One of the most important aspects of my teaching philosophy is giving students the power to choose. Learning an instrument is not just about following instructions—it’s about developing a sense of ownership over one’s musical journey. When students feel that they have a say in their learning, they are far more engaged, motivated, and confident in their abilities.
Why Choice Matters in Learning
Many students, especially younger ones, are used to being told what to do: what to practise, what to play, and how to do it. While structure is essential, true learning happens when students feel invested in what they are doing.
By giving students choices in their lessons, I help them:
✔ Develop independence: you learn to make decisions about your practice and progress.
✔ Stay motivated: you are more likely to practise when you feel connected to the music.
✔ Build confidence: you see that your preferences and ideas are valued.
✔ Take responsibility: you understand that your progress is in their hands, not just mine.
Ways I Incorporate Choice in Lessons
🎵 Choosing Repertoire
While I guide students towards pieces that suit their level and development, I always provide options. If a student is passionate about learning a certain piece, I will arrange it to be accessible for them, ensuring they can experience success.
Even if a piece is technically challenging, we find ways to adapt it, whether that’s simplifying certain sections, focusing on key passages, or learning a shorter version first. The goal is to nurture their enthusiasm while keeping progress attainable.
🏗 Flexible Pathways to Learning a Skill
When introducing new techniques, I often offer multiple ways to approach them. Some students prefer to learn through patterns and structure, while others respond better to visual or aural learning. By allowing students to explore different approaches, they find what works best for them, which, in turn, increases their confidence in problem-solving.
🎶 Performing: Yes, No, or Maybe?
Performance is an incredible learning tool, but not every student is ready to perform at the same pace. Some are eager to get on stage, while others find it daunting. The key is to offer structured opportunities without pressure.
In preparing for performances, I use positive and flexible language:
“We’ll work towards this piece as though we might perform it.”
“You can decide closer to the time whether you feel ready.”
“Even if you don’t play this time, just being there is a big step.”
This keeps the door open without making them feel trapped. If a student chooses to perform, they do so with confidence and self-assurance, rather than fear and uncertainty. If they choose not to, they have still gained valuable experience in the preparation process.
⏳ How Much to Practise and How to Practise (Brief Overview)
Every student has different amounts of time and energy to devote to practice. Instead of dictating a rigid routine, I help students find a sustainable approach that fits their lifestyle.
Some students thrive on structured plans, while others prefer a more spontaneous approach. I might suggest:
“Pick three things to focus on today.”
“Set a timer for 10 minutes and try to focus on one piece/scale" etc., and then "sent another timer and choose a new section” and so on and so on.
“Choose one passage to play slowly and another to experiment with.”
This has the potential to make practice feel manageable and rewarding. I'll expand on this concept in a later post.
Balancing Guidance and Independence
Of course, too much choice can be overwhelming. My role is to guide students towards good decisions while allowing them to take ownership of their learning. I provide the structure, but they have the freedom to explore within it.
For instance, if a student struggles to decide what to play, I might say:
“Would you prefer to work on tone quality or overall structure today?”
“Which of these two pieces do you want to start with?”
“Let’s try both approaches and see which one you like better.”
By framing choices in a clear and manageable way, I help students build decision-making skills without feeling lost.
The Long-Term Benefits of Choice
When students learn to make decisions about their music, they carry that sense of autonomy into other areas of their lives. They become:
🎯 More confident in their abilities
🎯 Better problem-solvers
🎯 More engaged and self-motivated
🎯 More resilient when faced with challenges
Ultimately, my goal is not just to teach music, it’s to help them become independent, thoughtful learners who feel in control of their musical journey.
By empowering students with choice, we transform lessons from something they have to do into something they want to do.
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