Music Tuition Tips
Below is some general guidance on how to give music lessons, including potential learner anxieties, notes on encouraging learners to contribute and a self-evaulation checklist to ensure your sessions run smoothly.
Encouraging learners to contribute
Many people are very nervous when playing a new instrument. It is critical to be patient with them, and build their confidence through encouragement and praise. Your ultimate goal is to help the learner become comfortable and confident with the instrument, even if they occasionally make mistakes.
Potential learner anxieties
- Your learner may struggle to express what exactly they are looking to gain from lessons, and may doubt their ability to achieve their goals. It is essential to agree on realistic targets based on what they are ultimately hoping to achieve. If a learner finds it difficult to articulate what they are aiming towards, avoid the kind of 'why' questions that can make someone feel on the spot.
- Your learner may feel obliged to defer to you. Your learner may be a little intimidated: you should try to encourage them to express their opinions to build confidence. One-to-one sessions, whilst very useful because of their intensity may also be a little overwhelming to someone who is not used to being in the spotlight.
- Your learner may see you as an assessor. This is a difficult perception to overcome, especially if you're coaching your learner towards a music exam. The key here is to be open, friendly, to promote the learner's confidence and to make your style of teaching non-confrontational. Be careful that a learner does not feel unable to express their lack of confidence in fear of incurring your wrath!
- Your learner may be confused as to how to work together with a teacher in a lesson, having never had a one-to-one before. Whilst some people may quickly take the lead and specify what they want from lessons, others will be unsure and will look to you to establish a power dynamic. Here, informal feedback is essential so you are aware if the learner feels they are not getting what they need.
Encouraging learners to contribute
Learners are more likely to engage when:
- They feel comfortable around you
- You show them respect and support, especially when they make mistakes
- Learning is seen as a co-operative exercise, not a confrontational one
- You both agree upon realistic and achievable tasks
- They are encouraged to contribute, not just to be lectured to
- Feedback is frequent so communication breakdowns do not occur
- They are presented with open-ended questions that are not too 'leading'
- Regularly giving supportive, constructive feedback
- Encouraging broader or deeper focus
- Correcting misunderstanding in a non-confrontational way
Feedback on learners' skills/abilities
- Link your feedback to specifc positives/mistakes
- Comment on their use of particular skills
- Be encouraging and friendly!
Balancing teacher/learner contributions
- Review how often you intervene
- Balance feedback with space
- Encourage quiet learners, but don't overpower them
To determine how your learner feels the lessons are progressing, ask open ended questions such as these:
- What has been the most significant thing you've learned today?
- Do you have any questions after today's lesson?
If you have any homework for the learner, spend time discussing how they should tackle it. Remember: the learner may not have time to practice extensively, or indeed may not have the inclination to do so! Homework density must ultimately be decided on their terms.
Avoid spelling out the answer to an unresponsive learner. Instead, try framing the question in a different way. Give some encouragement: learners can become disheartened and cease trying if they think their efforts are futile. Re-evaluate the task you are setting them and make sure it's manageable.
Tutoring: Self-Evaluation Checklist
As you work with more clients you may wish to start self-evaluating to remember what worked/what didn't, in addition to any client feedback you've received on the site. Below is some food for thought to help your introspection:
|How well did I .....?||Very Well||Satisfactory||Could Be Better|
|Prepare for the session|
|Get the session underway (establish aims, etc)|
|Ask questions and prompt the tutee|
|Handle the tutee's comments and questions|
|Respond to the tutee as an individual|
|Keep the focus on the main topic|
|Help sustain tutee interest|
|Provide help when tutees encountered difficulties|
|Ensure key points were drawn out|
|Bring things to a close and set out practice homework|
New to Teaching Music?
If you are new to giving private music lessons you are welcome to register with First Tutors: Music to attract potential clients. During the registration process you will be asked to declare which instruments you wish to teach, how much you will charge and to tell new learners about your approach. You will also be required to submit two references and some information for an ID check.
Choosing your instruments
We urge new teachers to think carefully about which instruments they offer and the level to which they feel they can comfortably offer lessons. We invite learners to give feedback about their teachers, so that the teacher benefits from positive recommendations. Obviously, if you are teaching an instrument that you are not terribly confident in, this feedback may not be so positive! We recommend you focus on your strengths and build your reputation upon them, instead of being a jack-of-all-trades.
Beginning teaching music
Your first lesson with a new tutee counts for a great deal. But before you even get this far, make sure your new tutee has a positive view of you. When a learner chooses you, reply as soon as you can, even if it is to reject the enquiry. If you've arranged lessons, and your details have been exchanged, follow this up a quickly as you can! Learners are often anxious when seeking a music teacher and will look to commence lessons as soon as possible. Not keeping an appointment, showing up late or arriving ill-prepared are all ways to lose a client before you've even started!
Public Liability & Professional Indemnity Insurance
Following enquiries from our members, we are delighted to introduce Alan Boswell Group as our recommended insurance broker for private tutors seeking liability insurance. Please find details of their policy below. Enquiries regarding the policy should be directed to Alan Boswell directly as we are not properly qualified to advise on the product itself. We do hope that some of you may find this useful.
The Alan Boswell Group has considerable expertise in arranging bespoke insurance products for the teaching profession. They have been established for many years growing to become one of the largest independent Insurance Brokers in the UK and are committed to providing the highest possible quality of service.
Examples of the cover we can provide?
Here are a few examples of the cover they can provide:
- Cover for your personal liability as a result of your negligence for injury or damage to pupils and their property whilst being taught in your own home.
- Cover for damage to property or injuries caused to others by your negligence whilst teaching in their home.
- Cover for failure to provide adequate tuition services or errors in your selection of curricula or coursework.
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Fortunately, the cost of getting comprehensive protection for the risks involved with your work as a tutor is much lower than you might have expected. Thanks to a special policy arranged by Alan Boswell Group, insurance for public liability and professional indemnity with a £1 million indemnity limit is available from just £100 a year.
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