Choosing a Music Teacher

Please note:  The following material was taken from http://pianoeducation.org/pnolearn.html#Choosing .

Where do you start?

The process of choosing a music teacher is similar to that of choosing a physician, attorney, accountant or other professional. All these professionals provide services tailored to your individual needs; convenience and cost are not the sole deciding factors in their selection. Selecting a music teacher should be no different.

When choosing a music teacher, you should evaluate a prospective teacher’s credentials.

Make an Informed Decision

Before investing in music lessons for yourself or your children, consider the significant role music teachers play in making music study a rewarding and life-enriching experience. Making a careful and informed selection of a music teacher helps to insure that your investment in music lessons yields the highest possible returns.

 Base your selection on compatibility of goals and personalities, a feeling of trust and, most importantly, the qualifications and abilities of the professional to meet your individual needs. In your search for a qualified music teacher, this means:

• Get recommendations, attend studio recitals and arrange to audit a lesson.
• Set up interviews with prospective teachers to discuss studio policies, requirements for daily practice and performance opportunities.
• Ask about short- and long-term objectives, instructional materials and if the teacher uses a particular teaching method.

Talking With Your Piano Teacher

At your initial interview with your prospective teacher, take the time to establish an open door of communication. Read carefully through all copies of the studio policy and other important written information that you may receive from the teacher. If you have any questions, take the time before lessons begin to talk to the teacher about the questions. Once you or your child have started lessons, you should feel free to bring any concerns you may have to the teacher’s attention. We think you’ll find that the overwhelming majority of teachers will be receptive to and appreciative of your concerns.

 As in any interpersonal relationship, there will be times when you may become concerned about your or your child’s progress or just want to talk with the teacher about the overall course of lessons. This is normal and healthy. As long as you approach this with the teacher in a non-confrontational, constructive manner and follow a few basic guidelines, we think you’ll find the experience to be a good one.

 Since it is difficult for both you and the teacher to find the time during a busy day of lessons to talk at any length, it is always best to call the teacher and make an appointment to discuss matters at a mutually convenient time. Think through in advance what matters you want to broach with the teacher. Bring some notes to the interview if they will help you keep on track. You may want to tell the teacher what matters you wish to discuss when you set up the appointment. The teacher can then prepare whatever materials (progress records, grades, etc.) are needed for the talk so that your time is not wasted. Whether you or your child is the student, you’ll find it much easier to communicate about lessons without a child being present.

 At your meeting with the teacher, by all means, try to maintain the conversation on a professional and, as much as possible, dispassionate level. Avoid attacks on the integrity or judgment of the teacher. You can generally trust that the years of teaching experience that your teacher has established are helpful in knowing what is best for the student. Keep in mind that each teacher teaches in his or her own unique way and in response to their perception of the individual needs of their students. A good teacher will approach each and every private student as a unique person and will tailor their lessons according to each student’s abilities, capabilities and aspirations. Try to avoid comparisons between what your child is doing relative to the progress of a friend’s child. To the extent that you have specific concerns, state them as specifically as you can, listen carefully to the teacher’s response, and continue to ask follow-up questions as necessary. Just as you should not try to intimidate the teacher, you should not let the teacher intimidate you from getting answers and/or action regarding your concerns.

 Conversely, a call from the teacher should not be seen as an indictment of you or your child. You should congratulate yourself on your wise choice of teacher when the teacher is committed enough to call you concerning a lack of progress of the student or sharing in the joy of the progress of a good student. Work with such a teacher to resolve problems and to encourage further effort on the part of a student who is doing well.

 Sometimes you or the teacher will find that a certain teaching situation is not working. For example, the parent might want their child to learn 4-5 tunes per week, without much emphasis on technique, theory, and note reading. If the teacher is not comfortable with this goal, then you should simply suggest that a different teacher might work out better for the student. Not all teachers are right for all students and good teachers know and accept this fact of life. There is no need to go through a litany of complaints, admonishments or attacks to “justify” your position. Most teachers will make a concerted effort to help you find a better teaching/learning situation for the student. Sometimes, students just lose interest. There is nothing wrong with calmly telling a teacher that a student is no longer interested in studying; it happens all the time, but communicating this properly will end the teaching relationship on a positive note, without unnecessary rancor.

 Teachers put a lot of time and energy into the student’s lessons. Both you and the teacher want the same thing: to make you or your child’s lessons a positive experience. With just a little effort, the teacher, student and parent triangle can be a very healthy and happy one.

( Article taken from:  http://pianoeducation.org/pnolearn.html#Choosing )