All About Choosing Piano Schools And Teachers
-
starz:
I had a colleague who put a student through a method book very, very slowly because the kid couldn't read fluently. The kid worked hard, the mother helped in her practices. In this case, the teacher prioritized reading over everything else.
However, even with consistent practicing last yr, i noticed that the teacher usually takes 1 year to complete a book. -
Having a goal in mind is important.
But certain ideologies of one teacher or parent might not suit another teacher or parent.
Sometimes a teacher is very capable but if their goals and the parents goals don’t clique, then move on. You have to know your capability of your child.
Going all through those beginner books actually helps with securing your sight reading, believe it or not! But I wont go as far as to go through everything its not at all necessary.
I hope all parents are not influenced by the one ideology based in this following thread, which is exam is the way to go. Or skipping grades beyond child’s capability.
I will share one experience. I have this child who started of as a beginner and the parent only wants her to learn at a good pace with no exams in mind. So it is based on my judgement what grade she proceeds to without an exam. Every 3 months I check back if they would like an exam.
After 3 years she is playing so musically because she loves the piano. And her character is self motivated. At 7, she was already finding pieces for me to teach too. What she gained was tons of experiences from many pieces and different types of scores. Her sight reading is pretty secure from the freedom of exploring many pieces without being chained down by exam perfection.
Which means she wasnt playing perfectly one or two years ago, but at least secure enough to move on. And then to gain experience from playing many various pieces through the years, your foundation tightens very strongly.
So a handful who undergo this path, absorbs music very fast and when I introduce the exam pieces as a side, its quite easy to digest. It becomes much easier to complete and master them.
Those who go through the exam paths are a little rigid but the hardworking students can still pick up fast too and explore other things.
There is no one rigid method or path in music. Parents have to understand their child and teacher. And teacher have to understand the parents and child. If both can’t come to the same conclusion it is no harm to move on. -
Hi,
I am looking for good and patient piano teacher to teach grade 2 at Farrer Park area. Please PM me. Thanks. -
Hi, i am looking for piano teacher for my 7yo begineer on saturday morning in punggol. Anyone has good recommendation? Pm me please. Thank you.
-
ipiano1980:
I don't think that we advocate structuring piano lessons around exams. I certainly don't and my students' parents don't too. I think everyone can agree that pushing kids to take exams all the time is unhealthy and counterproductive, though I don't deny that select group of students may flourish this way.Having a goal in mind is important.
But certain ideologies of one teacher or parent might not suit another teacher or parent.
Sometimes a teacher is very capable but if their goals and the parents goals don't clique, then move on. You have to know your capability of your child.
Going all through those beginner books actually helps with securing your sight reading, believe it or not! But I wont go as far as to go through everything its not at all necessary.
I hope all parents are not influenced by the one ideology based in this following thread, which is exam is the way to go. Or skipping grades beyond child's capability.
I will share one experience. I have this child who started of as a beginner and the parent only wants her to learn at a good pace with no exams in mind. So it is based on my judgement what grade she proceeds to without an exam. Every 3 months I check back if they would like an exam.
After 3 years she is playing so musically because she loves the piano. And her character is self motivated. At 7, she was already finding pieces for me to teach too. What she gained was tons of experiences from many pieces and different types of scores. Her sight reading is pretty secure from the freedom of exploring many pieces without being chained down by exam perfection.
Which means she wasnt playing perfectly one or two years ago, but at least secure enough to move on. And then to gain experience from playing many various pieces through the years, your foundation tightens very strongly.
So a handful who undergo this path, absorbs music very fast and when I introduce the exam pieces as a side, its quite easy to digest. It becomes much easier to complete and master them.
Those who go through the exam paths are a little rigid but the hardworking students can still pick up fast too and explore other things.
There is no one rigid method or path in music. Parents have to understand their child and teacher. And teacher have to understand the parents and child. If both can't come to the same conclusion it is no harm to move on.
What I feel separates a good teacher from just a mediocre or average one is the ability to give the students a sense of direction and focus. In other words, there has to be set milestones to allow the students and their parents to quantify the progress. And all these have to be communicated in advance. Exam syllabi are good ways to measure this progress, even if the exams are not to be taken formally.
So a teacher can say for example she plans the student to be able to perform 2 grade 1 pieces level to the distinction levels by the end of the year in a student concert, for this purpose the teacher can draw 2 pieces from the current or past exam syllabi so the students know they are definitely attempting grade 1 level pieces. Then she will need to set the smaller milestones to achieve this goal e.g. complete the last few pieces in method book by end of July, start first grade 1 level piece in August to be performed in a group class by end of October, complete and memories 2 Czerny exercises by end of September, and so on. While obviously the plan may change depending on the student's rate of progress, the smaller milestones will allow the student and parents to measure their progress, and then the goals may be adjusted accordingly to suit the student's learning sped. -
Dreamaurora:
Agree that parents should not be the ones setting plans and checkpoints. That is what we pay the teachers to do, and any responsible teacher should do that.
Good idea.Gifts from Heaven:
Hi starz,
If you are still interested to keep your teacher, just tell her that you wish to sign your child up for ABRSM Grade 1 or 2 piano practical exams next year Aug(2015) and see what she says. If your child is ready and her teacher is confident, there is more than enough time to prepare for it. If teacher says your child is not ready, then you can ask her to work towards getting your child ready by the following Mar (2016). Ask her to give you a checkpoint sometime in Dec this year and next year Mar (2015) to see if your kid can attempt Grade 1 or Grade 2 in Mar 2016. Like that, you will be able to see the progress as a parent.
