Hi,
I haven't been teaching very long (since Jan 05), and have gradually been building up my number of pupils... I now have 13 spread over various primary schools in my area. All my pupils have been absolute beginners on the flute, and predictably have been progressing at varying speeds. I don't have a solid teaching qualification beyond A grade music A-level and grade 8 flute, but have been researching as much as possible with books, questionning other flute teachers and getting plenty of advise from my piano teacher mum! However, now the bad bit, I have just had my first parent phone to say they wish their child to stop having lessons. The reason was that mum didn't want to have to keep nagging her child to practice, when the child didn't want to on her own. Admitedly, this pupil didn't seem very motivated from the beginning, and practice very quickly became sporadic/non-existent, but I can't help feeling that perhap I should have been doing more, and that my teaching might be to blame. It is very hard not to take it personnally that you couldn't inspire the child. I have been using a very good tutor book (I think), which includes other activities such as composing your own tunes, clapping rhythms, etc, and I've been trying to incorporate duets where possible for variation...

Huh... instrumental teaching has a bizarre way of gaining qualifications, in which you need a degree of practical teaching knowledge before you can try for the teaching diplomma, and I really can't afford to do the CT course at the moment. Any suggestions on what I could do to boost my teaching skills/confidence in my teaching ability?

Hi Anna - yes, one suggestion anyway - don't beat yourself up over this!

It's always a bit disappointing when a pupil gives up. It still is, even after years of teaching. We always wonder if we could have done more - so you're not alone. But it's not every child who is willing and able to put in the time to improve and make progress, and we can't do it for them.

You may be just starting out, but you are clearly keen to do the best for your pupils. The fact that you're anxious about all this and asking questions is proof of that. Try not to let it knock your confidence. It's early days and you're probably doing lots of things just fine.

Keep at it and there will be rewards as well as set-backs.

Maggie

Don't let 1 person stopping dent your confidence-you sound like you're doing really well with your students and making your lessons varied and interesting. I know from experience it can be easy to take it personally, but the fact is that you'll always get a few who just don't like practicing, don't want to make any effort at home, don't have the time or just don't want to do it full stop-it sounds like it could be a clear case of a parent pushing the child to do something they don't like. At the end of the day, the child does need to have some desire to learn! On the subject of qualifications, I'd suggest having a look at the AB's website and getting a copy of the diploma syllabus-the first diploma, the Dip ABRSM doesn't require you to have lots of teaching experience. As you mention you teach in schools, do you work for a music service? They usually run regular training days-the one I work for does 1 per term. As for confidence in your teaching ability, I think that also grows naturally as your student numbers increase .

I don't think you should take this too personally. Practice (or lack of it) is a big bugbear for instrumental teachers. Did your pupil want to learn the flute, or was it her parents' choice? The fact that you say she didn't seem very motivated from the beginning is revealing - most children are really keen at the beginning, before that it takes a lot more time and committment than they had realised. Parents need to set a regular practice time and be available to supervise their child as far as is possible, being encouraging without nagging. This is difficult for many parents, who feel they lack the musical knowledge.

With children, parental attitude is all important - I have two seven year old pupils who both started learning piano with me about 15 months ago. They are both intelligent children with a natural ability for making music. Child A (who comes fortnightly - not ideal) has a mother who encourages her and has also learnt alongside her for a while. She enjoys her playing, has got on well and will be a confident Prep Test candidate in the summer. Child B, who comes weekly except when off to Hong Kong for a month (he's Chinese) does scarcely any practice, but can play tunes from his tutor book from where he left off the week before after only a few minutes practice in the lesson. He has made very little real progress because I cannot get it into the parents' head that he needs regular supervised practice and should be a lot further on than he is.

Do you have a copy of "The Music Teacher's Companion" by Paul Harris and Richard Crozier, published by ABRSM. This is the "Bible" on the CT course and is an excellent book. You might also take a look at the Practicespot website, and particularly at the book available from the site - "The Practice Revolution" by Philip Johnstone.

