 Parents and students may also find some of the articles in The Teaching Studio useful, even though they are directed at
piano teachers.
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Starting Lessons
Taking Piano Lessons
Learning Without a Teacher
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Related Information:
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Why You Should Consider Private Lessons
 With
all the pedagogically sound software and method books that are available now and with more
that are surely on the way, one could ask the question ‘Why have a piano
teacher?’ Of course, anyone can understand that a private teacher can give a more
personal and personable approach to learning the piano, but the reasons for having a
private teacher, even if you use software or a good method book, go deeper than that.
As a student, you can benefit greatly from the total awareness on the teacher’s
part of the student’s personality. A teacher can assign repertoire and/or approach
technique in a way that fits best not only your physical but emotional needs. This is
something that computer piano/theory software cannot do. For developing technique,
software is almost always inadequate. Although many software programs cover basic issues
such as holding the hand in a rounded form when approaching the piano, how to sit
correctly at the piano, and even more technical matters like how to move about a scale or
arpeggio figure in a piece of repertoire, they cannot take into account each
student’s different physiology. It takes the careful eye and ear of a good teacher to
make sure that distracting and physically dangerous tension does not develop when trying
to deal with a scale or arpeggio configuration.
Experience is a hard thing to place a numerical or monetary value upon, but most of us
recognize that experience is irreplaceable in any field. You can benefit from the
experience of a teacher in many ways. One of the hardest things for students to recognize
is that there are often many ways to accomplish a difficult passage in a piece of music.
Students rarely have the knowledge or experience to choose the best fingerings for
themselves. Even a well-edited score may give fingerings which simply will not work for
you. Similarly, a teacher can help you identify repertoire and challenge you to improve
your abilities by choosing just the right piece for your interest and level of ability. It
is also difficult to continually motivate yourself to practice when you reach challenges
that seem beyond your capabilities. Here again, a teacher has faced these issues
themselves many times and can help you work through the problems in a sound and safe
fashion.
Music is not merely the playing of notes on the page, but the ability to understand and
interpret those notes in an emotionally meaningful fashion. If you have ever heard a
player with competent technique, but no real understanding of MUSIC, you know what we mean
when we say music is more, much more, than the notes on the page. A good private teacher
can help you not only learn to correctly play the notes, but understand the emotional
language of the piece in a way that will make your playing more enjoyable to do and more
compelling to hear. This is one of the reasons that many professional pianists take
lessons themselves occasionally and one of the best reasons to take lessons even after you
have learned to play proficiently. We all need someone to share and help us refine our
musical ideas; the private teacher may be the best person to to that with, because they
know you and your musical abilities better than anyone.
In the end, the most important thing a teacher can give is an awareness of and a joy in
music. You may be able to accomplish that yourself, but you'll find the teacher's
experience, empathy, and knowledge will get you there faster and more enjoyably. Software
and books are very valuable, but we think you will find they are no replacement for a
dedicated teacher.
If
you or your child plan to learn to play the piano, you will want to consider a few things
prior to starting lessons so as to assure that your time and money are not wasted. First
and foremost, consider carefully whether you or your child have the time and commitment
necessary for lessons. To make progress at a reasonable rate, you'll need to commit at
least an hour a day to practice. In addition, you have to allow for travel time to and
from the studio of the the teacher and time for studio events like concerts, recitals, and
other studio activities. This may sound like a lot of time, but if you consider that your
child will spend several hours a week in practice for any sport like soccer or basketball,
plus the time spent at games and associated travel time, the time demands of piano
training are well within the range of those of alternative activities. You can't
reasonably expect a teacher to rearrange continually a teaching schedule to accommodate
your sport or other activities anymore than you would ask a coach to move practices
constantly to accommodate your child. Beyond the time required for lessons and studio
events, we would strongly advise you to make time to attend concerts, recitals, master
classes and so forth. These events are not only enjoyable in and of themselves but give
you the opportunity to focus on enjoying music while you are learning to play it. If you
or your child have something going on virtually every evening of the week, you need to ask
yourself if you have the time for piano or, alternatively, what you are willing to give up
to learn a skill that can give you pleasure for the rest of your life.
