I'm just a self-taught, slow-learning schmo currently at around a grade 2 level for repertoire, and maybe grade 4 for technical requirements.
Definitely too early to start thinking about teaching. Even to teach beginners you'll want to be playing repertoire at least around grade 8 level. And sight reading around grade 3 or 4 repertoire.
You just start teaching. Someone will pay you. Someone is looking for someone who charges less than others. You probably won't and can't charge as much as others if you no experience. Some parents won't care. The student might not care. You could teach for free.
If it's a beginner, there's essentially a do to list for the first few lessons and then you follow a method book. By then you're done.
Some people perform well and don't know much about teaching. They can still make a lot of money, whether their students progress of not. ... Not great for the students, but it is some kind of teaching.
Please, no! Some of us have been victims of persons who "just started 'teaching' " or know someone who has. The purpose of teaching is not that of making money by having students come, you do who knows what but you don't yourself know, and if people come and you gets your money, hurrah.
The purpose of teaching is to help a student learn how to play an instrument; you have to have an idea of how to do that. The student's learning counts!
By beginner, you mean the person who has to have every single thing established, to get them well on the road because that's the foundation everything else rests topples on?It is not just about "making money". And no, it is not any kind of "teaching". Is there no professional ethics? Btw, it's also not great for the next teacher who has to try and untangle the mess.Are you really that cynical?
Well, then you learned well.
Maybe it wasn't what you paid for, but you learned a lesson.
You pays your money, you takes your shot.It's like in life: some people will burn you and some people will pay out.
That's the main reason I don't teach younger kids I don't want that responsibility, I'm not fit for it, and I can only comprehend their level of suggestibility by remembering back to when I was their age.
But hold on, you seem to be addressing the student end of it. This is the teacher forum and we are discussing teaching.
I don't know what to do with the answer I was responding to.
'm not so sure there is such a clean line between student-hood and pedagogy, except in theory (after all, what is one of the main activities of someone pursuing an advanced degree? typically, it's lecturing, or at least providing instruction of pupils of a lower level of education or experience) but nor am I sure there's not a value in discussing teaching as its own discipline.That's enormously interesting, and, as you say, is an art unto itself: how does one learn how to learn to teach?
I was thinking about this while taking a long walk today. The caveat emptor part, where you said I learned a lesson - there are two parts: students (/parents) and teachers. On the students (/parents) side, I did indeed learn through those experiences.
I started teaching 3 months ago with only experience in tutoring math. All my students are quite happy and making great progress.
If you can play something moderately significantly difficult like any of the Chopin etudes, that means you could at least teach a beginner. [/quote ]Can you explain how the ability to teach Chopin etudes translates into teaching a beginner (the more difficult level, btw, "at least" would go to early intermediate)? What in particular makes it so?
Can you define what you mean by "progress"? This is a serious question, btw., and I have a reason for asking.Are these students who are starting out with you, or are they intermediate students who have a good grounding with a previous teacher?A period of three months to me is not enough. When I was a student, I did brilliantly three months in, passed my first exam with distinction, and the whole thing crashed on me and stayed crashed for a longish while, because the underlying foundations had not been given.QuoteIf you can play something moderately significantly difficult like any of the Chopin etudes, that means you could at least teach a beginner. [/quote ]Can you explain how the ability to teach Chopin etudes translates into teaching a beginner (the more difficult level, btw, "at least" would go to early intermediate)? What in particular makes it so? -Dogperson:Deleted the quote and reply function is merging all replies together
Can you define what you mean by "progress"? This is a serious question, btw., and I have a reason for asking.Are these students who are starting out with you, or are they intermediate students who have a good grounding with a previous teacher?A period of three months to me is not enough. When I was a student, I did brilliantly three months in, passed my first exam with distinction, and the whole thing crashed on me and stayed crashed for a longish while, because the underlying foundations had not been given.If you can play something moderately significantly difficult like any of the Chopin etudes, that means you could at least teach a beginner. [/quote ]Can you explain how the ability to teach Chopin etudes translates into teaching a beginner (the more difficult level, btw, "at least" would go to early intermediate)? What in particular makes it so?
What I'm thinking/imagining is maybe someone who majored in trumpet or music therapy in college or sings in a band on the weekends and teaches piano to make money (Someone who hasn't really devoted enough time on classical piano for a piano teacher). They might have the patience for a preschooler or young child or even totally beginning adult to get them through the first few Faber books so these people have an important place in piano education in my opinion but from what I have observed they hold on to these students for years while the student has slow or non-existent progress. Not that these are bad people or bad musicians but they probably have inadequate knowledge/experience to be a piano teacher. After a year or so these students/parents need to move on but they don't know better.
You put it more diplomatically than I would have: I think such a person would be an appalling disgrace as a human. Completely without accurate self-assessment, and .... well, I suppose unethical, but no more than a snake-oil salesperson. I guess there's a sucker born every minute, and caveat emptor, but the failure to deliver on promises and misrepresentation is probably pretty close to saying: "free Mexican jumping beans for sale, one half of a harmless snake included within each purchase. No warranty express or implied etc."There's certainly a place for (adult) people who just want to plunk down their twenty bucks and say, "Hey, show me how to play that rolling Dr. John thing, like on 'Iko, Iko,'" or whatever, but pretending to be a cradle to college instructor, even if one can persuade the relevant authorities (likely, the student's relatives paying the lessons), seems to be no different than a small grift or a con.
But I still think there is a place for the Mary's, cause a lot of quality teachers don't always want to teach total beginners and youngsters with low attention spans, but as soon as the youngster has a longer attention span or has reached a certain point in pianistic skill, it's ready to switch to someone who can push you further.So to the OP, yes you could start teaching lessons for your own personal gain but you'd probably be doing a great disservice to your students and the piano/music/classical community in general. Ie it'd be morally wrong. A couple years when you could actually tackle rep like Chopin etudes, you could do some real good instead of harm. You'd be more marketable anyways if you waited for that point, should only be a couple of years anyways.But maybe hey I'm being a hardass. Maybe students will enjoy OP's personality and have fun in the lessons so it's all okay. I personally value certain things (artistry, achievement, musicianship, appreciation for the music, seeing classical music carry on, the lifetime journey of pursuing music) other parents might not care about. Sort of like how not everyone looking for a boxing coach is looking to go pro but might just be looking to get fit.