[Alan Tang]

Depends on the student for me. I once had a student who was very young (5 years) who I taught for an hour. It was for logistical reasons as the drive to them was 45 mins. In hindsight, 30 mins would have been better!!! However, this student is now able to concentrate for longer periods of time but in my opinion it is a combination of age and those 60 mins lessons when he was younger.

I think by default I teach 30 mins or 60 mins for ease but have noticed when I increase to 45 mins I can get more covered. I have also noticed that I have done this with those preparing for exams and I tend to do this about 6 weeks before. 45 mins or 60 mins virtually can be quite tough though.

[Alan Tang]

approximately 55% female, 45% male

I have different methods when it comes to practicing based on what other activities they do, e.g. after school clubs or work, etc.

If it is a beginner I encourage a student (especially a child) to practice 2 times a week for approximately 10 minutes. In my opinion, and especially for a beginner, this does not appear too long and students may not pick up ‘bad’ habits if practising longer.

However, I have one student who currently practices 21 times a week and prefers the quantity of practice times. I have built my lessons around him encouraging him to work on small sections at a time so when he practices he looks at specific sections. In reality, when he practices he probably practices about 1 minute each time he moves to the piano.
I have had one student where dad insisted that he practices 60 minutes everyday (at Grade 1). I told him to half the practice time and to practice every other day. He’ll still end up practicing and I said to dad that it was important that he did not resent going to the piano.
I believe all my students practice apart from 2 or 3 students as I want them to believe that when they practice (2 times a week for 10 minutes) that this is achievable. If this was not achievable then they would lose motivation to practice.

[Alan Tang]

What a great discussion.

Over the last 3 years I have had 39 students to date.

I think I have been relatively fortunate as I have retained almost 49% of my students. Out of these 49, 84% of them have been with me at least 1 year.

The ones that I have lost have been for different reasons:
The general pattern is the majority of the students that I have lost have been adults. Their work flexibility has meant that they have found it difficult to practice.
I have lost 9 adults due to this. (45%)
I have had 4 students that were always going to be short term i.e. less than a year.(20%)
The remaining 7 students have been children and they left due to a loss of interest (35%)

I am always open to who I teach but due to time constraints I am hoping to teach more adults than children. There are only so many hours you can teach after school!
And teaching during the day fills up the time!

There is always that slight risk with adults as it might be seen that you have to help them develop new disciplines and with children you are able to do that far more easily.

[Alan Tang]

I believe there are lots of reasons:

1) Depending on where a catchment area is in the UK, some schools offer ‘free’ lessons. There are pros and cons for this. The opportunity for ‘free’ lessons is amazing but on the flip side, students will view the lessons as free and therefore will not value lessons as much.
2) Though 1-2-1 is effectively the most successful way of teaching, it is also the most expensive. Some parents may not see the value of this as 30 minutes can go very quickly. Parents will also look for value for money.
3) More schools are viewing music (and the arts) as less important due to the EBacc and so GCSE Music may not be chosen as an option. Therefore, students who have lessons will probably give up at Year 9.
4) Students themselves sometimes only see learning an instrument as leading to a musician or music teacher. They may not value the holistic qualities that music lessons may have.
5) Music lessons can be expensive from some parents point of view: a musical instrument, lessons, exams, etc. In my opinion, the first 2 years are the key time in terms of the student. If they persevere in these two years, then there will some long term benefits to us as teachers…

[Alan Tang]

I had a similar email a few years ago about a tip and excessive pay.
I initially was quite surprised by the email and before I considered replying, the email was flagged up and identified as spam.

More recently similar emails have been sent asking for lessons to start as early as possible.

For me what is most noticeable about these is the terrible use of grammar and spelling mistakes that you see in the email. Mine is not brilliant but there is clear difference my errors and the emails written!

[Alan Tang]

Personally I would make tasks very quick. Sometimes being pace doesn’t allow those with a learning difficulty to misbehave. Try shortening what you would like them to complete such as play 1 bar, then the second bar, etc and then as a plenary they can play what they have completed it. You could try breaking it up with other types of games as well so the focus won’t be based on sitting or holding the instrument.

Good luck

[Alan Tang]

Payment is dependent on the school policy.
In my last school I was HoD and I advised the school to pay the teachers after they put a claim form in. This would lead to no issues with payment.

There are some teachers that were self-employed but they were also paid by the school but it was up to the individual to pay their own taxes.