While it is possible to start piano lessons with a digital keyboard or MIDI keyboard
attached to a computer, you will probably find that you will need to get an acoustic piano
after about a year, if not sooner. Pianos range in price from about two thousand dollars
new for an inexpensive upright to over $80,000 for a concert Steinway grand. Think
carefully about how you can budget to buy a piano down the road, if you don't already have
one. Try to find an appropriate location for it as free from distractions and
interruptions as possible. If you do have a piano, you need to invest the money required
to keep it tuned and in good working order. Of course, you will also have to budget money
for the lessons themselves and for music and learning materials. Don't expect any teacher
to teach for free, no matter how talented you or your child might be. If cash is in short
supply, you can try to work out a trade for services arrangement with the teacher in which
you do home maintenance or some other mutually agreed upon service in return for lessons.
Parents of child students also have the responsibility not only to encourage and
support the student, but to provide a home environment in which practice is facilitated
and learning rewarded. In our article, Being a
Supportive Parent of a Piano Student, you will find a number of tips to help you
help your child become a better student of the piano. As a parent, you can be a major
factor in the success of your child's studies of the piano; it does not take a lot of
time, but does require some commitment on your part. Like any skill worth learning,
playing the piano takes effort, but if you are willing as a student or parent to make a
little extra effort, you will be rewarded with a skill and knowledge that you can carry
with you and enjoy for the rest of your life.
Finding Piano Teachers
Below
we list a number of ways to find suitable piano teachers to interview. Each approach has
advantages and disadvantages. In fact, we encourage you to use several of these sources to
make sure that you locate the best teacher for you or your child.
- The simplest and most readily accessible source for teachers is the phone book. Look in
the Yellow Pages under "piano instruction," "music instruction,"
"musicians," and "music." This will give you an idea of the numbers
and types of teachers available in your area, and, in some cases, some knowledge of their
backgrounds. Of course, not all teachers may be listed, especially those that teach
limited numbers of students or have a well-established clientele. When you use the phone
book to find a teacher, the best policy is to call as many teachers as you can within your
area and talk with them about their studios, the types of students they teach, and their
policies. This will allow you to make some decisions regarding which teachers you want to
take the time to interview. Be sure to ask each teacher for recommendations for other
teachers in your area. Any reputable, professional teacher should be able to provide you
with two or three names of other teachers to call, both as a professional responsibility
and in accordance with the policies of several national teachers associations.
- You should also give a call to any local music teachers organization that you can find
listed. This is a good way to identify those teachers in a community who are active in
teaching-related organizations, which may help you locate the more committed teachers.
Look under "[Name of your city, state or county] Music Teachers Association." or
"[Name of your city, state or county] Music Educators Association." If you can't
find a phone listing, you can also get this information from the Web at the Music Educators National Conference Web site. Such
organizations maintain lists of their member teachers and local associations usually have
some idea of whether a given studio is currently accepting students.
- If you have a university or college nearby, contact the
music department. Many university piano professors run private studios or can at least
give you a recommendation for some good teachers in your area. The recommendation alone
may not justify starting with a given teacher, but it should help you identify some good
candidates to interview.
- Seek recommendations from friends or from any pianist you
may know. Again, you may not be able to take literally everything they tell you, but their
knowledge and experience may allow you to find a better teacher more rapidly or at least
reduce the amount of time you spend interviewing teachers.
- A rapidly growing number of piano teachers have studio Web
sites which allow you to find out about the teacher and the studio in the comfort of your
home. The best sites will tell you about the background of the teacher, the way the studio
is operated, the teacher's teaching philosophy, and the learning aids available to clients
of the studio. Although the number of
teacher Web sites is growing rapidly, their number is still relatively small and their
informational value highly variable.
We would
suggest never signing up with a teacher on the sole basis of a phone conversation or
recommendation. Take the time to have an initial interview/mini lesson with the teacher.
This way, the student, parents, and teacher have a chance to meet each other, evaluate the
teaching environment, discuss the studio policy and generally make sure that all have
arrived at a level of mutual understanding and comfort. Take time and, if you feel the
need to interview more than one teacher, do so, until you feel truly comfortable with the
choice you have made. Seek recommendations from friends or from any pianist you may know,
but base your decision on the results of an interviews with teachers. Interview several
teachers before making a decision. If a teacher seems to be pressuring you into signing up
for lessons, be cautious.
Remember that teaching piano is a professional vocation.
Most private teachers now have a minimum of a Bachelor's Degree in Music; many have more.
