activities and everything would be done in 10-15 minutes! So it’s always good to have a few piano games and extras up your sleeve for kids like that.
Some activities that I like to do if we’ve finished everything too quickly:
– rhythm blocks
– “copycat game” (I play a pattern on the black notes and student copies, then we switch roles – kids LOVE this!)
– some sort of movement activity, maybe with singing. Alfred’s Music for Little Mozarts Music Discovery book has lots of these.
– worksheets (use sparingly)
Also (sorry for droning on) if you are using a new method (i.e. a book that you didn’t learn from or have never taught from) PRACTISE teaching it to a willing subject. Practise games and other activities, too!
Kate says
Yes, Leia, I totally agree with you (on both points).
Before each lesson I make up a detailed lesson plan. Even though I know all (or at least almost all) of the books my students are using very well (as in I’m very familiar with all the pieces, remember the order they come in the book, etc), in order to make my weekly lesson plan I still sit down and open all the books that each student is currently working on. I also have their assignment sheet open in front of me (on my laptop), in order to remind myself of what we looked at and accomplished last week. Then I look at where we are in each book, and what concepts are coming next. At each lesson I try to do some small prep for an upcoming concept (simple exercise, rhythm exercise, etc), introduce a new piece or two that use concepts already known, and work on current pieces.
Something I didn’t *get* when I was very first starting out was that it is crucial that I own a copy of all the books my students are using (besides the very occasional supplemental book). I plan very carefully the order in which concepts and pieces are presented, and I always play through all the pieces and try to trouble-shoot any potential tricky spots before we begin. Knowing the books inside-and-out is key to a well-planned lesson (and course of study!).
Like Leia, I also make sure to have a contingency plan for each lesson. I am ready for the student who had a bad week and didn’t practice much, and I am ready for the student who surprises me by coming to the lesson extra-well prepared. I always have extra activities/games on hand relating to concepts that each student has covered. I also always plan an extra piece/exercise/idea to move onto if the student is going at a good pace.
Virginia says
Parents are going to assume that piano lessons today are the same as when they took – set an alarm for 30 minute practice sessions. HORRORS!! Be very specific with what you want them to do. Let parents know that things are different today. How students practice from the beginning will be the reason why they stay with you through high school or quit at age 10. For me the most important part of a new lesson is not only writing down what you want them to do but asking them to tell you what they are going to do. Very often they don’t match!! Check out the Dow’s ‘ Shhhhhh…your piano teacher thinks this is practice.’ Great fun!
Bonnie W. says
Teach with a plan and plan your lessons around the individual student. Some student want and need more pieces to practice and work on each week. Others will be overwhelmed if you give them more than two or three. Teach rhythm right from the beginning.
L. Warren says
Always treat people respectfully and go the extra mile to meet their needs. You will never regret treating people well. There are situations I have faced where doing this not only saved a student (from quitting) but gave me a good reputation and brought me many more students. Will you encounter a disrespectful, unkind, manipulative individual? Sometimes. But most of the time, people will treat you well and it’s important not to lose sight of the inherit need to be a fantastic person/citizen yourself no matter how long you’ve been teaching the same instrument and no matter how people respond to you. (Ever encountered a public school teacher that clearly has been burned out and has obviosly lost the passion and been teaching too long……don’t be one of those). 🙂
Mary Gray says
Treat every student like a star. Welcome them immediately with a smile, greeting them by name, and with an easy ice-breaker…something to do with the weather or season is safe for anyone. Show them where to put their things…jackets, backpacks etc, and be prepared to do this every single time for weeks and weeks and weeks. Have an opening routine to make a smooth transition into piano lesson time….scales, improv, whatever works for you. Ask how practicing went for the week…any problems or concerns? Praise everything positive,,,hand position, posture, eyes on the music…be observant to details. If something seems difficult for your student, think about three different ways you can present the same concept. Try to get each student to laugh or giggle or smile about something during their lesson. Make piano lessons a highlight of their week, and you will be rewarded with a full studio very soon!
