We have gone to the experts to give us their top piano teaching tips for new piano teachers.
Learn from their experiences, mistakes and take in their advice so you can be the best piano teacher as possible.
If you like what you see, why not check out our previous expert roundups?
More than one!
You don't have to teach it all at once. Break it down the new mental/physical/artistic skills to a pace that can be absorbed and applied.
The first mistake was assuming new students knew more than they did and believing their own self-assessments on their ability level.
The second was that in the beginning, my teaching approach was to start students on very slow ballads. My assumption was that slow tempo tunes would be easier since they offered more time to think about what’s coming next.
Here’s why I was so wrong: Even pros find it challenging to keep a steady beat at slow tempos, the chords and implied scales in jazz ballads are often too advanced for many students, and novice improvisers feel exposed and lost trying to fill up all that extra space.
Plus, tweens and teens don’t even like slow, sad tunes. Oops.
It's a long time since I started teaching, but I still remember asking my own piano teacher, "What book should I use for beginners?".
In those days (we are talking nearly 40 years ago) I had the idea that you just needed one method book to teach a beginner and that the book would magically make it achievable for every student to learn.
I learnt that way so doesn't everyone? Fortunately for me, my teacher only recommended one book, (she was more focused on advanced students than beginners at that stage). It was the Leila Fletcher Piano Method, so I started with that but soon found "one size doesn't fit all" and I started to experiment.
Thanks goodness I did! I found bits in many books that worked and bits that didn't. Things that were missing and ideas I would never have thought of. By building a library and testing and observing with many students, and always being prepared to try a different way, I was able to find what worked best for me and my students to the point that I ended up writing my own program!
Not sure what books to use for beginner students? Why not download the first three modules from Tim's No Book Beginners framework for free? Click here for more information.
Set boundaries between work/teaching and looking after yourself.
It is easy as a teacher to "burnout" by using every minute preparing, planning, correcting, teaching and managing your teaching business. It is easy to feel pressured by students and parents to keep giving more and more of your time and energy with "extra" activities, concerts, workshops, exams.
The biggest issue though is the unreliability of your hours if you allow makeup lessons without limitations. We all need to protect some private time, some family time and some time for yourself.
When you start out, I would encourage you to set strict guideline on when and how you will offer makeup lessons ( or not), withdrawal policies, cancellations for holidays etc. Set the policies, broadcast them so everyone is clear and be firm about enforcing them.
My biggest mistake when I started was not realising that young beginners have different goals to a university student.
Yep it sounds dumb now, but essentially I was at uni when I started teaching, and I was trained to aim for perfection in my playing. This meant playing the same repertoire for months sometimes.
My first students applied themselves well, but I was expecting them to aim for that same perfection goal, and insisted they play pieces for way to long! There are times when we need to aim for perfection and times when we need to learn and move on.
How to create a long-term vision/curriculum that would communicate what I knew from 16 years of playing experience in a cohesive effect fashion.
Teaching piano isn't about teaching piano at the core of it. It's training a student to enter into a long-term relationship, and develop their character to be a better, intentional, accountable human being.
Being exceptionally accommodating to students; treating them as friends rather then as students who want to be influenced by me.
I was worried I wasn’t good enough.
I knew there were people out there who were way better pianists than I was and I thought that I might let my pupils down. This is a pointless worry as there is always going to be better pianists than you!
I had a music degree and a teaching qualification I was actually very well qualified to start my own business but I was still scared and undercharged for my lessons.
Your job is to help them love music, love the piano, send them away from every lesson having had fun and wanting to come back.
Oh, and celebrate small successes and always break things down into manageable chunks so the pupil is always successful.
Business wise I undercharged and pupils paid for individual lessons as they came. Bad idea!
Musical wise I expected way too much of my pupils. I didn’t appreciate that playing the piano was just one aspect of their lives. I thought their academic musical success was linked to my reputation as a teacher and I put ridiculous amounts of pressure on them to practise, perform and do exams. I wince to think about it now.
Do you need help sorting out billing and charges for your students? Have you considered converting to monthly billing? This post will walk you through the process - it is one of our most popular of the year so far!
“I’m not good enough.”
The idea of teaching was sparked off by an earnest, yet casual, remark made by my piano teacher, when I called to pick up my Grade 8 piano certificate during the summer of 1997: “You should teach a bit of piano now.”
So, without any clear idea of how or what I was going to teach, I set off in a pretty ad hoc way. Looking back, I wasn’t “good enough”. Yet it was that feeling that spurred me on to become better.
A single day of professional development is not a catalyst for change. Discovering a new idea is not enough to facilitate success. Nor will it help you to explore your potential.
It’s the ongoing feature of professional development that is significant to becoming a more effective piano teacher. For effective and meaningful changes to happen there needs to be an ongoing, active process, a set of clear goals and a sense of commitment and accountability
I spent my first five years as a piano teacher being as earnest and dedicated in the best way I knew how. I knew that I lacked many essential skills, so right from the start I engaged frequently in one-off professional development events.
Yet these one-off events weren’t a catalyst for change. They recharged my batteries for about two weeks. Then everything seemed to resort back to the old, not-working-very-well routine again.
However, when I did a postgraduate diploma course, where I had to submit written assignments about my teaching every other week for two years, everything changed.
I hope you enjoyed our expert roundup for this month. There were plenty of great experiences there to draw on.
As always, if you are after unique resources and exclusive piano teaching courses, the Inner Circle is waiting for you. Click here to find out more.
What mistakes did you make when you started teaching piano? Can you relate to our experts' advice and experiences?
Leave your thoughts in the comments section below.