The days of the little old ladies traveling from house to house are largely over, and
parents should expect teachers to be highly qualified and trained professionals. Many
teachers also incorporate use of computer-assisted theory labs to help amplify the private
lessons. A dedicated studio will have fewer outside interruptions than one set up in a
living room. Look for a teacher who is actively involved in participating in musical
activities, such as giving solo recitals, participating in chamber music ensembles, or
conducting/attending workshops, as well as maintaining active membership in musical
organizations.
How Much Do Lessons Cost?
Although
typical lesson rates in the U.S. range anywhere from perhaps $15 per half
hour to over $50 per half hour, we can't tell you specifically how much is
an appropriate fee for lessons. The fee is determined, among other things,
by:
The best way to get a sense of prevailing
rates in your area is to call a few teachers and ask what their rates are,
what their background is and what they offer with, or in addition to, basic
lessons. Keep in mind that most teachers are tied up with teaching in the
"prime" after-school and evening hours, so be sure to leave a message for
the teacher to call you back if you can't reach him or her initially. See our Teacher Interview
Checklist below for some
additional questions you might want to ask when you talk with teachers.
After a few such calls, you'll get a pretty good idea of what the range of
rates is in your area and what your money can buy. You can also call the
local music teachers organization in your area and ask there. Just look in
the Yellow Pages under "Music Teachers" to find it, if one exists
in your locale. Making a few phone calls
may take a half hour or so, but you'll end up with a good sense of what it
will cost for lessons. You'll also get a good start on the process of
choosing a teacher.
Everybody wants to get the best value for
their money. That doesn't mean that the "cheapest" teacher is the best one
for you or your child. One mistake you do not want to make is to choose a teacher
based primarily or solely on the fee amount. While it isn't always true that "you get
what you pay for" in a piano teacher, a committed teacher who offers a free computer
training lab, newsletters, competition participation and support, and performance
opportunities and charges $20 per half hour is probably a better "buy" than one
who charges $15 per half hour and provides none of those extra services. Also, do not
assume that because your children are very young, you can start them with a
"lesser" teacher and go to a "better" one as they get older. It is
often true that poorly done lessons do more damage than good. An improperly trained
student will often have to start back at the beginning to undo bad habits and cover
important principles that have been missed. Similarly, do not assume that the closest
teacher is the best for you or your children. You will be far better served by a competent
teacher you like and respect than by one whose studio happens to be five minutes closer to
home.
The per hour cost of lessons may seem "high" to some. Keep in mind that
piano teachers are usually highly educated, talented professionals,
deserving of a salary commensurate with the training and talent. In
addition, people who work hourly or salaried jobs sometimes forget that
their true salary is the "fully-loaded" salary, i.e. the nominal
salary plus the cost of benefits and taxes (health and other kinds of
insurance, Social Security taxes, overhead, retirement plan, etc.) paid by
their employers. Typically, benefits run anywhere from 1 to as much as 5
times the nominal salary. Self-employed piano teachers must pay for all
these benefits and taxes themselves from the hourly fee, in addition to
supporting themselves. Seen in that light, the cost of lessons is usually
quite reasonable, relative to the salaries paid to other professions, many
of which demand less training and native talent than piano teaching.
Piano
lessons are typically between a half hour and an hour long for beginning
students. Some teachers bill for their services by the lesson and allow
their students to pay in cash or by check at the time of the lesson.
However, it is much more common among teachers to bill by "semester"
(typically, 12 weekly lessons) or half semester, with payment due in
advance. Just as you will expect the teacher to teach all the lessons at the
appointed times, you should make sure that you are on time with full
payments for lessons. If you must be late with payment for good reason,
notify the teacher as soon as you become aware of that necessity.
For most situations and purposes, including paying for piano lessons,
money is the easiest and best way to handle the transaction. If you are a parent of a student or a student who
simply can't find the cash to pay for lessons, there may be another option,
depending on the teacher and his/her willingness to consider alternate
payment options. Barter, in which you propose an exchange of services
with the teacher, can provide an option for a
serious and committed continuing or prospective student, even when money is tight.
Yard work, landscaping, cleaning, piano tuning, instruction in a language or
on a different instrument, painting, house repair and maintenance and
computer services are just some of the things that can sometimes be bartered
for piano lessons. Not all teachers will agree in all circumstances to barter, as they may well
need the cash, too. Generally, it's easier for existing students of a studio
to strike a "trade-out" arrangement with a piano teacher than it is for new
students.