Jeannie says
The hardest lesson that I had to learn from was money and budget issues. Reminding parents/students that it is ‘payday’ is not an easy subject to approach. Music Teachers Helper is great once you have some students but to start with you are on your own. You should never be embarrassed asking for payment for the work you will be performing. Also, that first summer was a real shock when half of my students quit for 2 to 3 months. I now include a WRITTEN & PAID 30 DAY NOTICE in my contract. Keeps my budget balanced! Now I know what is coming in the next month and I can budget extras accordingly.
Jenny Ballinger says
I give each child a folder containing: practice incentive sheet, assignment sheets that I fill in each lesson, technical exercises, picture scales, 5 finger patterns, clapping exercises, composing worksheets and our composer of the term. I have a plan for each lesson using most items in the folder each week as well as playing their pieces and a little singing if term permits. I also plan to have a game ready and for pre-schoolers, a number of games just in case. The little ones seem to like similar things each week and prefer the familiar and most of all, music for them has to be fun. I put my lesson plan on my tablet and keep a manilla folder for each student containing their info, extra worksheets I might use to supplement their books in areas where they need extra work.
Gordon Ryan says
Don’t be afraid to use technology (computer games, digital keyboards, MP3 players, etc.) in your teaching studio. Used correctly, technology can be a great teaching supplement.
Stephenie Hovland says
Plan to be better every year. If you take workshops, connect with other teachers over coffee, shadow other teachers, and order new materials, you will find that personal/professional growth will continue every single year. That growth will not only make you a better teacher (you’ll learn what to do and what not to do) but it’ll keep you from getting burnt out and bored.
Kim says
If you want students to practice, get them excited about what they are learning! My first goal in teaching is to foster a love of and passion for music. If we can establish that, I find the rest generally falls into place. In addition, show a genuine interest in what is happening in their lives outside of piano lessons. A few minutes connecting at the beginning of a lesson is time well spent!
Karen G says
Don’t forget to teach chords! Once the major and minor chords are learned (not at all difficult if they understand how they are built) and your students have some proficiency in reading treble clef, combining these two things opens up whole new worlds. For one, songs students are familiar with can often be taught (if in a simplified version) by playing chords in the left hand and the melody in the right hand. This helps make playing piano more relevant and therefore even more fun, from the beginning!
Even the earliest learners can easily pick up C, F, G, Am and Dm. With these 5 chords many songs can be played.
Estelle says
Always have a lesson plan and back-up activities, but DON’T feel you need to stick to it. If the student is not co-operative during an activity, switch to another one. Don’t get irritated that your plan has changed. The student will learn better if they are having fun 🙂
Beth says
Take some time to think through your long-term billing practices & don’t start doing anything that you don’t want to continue in 10 years from now. Charging per lesson may seem the easiest way to advertise & bill but when folks are a little short of cash or haven’t practiced, they just don’t come. At the very least, charge for lessons a month in advance. Carefully consider make-up lessons because you are setting up your clients’ expectations for the years to come. Respect yourself & your time and your clients will respect you too.
When it comes to software for the business side of things, take your time to compare some of the biggies. MTH (a paid subscription) and Moosic Studio (an iPad app) are both specific to our trade, though the price structure couldn’t be any more different! Set up the processes today that will serve your studio well when you reach your dream enrolment!
Lois says
Having a sense of humor keeps things light & fun!
Collette says
Insisting on proper technique from the beginning is really hard but so important!!
Always have a Plan B…and C…and probably a Plan D as well.
Get to know them and remember what they tell you so you can follow up with them at the next lesson. Who doesn’t love somebody really listening to them?
And I just remembered the directions said “single most important piece of piano teaching advice” and I gave three…so combining them I give you: B.I.F.F. – Be Insistent, Friendly, Flexible
Corrie Anne says
This is great advice!! You can also skip around in books (I do this a lot with adult students) while still making sure you hit all the content.
Tina says
I have worked with students of all ages, but most of my private students are age 7-13. I have been teaching a few adults also and found that adults really want flexibility in scheduling. This was an issue with one student who was constantly cancelling last minute. I had then offered to have this individual come once every two weeks and the scheduling problems are now gone. Also, I have found that with adults it is very important to clearly understand what their goals are for learning piano. If they really want to just learn for pleasure by learning their favourite songs, or if they would like to get more into technique and utilize a method book. Being clear from the beginning of what the student wants to get out of each lesson helps you create a long-term lesson plan.
