Dear fellow teachers.

I teach 1-2-1 instrumental, but have 3 adult pupils who are requiring grade 5 theory as they are around that standard on their instruments and need the theory to progress.

With good intentions I started a group music theory class to help them to grade 5 theory. I mostly excell in 1-2-1 and thought group tuition wouldn't be much diffrent!

Dilemma = the group is falling apart, due to 2 of the pupils not putting in the work, when i ask why "not had the time" (i dont set that much for the week) is the reply which frustrates me and the other pupil who does, one pupil wants to chat for most of the lesson. And now the other one wants to come every other week, which doesn't make the classes Financially viable.

Any idea's were I can go from here maybe T&C's?


Thanks to all that reply.

I would knock the group classes on the head.

Just incorporate the theory into the lessons as you go along, maybe add a few extra lessons for the more eager pupil if they are willing and able to pay for them (and you have the time to schedule them). You don't say if you charge less per pupil for group lessons, I'm assuming you do, but whether you do or don't - it's not fair to the eager pupil to be held back by the others (as I'm sure you know).

You could always say that you're doing it to accommodate their "lack of time." You could cover some theory work in their instrument lessons, set whatever work you think is appropriate and only move on with the theory when they come back with something. That way they make some progress, even slowly.

Yes, back to individual lessons - a lot easier, especially with adults. Or - check out alternative syllabuses such as TG which have no theory requirement, if you think this would serve your students better.

Is it like a workshop situation where each person goes at their own pace and you wander round? This normally works pretty well. I run a similar thing - a 2 hour session with drinks, cake, a tiny bit of chat now and then, and no homework. Doing theory in individual lessons is probably the easiest way, but if you liked the workshop format (I really do!) you could charge per session per person, and market it to all your pupils - it has a nice sociable cosy feel and the more advanced help the others too - my lot are pianists and like guitarists they might not get many opportunities to meet other learners otherwise.

Thanks for all the supportive comments.

I feel like knocking the classes on head as this would be less stressful for me!

I also feel like I would be giving up on them! or my own failure to make the class workout for them.

I may try one more class and be honest about the situation, If they can't make the little work I set them each week, then I'll put an end to the classes and teach them individually in their instrumental lesson.

You've done your best but people have to want it for themselves. It's a shame as it would have been a good opportunity for them to support each other. It may work one day, with a different set of students.

I would have an honest chat with them (they are adults, after all, and can probably take it) and explain why the group classes aren't working at the moment and explain what needs to be done in order for them to work.

Honesty is the best policy. Thanks

I've been through a similar situation, and it didn't work for me either. I started with one adult who then asked to bring a friend along. Friend could barely read music when we started, and I thought it would be a disaster, but then friend put loads of work in, original student didn't make the effort and eventually dropped out, leaving friend to continue alone and get a high merit in the exam.

Groups are really difficult, because people intrinsically work at different rates and have differing levels of motivation and commitment. I've just agreed to take on a group in a school, where I have a range of ages and stages all shoved together for 30 minutes a week. No idea how that one is going to work out! Suspect I shall be back on here, tearing my hair out after a while.

Don't look on it as a failure of your teaching - if they had made the effort, you wouldn't be struggling now, or at least not so badly. Just tell them that it isn't working and see what happens - you may get a storm of protest, perhaps they are enjoying the social side of it (I must say, I like the workshop idea....), in which case perhaps you could adjust your expectations and allow them to continue, but accept slow progress. Alternatively, they may be fed up with the situation too, and prefer to revert to individual lessons. Their perception may be quite different to yours. I don't think you can expect the same rate of progress from a group as you would 1 2 1.

That sounds like a good plan. I did a lot of group instrumental tuition in the past. Group tuition can work well and can be very rewarding for everybody, so don't give up too quickly. However you can make it clear that weekly attendance and completion of homework are a must if the group is to continue.

I don't know how you structure the lessons, but perhaps a mixture of teaching-from-the-front and then setting them a task to complete in the lesson while you give individual help might work well - that way you can cater for different standards within the group.

Everyone is around same standard.

We Start the lesson with 10mins of questions, then I teach from the front and also step back and set tasks to complete within the lesson, so homework is to a minimal.

Its Really the lack of completion of work at home and some attendance thanks killing it I think!

Pupil Priority list = Music some where below everything else lol

Can any teachers describe skilful ways of getting pupils to notch music up a step on the priority list?

Reminding them that they can't do grade 6 practical without grade 5 theory. Also I say that theory is "the composers' course" and that as well as helping playing, it can lead to endless creative opportunities. And that if they want to teach their instrument one day they will need to know this. I think letting them all work on different bits at their own pace while you wander round and teach them the bits they need individually would be more effective if people don't come/ do the homework - then no one is held up/ left behind.