If you,
as a student, are considering proposing an exchange of services with a
teacher, there are a few things to keep in mind. The first and foremost is:
don't overvalue your own services when you propose the exchange. You are
asking the teacher to trust that you will carry out the agreement to trade
services. Just as a bank requires a higher interest rate from those whose
credit rating suggests they might not be a good risk, as a means of
compensating for the extra risk, you should err in favor of the teacher when
proposing the barter arrangement, to compensate for the extra risk to the
teacher. You must make sure that you give the teacher good value in the
exchange if he or she is to accept the risk of non-monetary compensation for
lessons.
Consider a
barter arrangement as a commitment to be honored at all costs, no matter
what the circumstances. Keep in mind that progress in piano lessons is
highly dependent on your degree of effort in practicing and learning. If you
feel you are not making adequate progress, that fact alone is never a
reason for you to default on the agreement. Instead, ask the teacher what
you can do to increase your rate of progress.
Remember that the overwhelming majority of teachers
are not "rich". As with any
other transaction, both parties must see a benefit before they agree to the
transaction. If you default on the agreement, you can be certain that you will not be
given another opportunity, by that teacher or any other. Teachers who are
familiar with bartering services may ask you to sign a written agreement.
Such an agreement is a very good idea for both parties, since it helps
prevent misunderstandings and can provide helpful milestones for the
completion of services. If you and the teacher can agree to barter, then ask
for a written agreement. An article in our Teaching
Studio section, Bartering for
Piano Lessons, provides more information on bartering for piano lessons,
directed toward teachers.
A Teacher Interview Checklist
Here
are some questions, in no particular order, that you may want to ask of a prospective
piano teacher in an interview. You can print these questions from your browser's File,Print
function and take them with you to the interview. This list isn't intended to be all
inclusive, but it should give you a very good starting point and help reduce
misunderstandings later. A "negative" answer to a few questions should not
disqualify any teacher; if you start to get a large number of such answers, it is probably time
to ask yourself if this teacher is really right for you or your child.
- What is the teacher's "teaching
philosophy"? Prospective students would be well-advised to
ask a prospective teacher what she feels is most important in giving and
receiving lessons. If the teacher gives an honest, forthright and
specific answer, the student will have a pretty good idea of what ideas
are foundational for the teacher and her lessons. The teacher may
struggle a bit if you ask him/her for their "teaching philosophy", since
some teachers may not think of their foundational principles as a
"Teaching Philosophy". But, you should get solid answers from most
teachers if you ask them what they think are the most important things
one can and should learn in lessons. A mere statement that the teacher
uses the "XYZ Method" is not a sufficient answer. If you get that reply,
ask the teacher what it is about that method which makes it the one she
chooses to use. If the teacher can't answer a question about her
foundational principles meaningfully, the student would be well-advised
to exercise caution. You can learn more about this topic in one of our
articles intended for teachers, Piano Teaching
Philosophies.
- What are the teacher's expectations of the child's
commitment to learning piano in terms of practice times, competition and recital
participation, and time spent in lessons? One example of a potential source of
friction is if the teacher expects all students to participate in competitions whereas
your goal is simply to provide some cultural enrichment for your child or yourself.
- What are the teacher's musical degrees? Degrees don't guarantee a good piano teacher, but they do suggest a teacher who has been exposed to a wider range of musical knowledge.
Keep in mind that there are a number of types of piano-related music
degrees (piano performance, piano pedagogy, general music, etc) which
have different emphases and give different perspectives to the teacher.
Some teachers will even have doctoral degrees in music (D.M.A. - Doctor
of Musical Arts).
- What experience does the teacher
have in piano
teaching? In piano teaching, as with so many other things in life,
there is no substitute for relevant experience. A teacher who has taught
for many years may be better able to find the best route for teaching
you or your child. Experience isn't the whole story (e.g. see the
section below, Picking the Right Children's Teacher),
but it counts.
- What professional organizations does the teacher belong
to and to what extent does the teacher participate in their activities? Participation
in musical or teaching organizations is suggestive of the level of commitment of the
teacher.
- Does the teacher ever perform on the piano? This is
another indicator of commitment, as well as a suggestion of the teacher's own skills as a
pianist. Poor pianists generally don't perform themselves.
- Does the teacher require the student or parents to buy
all their own music? This is important because music purchase can amount to a
significant amount of money if the child is not committed to their lessons. Some teachers
will loan at least some of the initial training books and music, saving you a lot of
money.
