How do I approach teaching?
This is an important consideration for any decent teacher who cares about the pupil. What I've noticed with other teachers is that their approach has initially been based on how they were taught. That's fine when their teacher was well grounded; but sometimes people have graduated to the piano teaching profession despite their on teachers! Sad but true.
I have been forced to expand my educational repertoire massively in order to cater for many pupils who are not interested in working with standard piano studies.
In 2017 a pupil of mine (not of UK background) informed me that she was not of the typical British parents mind-set where music education had to primarily be fun: for her, (as well as my teaching of her two kids) the priority in lessons was to prepare her for exams, regardless of whether she liked the pieces. She pointed out how so many of her acquaintances back in China reach grade 8. The story back here in Britain is so different, with so many gradually falling away after a year or two. And I know that I am not the only teacher who experiences this.
As for me, I am also aware that, for example, Asian culture is so very different from Britain, with an incredible respect for teachers and parents. This must definitely help teachers in China!
For me, I constantly find myself extending my teaching repertoire because so many pupils (especially male teens) want to work on what they want to work on; not what I want them to work on. My advice to teens (especially guys) that a certain piece will develop their left hand octave capability, or another piece will help them develop dynamic variety, is a waste of my breath and time. So currently (unless they are preparing for an exam) I do not waste time suggesting music to male teens: the onus is on them to find music they want to try (and then discover the hardway that frequently 'small victories' lay a solid foundation for progress. By 'small victories I mean learning pieces that are educationally grounded in the early stages, eg up to grade 3. Unfortunately a considerable number will have lost interest by grade 1/1.5. Sad but true.
The situation is very different with adults. In fact, the older they get, the more likely they are to listen to me. Bliss!
Encouragement
Every pupil benefits from encouragement. Progress in piano ability is (for most people) a long, long slog requiring patience and application. They need lots of encouragement to keep going, and to hear that they are doing ok despite their family's negative feedback. Pupils appreciate my understanding that sometimes a tricky part of a piece needs going over and over, with little evidence of progress sometimes.
Grading of pieces Studied
It may seem obvious, but not every teacher has this: the ability to say whether a certain piece is too hard for them. Sometimes pupils suggest a piece and I can advise on that. If they don't listen, and give it a shot despite my advice, they can get disillusioned and even consider giving up completely. This is one area where I believe I give good advice. I may say that they can try certain parts of it (eg 1st and last page) but postpone trying the rest for a year.
I have been forced to expand my educational repertoire massively in order to cater for many pupils who are not interested in working with standard piano studies.
In 2017 a pupil of mine (not of UK background) informed me that she was not of the typical British parents mind-set where music education had to primarily be fun: for her, (as well as my teaching of her two kids) the priority in lessons was to prepare her for exams, regardless of whether she liked the pieces. She pointed out how so many of her acquaintances back in China reach grade 8. The story back here in Britain is so different, with so many gradually falling away after a year or two. And I know that I am not the only teacher who experiences this.
As for me, I am also aware that, for example, Asian culture is so very different from Britain, with an incredible respect for teachers and parents. This must definitely help teachers in China!
For me, I constantly find myself extending my teaching repertoire because so many pupils (especially male teens) want to work on what they want to work on; not what I want them to work on. My advice to teens (especially guys) that a certain piece will develop their left hand octave capability, or another piece will help them develop dynamic variety, is a waste of my breath and time. So currently (unless they are preparing for an exam) I do not waste time suggesting music to male teens: the onus is on them to find music they want to try (and then discover the hardway that frequently 'small victories' lay a solid foundation for progress. By 'small victories I mean learning pieces that are educationally grounded in the early stages, eg up to grade 3. Unfortunately a considerable number will have lost interest by grade 1/1.5. Sad but true.
The situation is very different with adults. In fact, the older they get, the more likely they are to listen to me. Bliss!
Encouragement
Every pupil benefits from encouragement. Progress in piano ability is (for most people) a long, long slog requiring patience and application. They need lots of encouragement to keep going, and to hear that they are doing ok despite their family's negative feedback. Pupils appreciate my understanding that sometimes a tricky part of a piece needs going over and over, with little evidence of progress sometimes.
Grading of pieces Studied
It may seem obvious, but not every teacher has this: the ability to say whether a certain piece is too hard for them. Sometimes pupils suggest a piece and I can advise on that. If they don't listen, and give it a shot despite my advice, they can get disillusioned and even consider giving up completely. This is one area where I believe I give good advice. I may say that they can try certain parts of it (eg 1st and last page) but postpone trying the rest for a year.