Don't worry about your one loss - at least you won't be batting your head against a brick wall, and the parent has decided to end the misery sooner rather than later. Concentrate on the other twelve - I'm sure you will find at least some of them are very rewarding to teach.

You may not be able to do the CT course for a while (it's well worth doing when you can afford it), but are you aware that the ABRSM is doing some short courses for new teachers? Full details should be available on this website.

Also remember that many beginner pupils hire their flutes. The crunch time comes after about 6 months when the pupil either has to buy the instrument or give it back - for many parents children's possible lack of interest can push them into returning the instrument rather than gambling on future interest and progress.
If parents didn't have this financial decision to make then many beginners would get longer to give their instrument a "go"!

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It's always a bit disappointing when a pupil gives up

Well, maybe not ALWAYS...

Thankyou so much for all your supportive comments... it really helps to have a sympathetic ear. I've sent off for the proffessional development package, and definitely intend to go to the Exeter 'taster' session in June. I have indeed been looking at the ABRSM teachers companion book, and am glad to hear that it's the official 'bible' for teaching, because my copy has become very well thumbed! I do think that lack of imput from the parents played a part. However, I did send out contracts to all parents stating the importance of regular practice. Although, I wasn't sure whether to directly state that parent supported practice was necessary, for I am aware that some children ( particularly older) may prefer not to have parents watching over them... do you think it would be wise to add this to the contract, if only for younger pupils?

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However, I did send out contracts to all parents stating the importance of regular practice. Although, I wasn't sure whether to directly state that parent supported practice was necessary, for I am aware that some children ( particularly older) may prefer not to have parents watching over them... do you think it would be wise to add this to the contract, if only for younger pupils?

Yes, it might be a good idea to add this to your contract - older children don't need to have parents watching over them all the time, but they will probably need help with their time management for fitting in regular practice sessions and using effective practice strategies.

I second all the comments above. I too tend to take it personally when a pupil gives up, and go through all sorts of self-doubt, but the fact is that some children just didn't want it enough and there's not a lot the best teacher in the world can do about that. Perhaps it was the wrong instrument; my son learnt piano for a while with a teacher who seemed to do wonders for everybody else, but my son just wasn't making progress. He suddenly decided he wanted to learn saxophone instead and has never looked back. I think his sax teacher is absolutely wonderful but he loses pupils from time to time.. every single instrument teacher does.

In a short while you'll be glad not to have to teach this reluctant student any more, and you'll be able to redirect your energies towards the kids who really do want it.

I also think we have to accept that we'll always be a little bit upset when it happens - that's a part of being an instrument teacher too - otherwise we wouldn't be human....

Violinia

I totally agree with all that's been written. I'm always so sad when a pupil gives up (unless, of course, it's because they're moving or some similar reason) but it happens despite one's best endeavours.

Before long I expect you'll have a pupil give up with you and then go to another teacher and do well. That happens too and can be a particularly painful time when you find out about it. But let's get real. We don't all get along in life with each other (however hard we may try) and sometimes one teacher suits a pupil better than another. Far better a pupil continues to learn and progress than we get hung up because we couldn't find the key to unlock their door to progress.

For now, build on the strength of what you are doing and worry less about one lost pupil. You will find out as time goes on that very pupils give up for reasons over which you have no control whatsoever. Chalk it up to experience and move on. Sounds like you're doing a great job - continue to find out all you can about teaching and enjoy the pupils you've got.

Well done to you.

Hang in there, Anna. Sounds like you are doing a wonderful job so never mind the one student who gave up. As you gain more experience you will find out the things that motivate your students. It may be the desire to do well in exams, or to perform at a concert/competitions. Kids seems to love stickers, too.

Have you tried the Fiddle Time Series- my six year old students absolutely love it! Also some of the musical games by MusicGames (www.musicgames.co.uk) might lightened up the lessons with kids who have very short concentration span.

And remember, people come to music lessons for different reasons. Some really love music and want to progress but some just want to enjoy the weekly sessions. The kids who are doing it because their parents want them to are worst.

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Don't worry about your one loss - at least you won't be batting your head against a brick wall, and the parent has decided to end the misery sooner rather than later.