At the heart of my teaching philosophy are three components: setting clear expectations, offering thoughtful guidance, and, above all, providing an abundance of encouragement. 

At the start of every lesson, I tell my students what we will be working on. Usually, this involves some form of warm-up, followed by technique exercises, and finally ending with some music. This gives structure to the lesson and encourages students to follow a similar structure in their own practice. Flexibility is also given within each section, depending on what is prudent according to the student’s needs. At the end of the lesson, I inform students of what to prepare for the next session. This way, there is no uncertainty about what students need to work on. 

I want my students to feel that their concerns are heard and addressed. If they have a question, I will answer it to the best of my ability. If their playing is struggling, I reassure them and redirect their focus to a fun, off-instrument activity that helps address the challenge in a fresh way. In this manner, I am able to keep my students engaged. Furthermore, I want my students to know that every lesson is a group effort, where we work together to tackle the issues at hand. As such, I encourage students to treat every roadblock as an opportunity to grow—in their understanding of themselves and in their playing. In the end, students will find that this process leads to results that are both effective and deeply rewarding.

I will go out of my way to ensure my students’ efforts are recognized and celebrated. I want my students to know that they can trust me with their mistakes and not feel pressured to be perfect. In fact, I often encourage mistakes. I see mistakes as opportunities for learning, and I believe that lessons are the best time to be making mistakes. Ultimately, I want my students to leave every lesson with a smile on their face, with the confidence of knowing that they are improving and are aware of where they need to improve—all without the fear of judgement clouding their growth.