(not exactly, anyway…)
A common sentiment among piano teachers is this: “When I started teaching, I didn’t have any training, so I taught the way I was taught.”
I spent years saying the same thing, celebrating the beauty of choosing what to keep and what to change.
Upon further reflection, however, I don’t believe this is true.
We don’t teach the way we were taught. We teach the way we remember being taught….
That remembering part? It’s important.
As you’ve likely discovered, memories can be deceiving. If nothing else, they are certainly selective.
We’ve all experienced this scenario: You teach a concept. You say and do all the “right” Teacher Things.
…only to have your student come back, shrug their shoulders, and say they haven’t learned that yet.
Mental recall is a fickle beast.
I remember interactions more vividly than most, and even *I* couldn’t tell you the bulk of what my teacher taught during my earliest lessons.
Here’s what I definitely DO remember: the materials she used, her overall demeanor, and the way she made me feel.
…I can recall her amusement by the gnomes on the original cover of John Thompson’s Easiest Piano Course (my first-ever piano book).
…I remember learning Italian tempo markings because they were printed at the top of the page for Persian Market (in Bastien’s Level 1 Lesson Book).
…I remember getting hyper-fixated on I-IV-V7 chord progressions (thanks again, Bastien!) and creating my first oh-so-repetitive compositions from those chords.
…My first “official” scale book is the foundation of my earliest memories about technical patterns (if you’re curious, that was Alfred’s Complete Book of Scales, Chords, Arpeggios, and Cadences) .
While those are a handful of memories about my early lessons, very few of those recollections include HOW I was taught. I remember what I did, but not necessarily how I was instructed to do it.
Interesting, right?
There were some logistical things I replicated in my own early teaching days: sticker prizes for pieces learned, recital formats, etc., but very little of the actual instruction I was given.
I can’t tell you how my teacher taught me about staccato, but I do remember obsessing over them in The Bullfrog.
There are many takeaways here… each of which deserve their own e-letter. I’ll be speaking more on these ideas later in April. For now, here are some things to consider:
- Teaching the way you remember being taught is a selective process. If you find yourself thinking, “My teacher never did x/y/z“, you might be right… but you might also be wrong. 😅
- Choose your materials wisely. Our books might make a longer-lasting impression than we do.
- Prioritize how you make students feel. Students won’t remember everything you say, but – for better and for worse – they will surely recall how they felt in your presence.
- Telling Is Not Teaching. Our students’ takeaways are a result of many things. Hearing it ≠ Learning It. Robert Duke speaks on this better than anyone. If you have an hour, check out this lecture he gave at Cornell.
So…. Have I made my case? Do you agree we don’t start out teaching the way we were taught?
Moreover, what do YOU remember of your early piano studies? Leave a comment and let me know!
🥂 May we be ever aware of what we are REALLY teaching; not just what we are saying. 🥂
More from Christina and Beyond Measure:
| 🎹 The 2025 Recital Guide is Here! Thanks to Teacher Friend, Julie, for her recent feedback on the 2025 Recital Guide. Julie says, “Thank you for offering the recital guide. My studio storage is limited so I have to be discerning about what to purchase. I trust your piano teacher instincts and expertise…thus the purchase! …the info you provided about why you recommended the pieces was very helpful and so was the leveling guide. I would definitely recommend this to other teachers….those who have been teaching awhile (like me) and those who are newer to teaching. Thank you!“ |
| 🎙️ On the Podcast: Your Pep Talk for Spring is here! This episode originally aired in 2022, but its words are equally applicable to 2025. Let’s focus our efforts on Work, Rest, and Play to make the most of this spring! |
| 👀My TOP Teacher Read: I mentioned Bob Duke earlier in this letter, so it seems fitting to throw a shout-out to my no. 1 recommendation for Teacher Reading: his book, Intelligent Music Teaching. This collection of essays is thorough and thought-provoking in all the best ways. PS: I talked a bit about this work in Episode 130. |
| 👀On YouTube: Take a quick tour through the 2025 Recital Guide! |
| 👏 Recital Resources Round-Up! I’ve pooled ALL Beyond Measure recital-related episodes (and more) into this page. |
| 🎵 Must-Teach Music When it comes to maximizing your financial resources, the A Perfect 10 series is an easy investment. There are five books in the collection, each featuring historical literature AND original compositions by fan-favorite, Melody Bober. If you’re a teacher who likes to balance multiple styles of literature, this is a great investment. |
| 🤝 SuperFriends Community This crew of teachers has become a staple in my life that I never want to take for granted. If you want to support my work – and gain incredible insights from fellow teachers – consider giving the Patreon Community a try. |