Also, for children I found it very important to allow yourself as a teacher to leave the method book, once in a while and have your students learn a song that is of their choosing. Students have all found great joy in playing these songs and even after the songs are learned, they continue to play them for fun! Having fun while learning is top priority for every lesson. When the student has enjoyed playing the piano in-class, they are more apt to play all their songs at home and thereby continue to develop their skills further.
Corrie Anne says
Keep a spreadsheet!!
Have fun with your students — as several others have mentioned, play music they’re interested in! It’s supposed to be enjoyable. This includes adult students.
Also using technology is great — when you’re talking with a student in a lesson, for example, you can pull up a lead sheet on the iPad or something quick to practice sight reading. Mix it up and don’t be totally predictable about what you are going to do every week!
Lynn Leach says
Develop a clear studio policy. Many teachers post their policies on their websites; take the ideas you like and include them in your policy. I strongly suggest a tuition-based payment system, calculating the number of lessons you will give in a year and dividing it out for a monthly rate. And be very clear about your makeup policy.
Melissa Slawsky says
This is exactly what my dissertation is about: I interviewed 12 piano teachers of varying ages, educational levels, and years of experience and found:
(1) piano teachers were autonomously resourceful when transitioning into
the teaching role, [We’re mostly on our own…..]
(2) [We learn mostly through] experiential learning (i.e., learning by doing, gaining experience,
and trial-and-error),
(3) piano teachers evoke memories (of former teachers, materials
played, and experiences as students) in transitioning into the teaching role,
(4) piano teachers emulate [or choose not to emulate] former teachers + a mix of elements in developing their teaching style,
(5) overcoming challenges and seeking out resources,
(6) formal learning experiences
(including piano pedagogy coursework),
(7) partnership of learning and teaching
apprenticeship and cognitive apprenticeship),
(8) support in the field (including the role
of professional activities),
(9) teaching confidence,
(10) reflective
practice, and
(11) reflections and suggestions for the future.
Overall, my best suggestion is that through reflective practice, YOU are your best tools for personal and professional development. Just as we learn to listen and assess ourselves when learning to PLAY the piano, we also have to develop that critical ear/eye when teaching. (e.g., what works, what doesn’t, what we can change, how we can improve.)
Also- The teachers I interviewed that were most happy with their education combined teaching and learning. (They either took on an informal or formal apprenticeship, or taught students while they were in school so they could apply what they were learning to their teaching practice.) [We learn mostly by doing……..gaining experience, and trial and error.]
The teachers I talked to discussed developing their teaching IDENTITY through developing a philosophy of teaching, taking some master’s-level study in piano pedagogy, and choosing to take on the teaching role (as opposed to performing).
In developing their teaching CONFIDENCE, the piano teacher’s I interviewed discussed:
1. Developing a philosophy of teaching, 2. Engaging in professional activities (finding a mentor, attending conferences/workshops, joining professional organizations), and 3. engaging in activities to feel more qualified (e.g., certifications, master’s level study, etc.)
In the end, the best teachers never stop learning and strive for continual refinement of their teaching, similar to our constant striving for consummate piano performance!
Good luck!
http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=4547&context=etd
Donal says
Be creative in your lesson planning:
– Make every lesson like a piece of music (exposition / development / exciting recapitulation to finish)
– Step outside the box in your lessons – use full body movement for rhythm or phrases, singing melodies and bass line, balls to keep a beat with, percussion, scarfs for phrases, bean bags for beat/rhythm, hop scotch pads for scales, hula hoops to represent beats…
– Have fun!
Laura says
I’ve only been teaching a few years, but I’ve already learned that it’s incredibly important to strike the right balance between learning and fun. When I first started teaching, I was so obsessed with making sure the kids had fun that I never got around to actually teaching them anything! (OK, that’s a bit of an exaggeration.) Since then, I’ve figured out that they can enjoy themselves even if it’s not “game time”… so long as there’s plenty of (earned) positive reinforcement and fun music to play.