- What kinds of music does the teacher give instruction
upon? If all you want your child to do is plunk out a few tunes, you probably don't
want to have a teacher who emphasizes classical training, even though the classics are
still probably the best vehicle for really learning the piano.
- Does the teacher teach theory and technique or do they
simply teach the playing of individual pieces in the absence of a musical framework?
Teaching individual pieces may get quicker initial results, but there is then little or no
learning to carry on to the next piece. In the moderately long run, a teacher who
emphasizes fundamentals will give a better result.
- How many students does the teacher have and do they
teach all the lessons personally? Some teachers teach upwards of 100 students
privately. With this many students, it's difficult to give much individual attention to
any one student. There is no set number of students to watch out for because individual
teaching styles vary and some teachers only teach part-time, but you should investigate
more carefully if a full-time teacher says he or she teaches more than perhaps 60-70
students. Similarly, some teachers focus entirely on piano
training, both for themselves and their students, while, for others,
piano may be one of a number of several instruments taught.
- Is teaching piano a primary or secondary activity for
the teacher? You'll generally get a greater level of involvement from a teacher who
teaches as their sole or primary source of income.
- What are all the fee requirements necessary to start a
student with the teacher? You may be surprised with a number of "activity
fees," deposits, contest fees, costs for a metronome, etc. All these fees may be
well-justified and many may be one-time-only fees, but you'll want to know about them in
advance. If the teacher uses computer teaching tools or provides other teaching materials
for the student to take home to supplement the private lesson, you'll want to know if
there is an extra charge for these.
- Does the teacher have a written studio brochure and
studio policy that you can take home and read? These documents are probably the best
sources of information about how the teacher sees his or her teaching and how he or she
conducts the "mechanics" of running the studio. Be cautious if the teacher can't
show you these. Lack of such documents doesn't imply dishonesty, but does create the
possibility for misunderstanding down the road.
- Does the teacher use any computer-aided instructional
tools and, if so, do they charge extra for access to them? Computer tools can be very
valuable in "leveraging" the private lesson and giving extra practice. Some
teachers include these as a part of the service and some charge extra for it.
- What "method" does the teacher use, if any?
There are many good teaching methods, but none of them is right all the time for every
student. A good teacher may well use the best parts of several methods and the best
teachers will individually tailor their teaching to you or your child. Be cautious about
any teacher who seems to "proselytize" about any established or, worse yet, new
"method".
- Does the teacher encourage participation in competitions
and other musically-enriching activities and, if so, how do his or her students do in
them? Most teachers will tell you, correctly, that competition may not be right for
all students and isn't the most important aspect of piano training. However, if your
prospective teacher never places his or her students in competitions and seems anxious to
persuade you that they don't play a useful role, then you may have a poor teacher whose
students do poorly in competitions. Even if you don't expect or want your child to
compete, success of a teacher's students in competitions is one indicator of a quality
teacher and we all want the best teaching quality for our own children.
- If your child is learning disabled in some sense (ADD,
dyslexia, emotional problems), does the teacher have any experience/training in teaching
students with that type of disability? A teacher will often become frustrated with
this type of student, especially if they don't have background in teaching them. If this
situation describes your child, you will want to be sure to tell any prospective teacher
about the disability so that they can best deal with it.
- Does the teacher require the student to have a keyboard
or acoustic piano in the home to practice upon? Some teachers require an acoustic
piano up front; others will allow the student to start on a digital keyboard.
- Is the parent allowed or encouraged to attend lessons?
While it's not something we would recommend, some teachers forbid parents from being
present at lessons. Other teachers encourage it. In any event, you'll want to know in
advance.
- Is there an opportunity for you to observe, at no
obligation, the interaction between the prospective student and the teacher? Effective
teaching is such a personal thing that you'll want to know from the start if you or your
child will "get along" with the personality and idiosyncrasies of the teacher.
The converse is equally true.
- Does the teacher just teach the lessons or are they
committed to helping their students acquire an overall appreciation for music and the arts
generally? Most of us will never become professional musicians, so it's important that
the teacher be able to provide the keys to cultural enrichment as well as lessons. This
can take the form of going to concerts, a computer teaching lab with music appreciation
software, a library of books and recordings available to the student, and so forth.