Hope this helps.
Honestly, if a parent has to be the one setting the plans and checkpoints instead of the teacher, the teacher may not be the right fit for the student.
Having said that, parents do have a role to play, in terms of being proactive, and following up with teacher if the focus and direction is not clear, or made known to the child, especially a young one.
A teacher's schedule may be packed, and lessons time may be very hectic, with the next student following immediately after your lessons end. Many a times, the teacher may not have a chance to talk through her plan with the parents. In this case, it could be just a case of miscommunication, rather than having no plan.
If the teacher really has no plans for the student, then it would not be a lack of fit.... it's simply the teacher is not qualified to teach any child. -
Dreamaurora:
I wanted to say that every piece should be done neatly and in correct rhythm and reasonable tempo. But maybe that's my own goal as parent. haha.
So a teacher can say for example she plans the student to be able to perform 2 grade 1 pieces level to the distinction levels by the end of the year in a student concert, for this purpose the teacher can draw 2 pieces from the current or past exam syllabi so the students know they are definitely attempting grade 1 level pieces. Then she will need to set the smaller milestones to achieve this goal e.g. complete the last few pieces in method book by end of July, start first grade 1 level piece in August to be performed in a group class by end of October, complete and memories 2 Czerny exercises by end of September, and so on. While obviously the plan may change depending on the student's rate of progress, the smaller milestones will allow the student and parents to measure their progress, and then the goals may be adjusted accordingly to suit the student's learning sped. -
phankao:
Of course that goes without saying. That's why I would prefer my beginner students to learn fewer pieces over longer period of time. Rather than can play the songs in the entire method book but all have technical and musical issues. Quality over quantity. Children can derive satisfaction too from playing well and challenging themselves to be better rather than just going through the motions.
I wanted to say that every piece should be done neatly and in correct rhythm and reasonable tempo. But maybe that's my own goal as parent. haha.Dreamaurora:
So a teacher can say for example she plans the student to be able to perform 2 grade 1 pieces level to the distinction levels by the end of the year in a student concert, for this purpose the teacher can draw 2 pieces from the current or past exam syllabi so the students know they are definitely attempting grade 1 level pieces. Then she will need to set the smaller milestones to achieve this goal e.g. complete the last few pieces in method book by end of July, start first grade 1 level piece in August to be performed in a group class by end of October, complete and memories 2 Czerny exercises by end of September, and so on. While obviously the plan may change depending on the student's rate of progress, the smaller milestones will allow the student and parents to measure their progress, and then the goals may be adjusted accordingly to suit the student's learning sped. -
waiyean:
Agree that parents should not be the ones setting plans and checkpoints. That is what we pay the teachers to do, and any responsible teacher should do that.
Good idea.Dreamaurora:
[quote=\"Gifts from Heaven\"]Hi starz,
If you are still interested to keep your teacher, just tell her that you wish to sign your child up for ABRSM Grade 1 or 2 piano practical exams next year Aug(2015) and see what she says. If your child is ready and her teacher is confident, there is more than enough time to prepare for it. If teacher says your child is not ready, then you can ask her to work towards getting your child ready by the following Mar (2016). Ask her to give you a checkpoint sometime in Dec this year and next year Mar (2015) to see if your kid can attempt Grade 1 or Grade 2 in Mar 2016. Like that, you will be able to see the progress as a parent.
Hope this helps.
Honestly, if a parent has to be the one setting the plans and checkpoints instead of the teacher, the teacher may not be the right fit for the student.
Having said that, parents do have a role to play, in terms of being proactive, and following up with teacher if the focus and direction is not clear, or made known to the child, especially a young one.
A teacher's schedule may be packed, and lessons time may be very hectic, with the next student following immediately after your lessons end. Many a times, the teacher may not have a chance to talk through her plan with the parents. In this case, it could be just a case of miscommunication, rather than having no plan.
If the teacher really has no plans for the student, then it would not be a lack of fit.... it's simply the teacher is not qualified to teach any child.[/quote]The issue of miscommunication with teacher is one that is very common among complaints here in this forum. I think really the onus is on the teacher to ensure sufficient time is set aside in lessons for review and to communicate to the parents any instructions or concerns. What I do is I normally set at least the last 5 minutes of the lessons for the students to repeat back to me their homework and tell parents what to do at home. If a long discussion is needed then the parents can call me after my teaching hours. So I feel like there is simply no excuse for a teacher not to communicate to the parents.
I fully agree with you that if a teacher can't plan, he/she has no business teaching. Lack of progress resulting from poor planning often kills interest in the long run. -
All the theory papers are brand new
mehchek:
Lots of ABRSM syllabus books for sale, do check
http://www.kiasuparents.com/kiasu/forum ... 21&t=74511
Hello! It looks like you're interested in this conversation, but you don't have an account yet.
Getting fed up of having to scroll through the same posts each visit? When you register for an account, you'll always come back to exactly where you were before, and choose to be notified of new replies (either via email, or push notification). You'll also be able to save bookmarks and upvote posts to show your appreciation to other community members.
With your input, this post could be even better 💗
Register Login