You have done the right thing by sending your CV and generally departments will look at new teachers from about June onwards. Some schools employ directly from local council/ music services. I have always looked at different music teacher sites and located my teachers based on their distance so I know they have less travelling time to consider. I have made exceptions. Piano will always be a popular instrument but some schools may have a few teachers.

I dont teacher piano in schools as from my experience, parents are reluctant to have children out from lessons and payment is based on the work you do during term time so during the holidays you will be a little short naturally.

[Alan Tang]

I teach at a school Monday to Wednesday then Thurs and Fri I do admin/ preparing for school lessons and general stuff. I teach half day Saturday just to take a rest!!!

[Alan Tang]

I am looking to move into teaching full time but my main barriers is possibly unsocial hours. Generally, people are only available after 3.30 or 5.00 and that will only leave a certain number of hours during the week. At best if you are available to teach at 4.00 and you have no breaks then you could have 5 hours of teaching finishing at 9pm.

I am considering continuing teaching in the classroom P/T for several reasons; staying in touch with current changes in the curriculum and also recognising private students through contact with parents. My reasons for going to peri teaching are numerous but the two main reasons are these; schools today will concentrate on core subjects and sciences therefore art based subjects will be limited at GCSE and even A’level. Even if they were available class sizes would be very small and therefore will not not run. My other reason is peri teaching offers more flexibility. I have been offered some sessional, consultancy and performance work. There are few jobs that gives you that flexibility. With this variety all of it becomes more experience and professional development.

The holidays gives you more flexibility. Having spoken to other peri teachers they have a stripped down timetable but also save up money in busy periods so you are managing your finances more effectively. Thats probably the most difficult bit!!!!!

[Alan Tang]

There is always a fear that you may not get enough students. However, what I have noticed in this short time, you are not necessarily tied down by endless administrative duties that you would at school. So at the moment I find it quite refreshing

[Alan Tang]

I generally travel but I have a few lessons where I teach from my recording studio.
In an ideal world I would like to studio share with a fellow teacher to teach so the rental cost is shared.

My main reason to why I travel is because I feel students are generally more comfortable learning in their own homes.

[Alan Tang]

This is a tricky one.
I also travel and I use travelling costs to cover these outgoings.
I have been a trained teacher for over 12 years now and have taught peripatetic lessons on and off for around the same amount of time.

I am thinking seriously of increasing but am fearful of losing students so I think what I may do is wait one more year and point out that I will be increasing. Any potential new students I have in the coming year I may consider bringing up the cost. It will probably be about £2.00 increase.

[Alan Tang]

It is definitely worth doing. I use a friend’s garage from time to time. I would treat it like designing your classroom or office. make sure it is insulated and have it like a relaxing room. A student has to feel comfortable in it. You will need all the usual insurances as well.

[Alan Tang]

Angelena Payne once you have an idea send it over and I can give it a read if you want?

[Alan Tang]

Hi Angelena Payne Think about how long you want it for and whether you want to cover performing/ composing/ L&A or all 3…Sometimes it is easier doing your own SoW as then it becomes more personalised.

[Alan Tang]

I would just say it’s bad timing!!!!
Personally I can see positive and negative points about exam entries. As a teacher, my mentality is that if a student does not know 80% of their scales/ arpeggios and 2 of their 3 pieces by the time I enter them then they are not ready. I currently have a student which has been pushed by his parents to take the exam now. But what they didn’t tell me was the week before the exam he is away on a trip. If I had known about that I would have suggested leaving the exam until Autumn!

However, sometimes there will be always be situations beyond our control! I know I will have prepared this student as best I can so I know I cannot do anymore

[Alan Tang]

It’s important to be honest with the parents. They have to enjoy lessons and practice first. If they are not practicing then why do an exam. Equally, grades are not the end all and be all of learning an instrument. It must not be seen as a task. It needs to start of as enjoyment!

[Alan Tang]

Youtube has been a revelation to some extent for teachers and students alike. I think it has become a valuable resource for teachers and if used well it is an excellent tool.

On the flip side I think that students can learn bad techniques when looking at some videos. Some videos are not filtered enough from a teaching perspective and quite often students may choose the easiest or most attractive video to watch.

[Alan Tang]

Tough question! At the moment I am relying on trust and consistency. If parents are seeing me on a regular basis and offer a degree of flexibility then they will trust me more. I have been quite fortunate so far as I have only had one ‘cancellation’ and they paid straightaway as they acknowledged it is their fault.