Christine says
Teach in partners/ groups to reinforce skills. Let students take turns being the teacher. Group lessons are also my best practice incentive. Kids get tons of practice in when they know they will be playing for their friends.
Carol says
Do not give makeup lessons. I know it sounds harsh but, even new teachers need to value their teaching time and guard their personal time. A new teacher may not have a full studio for quite a while and giving makeup lessons will not present a scheduling problem. Fast forward a year or so and makeup lessons will be the elephant in your piano room!
Jeannie says
Last year I started doing make-up lessons in a computer lab. I bought an older computer and ALL that is on it is Tonic Tutor and Alfred Theory. Kids sign in for a make-up lesson and come in and do it online. I can monitor lessons without being right there and because I had the computer totally striped, students cannot get on any other sites. Cost me $40 per computer. Parents love it because when they have 30 minutes free time, the student can come in and do their lesson. No conflict of time and parents do not feel ‘cheated’.
MaryBeth says
When preparing lessons for the week (or day) always ask yourself, “how can I inspire my students this week?” Inspired students practice. Practice leads to progress, which leads to happy students, which leads to happy parents, which leads to greater retention of students and more enjoyable lessons for you!
Melissa says
Be willing to learn from others to find new approaches to teaching the same things. Every child is different!
Kelly says
All of these comments include such wonderful advice! I would have to say taking the time to put together a thorough studio policy would be my best advice. I have taught in two different areas for a total of five years and am just now getting getting to where the business-side of things is not super stressful. Some parents just take advantage of you when you’re overly nice about make-up lessons or which day payment is require, etc. But when you have it all spelled out clearly in your policy and have provided this to parents before lessons even begin, you have something to back you up.
Stacey says
Wow, so many wonderful tips from so many successful teachers. This is priceless.
I think the business aspect of things is certainly important–being professional, organized, invoicing payments and such–however I think that those things will grow & change in time. The more you do it and the more problems you will face, the more you will be able to tailor your business needs to your own expectations.
What I find to be even more important than the business side of things is the personal aspect of teaching. Things like trying to connect with your students from their very first lesson (or following up on whatever is going on in their personal lives, or simply remembering birthdays) will make your connection with your students so much stronger. When I first started teaching, I thought that parents expected me to teach them a TON of things at their very first lesson, so I jumped right into the music without asking any questions and I missed an opportune time to get to get to know my students (both personally musically)! What a shame! Even if they don’t want to talk at the first lesson, you can break the ice by asking if they already know some songs on piano (or even if they’ve ever played/touched a piano before)! These first personal connections are things that can’t be undone if you don’t take the time at the beginning and will play a huge role in determining if your student stays with you for more than a year (or even just a few months).
Also, asking questions is of utmost importance. Take the thoughts and opinions of your student to heart and tailor your teaching to that. Ask your student questions about the music that they are working on. Some students know what they need to correct right away and the only way to find that out is by asking them (so let them voice their opinions before you voice your own sometimes)! Most other students get frustrated with the music but they don’t know why (or what went wrong, or what they can work on to improve it). Our job is to help them find the answers by themselves (so ask them questions in a way that gives them the answer, but allows them to think that they came up with the answer themselves).
If you stick a new piece in front of their eyes for the first time…. ask them what their first impression is (What do they see? Does it look scary or do-able?) After they finish sightreading something for you, see what they thought about it! (Was it easy, hard, in the middle? What kind of difficulties did they face? Do they like it? ) Always ask questions and try to understand your student.
Understand what your student thinks and how they understand things. The more you can do this, the better the teacher you’ll be.
Ceil Chapman says
1) Agree with Carol. NO makeups.
2) focus on technique from the very beginning.
3) try to accept students by audition. Know what you are getting yourself in.
4) involve parents if they are interested, for faster progress.
5) use a variety of materials. Use an iPad if possible.
6) say what you mean, and mean what you say: students will do 75% of what you expect. So set the bar high.