Children
generally live "in the moment." They have a hard time seeing the value or
benefit of something that they will appreciate "when they grow up,"
especially when it takes hard, steady work over an extended period of
time to master it, as piano lessons do. As a result, many kids want to quit
piano lessons before they come to any real proficiency or knowledge or, at
least, become unmotivated in their lessons. Thus, it is particularly
important to choose a teacher for your children who can make lessons fun,
interesting and fulfilling for them. A teacher who can engender sufficient
excitement in your children about piano that they want to go to
lessons is the one who is likely to get the best results, all other things
being equal.
Most teachers, prior to signing up a new
student, will conduct a free "mini-lesson" through which he or she can judge
the child's general readiness for lessons. This mini-lesson is also an
opportunity for you to judge how well the teacher is going to "connect" with
a child and whether he or she is likely to enjoy lessons from that
teacher. If your child enjoys the lessons, your job as a "piano parent"
becomes much easier. You'll have less trouble with motivating the child to
practice and a lot less trouble with them preparing properly for the lesson.
Every child is different, so it's virtually
impossible to advise parents on what they should look for specifically for
their children. However, there are some issues that transcend individuality
to a sufficient degree that a parent can meaningfully evaluate them during the mini-lesson.
First, is the studio welcoming
for the child from a physical standpoint? A studio that teaches primarily
children should look something like a schoolroom, with
bright items on the walls that will interest children or a section of the
room especially for children. If you plan to attend the lessons with the
child (recommended), you'll want to have available in the studio a
comfortable place where you can sit within sight of the piano.
When you talk with the teacher, look for
some flexibility on the part of the teacher in choosing repertoire and
teaching materials for your child. A teacher who says she will only teach
classical repertoire and with one, and only one, approach may lose your
child's interest pretty quickly. That doesn't mean that the teacher should
give sole control of repertoire or the teaching approach to you or the
child. After all, you want her to teach because she knows more than you or
your child about piano! However, the teacher should talk with the child in
order to hear what interests him and show a willingness to indulge those
interests to some degree, within the bounds of a solid teaching curriculum
which gives the student a thorough grounding in theory and technique.
Watch the interaction between the
prospective teacher and your child, especially if your child isn't all that
"thrilled" about taking lessons. Look for a teacher who shows lots
of patience. When they sit down at the piano, the
teacher should present a smiling, encouraging demeanor to the child,
praising success and not getting upset over "failure." An effective teacher
for your child will have the child interested and actively participating in
the learning process within a few minutes time at the piano. Even though
that first mini-lesson is introductory in nature for all of you, the child
should come out of it with a sense of having succeeded at learning something.
Because we all learn best in different ways
(visual, tactile, aural, etc.),
a teacher who can quickly understand how your child learns best and adapt
her approach to his strengths will likely be most successful with your
child. If there is something during the lesson that your child is having
trouble with, is the teacher able to find a way to communicate to him
effectively to work through the problem? The better the teacher is at
identifying and adjusting to your child's mode of learning, the more
successful he will be in lessons. The more successful your child feels in
lessons, the more likely it is that he will stick with them and make the
best of them.
Ask the teacher what kinds of aids she uses
in teaching, beyond just the piano itself and lesson books. Many of the best
teachers will have either devised their own teaching aids or will have
available a substantial selection of them which she can "mix-and-match" to
meet the needs of individual students. For example, some children have such
a good ear for music that they learn music by ear, but have trouble or an
outright lack of interest in reading music. Others learn to read music well,
but have trouble discerning tones and intervals. A good teacher will have
aids to help both types of student. Many teachers will use some of these in
the initial mini-lesson.
While we live in an unfortunate world of
harassment litigation, which tends to discourage contact in teaching
environments, a teacher who genuinely likes children and expresses that to
them will be more effective than one who is more "distant" or
"authoritarian." Look for some contact between the teacher and the
child. An arm around the shoulder, a touching of hands, and a hug at the end
of the lesson are some indicators that your child will feel comfortable
going to lessons with that teacher.
Finally, ask your child! Most kids will tell
you if they liked a certain teacher and if they had fun at the mini-lesson.
While the child probably shouldn't be given ultimate authority on the
decision, your child's input can help you in making a final decision. The
important thing to keep in mind is that people are so different in their
approaches to teaching and ways of learning that you can't expect every
teacher to be successful in motivating every student. Take the time to
interview teachers until you find one your child seems to like learning
from. If you have a teacher who can't seem to make a connection with your
child, find another! If you're having trouble motivating your child to stay
in piano lessons, you may also want to read our article,
My Kid Wants to Quit Piano!?!?
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