At the moment I work on the basis of if I don’t turn up I don’t get paid. Though this is a slight risk, I like to think it gives both parties a chance to be consistent and trusting. I have given two clients a ‘contract’ which states stipulations such as 4 weeks notice, etc but in actual fact, it has so far not been needed.

Ironically enough, the only bad experience was when I just started and I received a text from a student who wanted lessons. NB this was not a referral from MGR!!! I arrived for an initial meet and the following week I taught a lesson. Then he cancelled the second lesson and didn’t respond to my texts for my 3rd and 4th so I just sacked him off. I found him a little irresponsible as he ‘manipulated’ this whole I am a ‘university student’ excuse too far!

All my current clients are working parents so I think they understand the fact that we as teachers need to work as well!

[Alan Tang]

I use the work consultant as I do do some work at schools speaking to music teachers.
Session musician, etc. I don’t like using accompanist but I do get to travel around!

[Alan Tang]

I generally don’t teach weekends but I have often done 9 or 10 1-2-1 lessons on a Thursday. I start at 7.45am for 30 mins and then start again at 9 finish about 8.

I also work at a school Monday to Wednesday and on Mondays I have 5 lessons and then I teach 2 1-2-1 students afterwards. Not sure if I am more exhausted on a Monday or Thursday!!!

[Alan Tang]

Personally no, partly because my own attention span does not last longer than an hour so if I’m losing attention of myself I would feel very sorry for the student!!!

However, there are lessons that I teach that really engage me and sometimes the time passes really quickly

[Alan Tang]

In my opinion, virtual lessons especially 1-2-1 may be the future. From a personal point of view, my other job is a school teacher and teaching music in a school will probably be the most difficult subject to teach. This is due to a classroom of keyboards or computers/ tablets or other instruments that many students will use. Of course, as a school community, appropriate measures will have taken place, but ensemble work is such an important element in music not just for enjoyment but also developing other musical skills and disciplines. If and when I am able to return to school, one decision I have made is to not have face to face lessons when I have been at school during the day. I feel I must take responsibility for this and for the time being ensure the safety of myself and students that are not in my ‘school bubble’.

Over this period I have taught a couple of online lessons on a regular basis. I have used either Zoom or FaceTime. Both have their advantages. FaceTime will obviously only work if it is an Apple to Apple to product but is generally the most temperamental. Both apps do allow the camera to switch which enables me to show what to do for students. I tend to request that the camera is on the same side of where I normally sit to provide ‘normality’. This has generally worked with the only change requiring me to pause and switch the camera around, etc. The only aspect that I find slightly tricky is in advanced sections, I am unable to show examples with both hands as I am holding the tablet with the other!!!! I too in this new situation can actually take a closer look at posture and hand position which I may have presumed in 1-2-1 situations. In Zoom you are able to share content such and in school meetings it has been quite easy to share PPTs/ PDFs, word documents, etc. I have not yet tried short videos but it may be possible.

I do feel that I am working a little ‘harder’ for online lessons as I am reflecting more on best ways of demonstrating to students but also taking more time to write up lesson notes and send them to students/ parents after the lesson has been completed. There are obviously GDPR factors with this and I am clear who I send lesson notes to as one parent requested that I send the notes to her children’s email addresses.

I like all teachers continue to reflect and try to see what I can do better and in this situation I would like better technology. As a gigging musician, I have had conversations with fellow musicians and discussed the future of live gigs. A lot of the chatter has been about 360 degrees rotating cameras which you may have seen at action in famous musician performances in recent times. In gigs this creates more of an atmosphere in which camera angles change. I think this could work for teachers as you can have one camera focused on the teacher and the other on the instrument?

In my opinion, this pandemic is a massive game changer for peripatetic music teachers especially. Face to face lessons offers a far more personal approach to teaching and for the time being this may be paused for obvious reasons. From a school teacher perspective, I think the consequences are potentially greater. There will be a greater focus on core subjects and arts based subjects may be deemed as less important as students try to catch up on aspects of their education that has been lost. As well as this, practical music may be viewed as higher risk and there will be a move towards more theory based lessons. I am slightly torn with this, as I believe that ALL students should have a strong theory foundation but ultimately it should be as practical as possible!

[Alan Tang]

Totally agree. Word of mouth is incredibly powerful.

I am also based in the Leicestershire area so am happy to meet up for SD.

When I was able to travel and see students 1-2-1 I would make sure my journey meant minimal travelling. For example, during a Wednesday evening I made sure all my students were in Oadby.

Now that 80% of my lessons are virtual, I have changed how I teach a lot so flexibility is also important!