Karen King says
The Repertoire! New teachers (myself about 5 years ago) tend to teach the same 3 pieces they themselves played for their Gr. 5 or Gr. 8 exam. If students are going to be motivated to practice, they have to LOVE what they’re playing. It’s important for new teachers to be familiar with everything from Scott Joplin to Scarlatti in order to present the pieces best suited to that student. Also, it’s important for seasoned teachers to never forget this and never stop learning new material in order to stay relevant!
Katie O says
My best piece of advice is to focus on practice techniques from the very beginning. Don’t just tell your student to sit and practice for 30 minutes, make a routine of what specifically they should be doing.
Karen Cox says
Be a happy, cheerful and pleasant person who is interested in each student. Allow a few minutes at the beginning of each session to ask about their day or their interests. If you show appreciation for them, they will appreciate you, too, and will be more likely to want to come to piano lessons. Cheerful teachers have fewer drop-outs!
D'Ann Beck says
Agree with Ceil, and add “keep an open mind, always look for new ways to teach, have strict policies and stick to them, know that 100 percent of your patience will be needed, so take care of yourself first.
Nathan says
Allow the student to have fun and choose pieces occasionally, but don’t get in a pattern of letting them do whatever they want, or you’ll exhaust yourself trying to find and arrange 10 Justin Bieber songs that they just HAVE to learn as a beginner who only knows where middle C is only to have them tell you the next week that they don’t like those songs anymore.
Rebecca says
My advice is to make sure that students grasp the process of learning to read notes, and to supplement with more games, flashcards, and practice in reading (other than just the pieces in the books). Of course, perfect note recognition doesn’t happen immediately, but emphasizing intervallic reading helps a lot. When I started teaching, I would tend to move students ahead in their method books too quickly, and they were not as strong of readers as a result.
Lynnette says
Have lots of recitals. If we want to teach comprehensive music, this includes memorizing and performing. The whole reason we learn music is to express ourselves and share the beauty of music with others. If the student only plays in one recital or competition a year, all of their performing experience will be based on that one performance. It’s better to give them more than one opportunity to share music so they develope their performing skills.
This was a great idea! Thank you to all the commenters for all the helpful advice.
Karen Snow says
so many things come to mind. I think the easiest ting is to just make a list
1. Make-ups – seems like a common thread. I schedule two make-up days at the end of each month. Students who need to make up a lesson can schedule it on the last Friday or Saturday of the month…by appointment. Most don’t ever do it, but they know they can so they are happy and get the opportunity to make-up. I only allow make-ups if they let me know ahead of time that they will miss a lesson.
2. Be flexible – this is important. Our students and their families are people too and things come up. Be willing to help them out when necessary.
3. I agree that piano needs to be fun, but you can still learn and have fun. Sometimes it is a compromise between what you want and the student wants, but it usually works. If it’s not fun, they will eventually quit.
4. Teach them how to practice right away. Make sure parents make a commitment to help them, especially with the younger students. They don’t just practice effectively automatically.
5. I used to rollover missed lessons to the next month until I realized that sometimes a student would only owe me for 1 or 2 lessons the next month. I ended that with a no refund policy and payment at the beginning of the month for the entire month. Parents are good about paying and I can plan on my monthly income much more easily
6. Love what you do! Teaching piano is soooo fun and rewarding. Love what your students do. Love teaching them and seeing their progress and excitement.
7. Be reasonable in your expectations. A high school student is just not going to have the time to practice like an 8 years old. Others are on sports teams or taking dance lessons. Cut back on the amount you gave if necessary. If a student is stressed over a project or finals, then give them “permission” to back off on piano that week. They will appreciate you and work harder later.
8. Have lots of extra activities in the studio to fall back on when you have extra time. I have a mini-basketball hoop on a chair that they love to play music related games when there are extra minutes. There are zillions of websites out there with wonderful and fun games to play.
9. Be organized – plan your week, your recitals, your master classes, the games and especially all your studio policies. It is much, much easier if your students and parents know all the “business items” right at the start. I give out a packet at the first lesson and try to get to know them and what they want right away. We talk a lot at this first lesson, but it is a foundation for all the rest.
if you can’t tell, I love teaching piano and have been doing it for over 20 years in total. Make it as fun as you can for both the teacher and the students. Be happy!