Teaching Adults

[This post was written in response to a question from a former student who is a teenager, but is teaching some adults.  Hence the tone of the piece.  If you’re not a teenager, sorry 😊 .  And thank you, thank you, thank you to the adult learners who answered my questions.]

Teaching adults is weird.  For you.  And for them.  It can feel like an odd boundary has been crossed.  After all, they’re older than you, so shouldn’t they be in charge?

Nope.  You’re the expert in your instrument and that’s why they’re coming to you for lessons.

Teaching Scales - part 3 - Advanced Students

Scale Monopoly

I know I found this on a website years ago.  Goodness only knows where.  Google doesn’t.  If I find a reference, I’ll let you know.

The best thing about this game, it incorporates some arts and crafts.

Teaching Scales - part 2 (Beginner/Intermediate Students)

Here are a few techniques that have worked for me.  Most of them, like every good teacher, I’ve stolen from other teachers.  I’ll give credit where I can.

Teaching Scales Part 1

There will come a time in your teaching career when you’re just going to have to bite the bullet and do it.  Yes, you’re going to have to teach scales.

And, if you’re smart, you won’t inflict your terror of these unimaginable beasts on to your students.  Cos, actually, they’re not unimaginable, beasts or otherwise.

Bullet Journaling for Musicians

 The Bullet Journal concept was created by a New York graphic designer.  It is a method of customising a reflective journal to fit your individual needs.  It’s a way to keep track of daily to-do lists and to track progress towards habits and goals.

The "P" Word - Practicing vs Rehearsing

It’s pretty simple. 

Practice is what you do at home.  Your aim is to perfect your part.

Rehearsing is what you do with others.  Your aim is to fit the parts together.

Everyone hates the person who turns up at rehearsal not knowing their part.  Don’t be that person.

The "P" Word - But I Don't Feel Like Practicing

Quick answer – get over it.  Go do some practice.

Ok.  Not helpful.

Here are some suggestions for those days when your students (or you) are suffering from a case of the can’t-be-bothereds.

The "P" Word - Senior Students

Senior student will be able to monitor their own practice session and determine what it is they need to practice.

Hahahahahahahahahahahahahahahahhaha.

Yeah.

The "P" Word - Encouraging Older Children

Older children are old enough to understand that they need to practice to get better.  They’ve practiced tying their own shoelaces, practiced skateboarding or gymnastics, practiced reading and writing, so they know that’s the way to improve.

This stage can be tricky.  Children often feel the pull of other commitments.  The music is getting harder, so the immediate payoff isn’t always there.

Having dedicated days of the week helps.  I get students to designate 3/4/however many days I think I can get away with, and we write down exactly what they should so on those days.

Make sure they bring a notebook to their lesson and either you or they write down what they need to practice for the week.

For example,

Monday – G major scale (4 times, tongued and slurred)/p. 25 of the tutor book (get the slurs right, clap the rhythms of O Susanna)/find the words to O Susanna/choose a surprise song to play to me.

Tuesday – G major arpeggio (4 times, tongued and slurred)/sing O Susanna/p. 26 of the tutor book (think carefully about the quavers)/practice the surprise song

Etc.

If it’s written down, then parents also know what to expect.

I like giving students some choice and autonomy in their practice.  They have the free choice over the surprise price – it can be anything, from something in their book, their orchestra piece, their favourite pop song – whatever.

Then there’s that old chestnut – “But I was too busy”!

If you’re lucky, mum and dad will be on your side, and tell the kid, “tough”.  But, there are those students who do flute and ice hockey and gym and maths tutoring and horse riding and French.

Sometimes you have to remind people that if they want to be good at something, they have to devote time to it.  And one ½ hour piano lesson a week is not enough time to get beyond the beginner stages.  Something has to go, otherwise it’s a waste of everyone’s time (and money).

Jeez, I’m mean.

The "P" Word - Helping Young Children to Practice

Don’t even mention that particular “P” word.  Instead, introduce another: “Play”.  

The "P" Word

There’s only one way to get better at playing an instrument.  I had to do it.  You had to do it.  And now you’ve got to find some way of getting you students to do it.

Yep.  It’s time for that talk. 

Practice.

Not Everyone Will Find Everything Easy

One of the hardest lessons for me to learn as a new teacher was that sometimes students struggle with thing that I find easy.

Cancellation Policy

What do you do when a student texts you 10 minutes before their lesson to say they’re not coming?  Do a little happy dance?  Run out for a quick coffee?  Regret that didn’t know earlier because you could have rescheduled another student?  Or fume because now you won’t get paid?

Studio Rules

 

What do you do when someone doesn’t turn up for a private lesson?  Do you still charge them?  When do you expect to be paid for lessons taught?  What happens if your student turns up without their book?  How much notice do you require if someone can’t come to their lesson?  Do you do “catch-up” lessons?  What if a student is away on a family trip for two months? Do you hold a space open for them?

These are things you need to think about and let your students and their parents know BEFORE they start learning from you.  Your studio rules set up the expectations you have for your students.  I found that having the answers to these questions made my life a lot easier and saved a lot of hassles.

Teaching Diary

These days, everything that happens is recorded in some way, right?  That amazing pancake stack you had at the café?  That rainbow over the other side of the harbour?  Your outfit of the day?  So it should feel like a natural fit to record your teaching too.

Setting Expectations

Your students will do what you expect them to do.

If you expect them to be noisy and disruptive, then they will do just that.  Even without you giving them permission.

If you expect them to be well-behaved and to listen respectfully, they will.

Relieving/Substituting Someone Else's Class

I’m writing this as I sit in an empty teaching studio in a high school.  Waiting for the next student to turn up.  The last two have been a no-show.  I have no idea how to go about finding the students who are supposed to be here.  These are mot my regular students.  I’m relieving for another teacher.