How I Started Teaching Music at 16 — And What It Taught Me About Music Education
I often get asked how I started teaching music.
The truth is, I was very young — only 16 years old.
At the time, I was still finishing my Level 10 piano, but I had already completed all of my theory studies up to ARCT. Because of that, my piano teacher suggested that I try teaching theory to younger students.
Looking back now, I realize how much trust she placed in me.
But at the time, it felt terrifying. It was the first time in my life that I was responsible for someone else’s learning, not just my own.
My First Students
My teacher referred a small group of young girls to me to study theory.
When I think about it now, I still sometimes laugh and think: Wow… my teacher really trusted me.
But there was a reason she thought I might be a “good” candidate for teaching theory.
Growing up, theory had actually been one of the hardest parts of my musical journey. I had some wonderful teachers, but I also had one teacher whose approach almost made me quit music entirely. The experience was incredibly discouraging, and for a while I seriously considered stopping my studies altogether.
Fortunately, my parents did not want me to give up.
One of my previous theory teachers — who had always been much kinder and more patient — had moved farther away. Instead of letting me quit, my parents decided that we would go back to studying with her. Every week they would drive about 40 minutes one way so I could continue learning theory and finish successfully.
Looking back, that experience meant a lot to me.
Not only did it help me complete my theory studies, but it also showed me how important patience, encouragement, and persistence are in teaching. A good teacher can completely change a student’s experience.
Even today, I still think truly kind and patient theory teachers are hard to find.
Becoming “The Theory Tutor/Teacher”
At first, I didn’t teach piano at all. I became known mostly as a theory tutor.
More students slowly started trickling in, usually referred by other teachers or families. Most of them were private students because, at that age, I had no idea how to organize group classes or build a structured program.
I was simply trying to help students understand something that had once been difficult for me.
But through those early years of teaching, I began to observe something important about music education.
What I Believe About Music Education
Over time, I realized that parents play a huge role in a child’s success in music lessons.
A child cannot succeed in music without support at home.
Music is a long-term skill. It requires consistency, patience, and daily practice. Unfortunately, many students struggle not because they lack talent, but because their schedules become too full or practice is not prioritized.
I often see situations where:
Summer lessons are skipped
After-school schedules are packed with activities
Students are simply too tired to practice
Young students also need parents to help them stay accountable. Over time, those habits can become internalized, but at the beginning, they need guidance.
Goals are also important. Students should work toward something — whether that is a level, an exam, or a clear milestone. Without goals, progress can easily become unfocused.
A Common Misunderstanding About Music Lessons
One thing I’ve noticed over many years is that some parents hope that progress will simply happen over time.
The idea is that if a child attends lessons long enough, eventually they will be able to play beautifully — even if practice is minimal.
Unfortunately, music doesn’t work that way.
Music lessons are not magic.
The real progress happens between lessons, during the time a student spends practicing and developing their skills.
Another common misunderstanding is the idea that lessons should always be “fun.”
But in reality, the joy of music comes after the work.
For example, students often want to play their favorite songs from Spotify or movies. But before that can happen, they must first learn to read music and build the technical skills required to play it well.
Once those foundations are built, the fun truly begins.
What I See Many Teachers Struggle With
After many years of teaching, I’ve also had the opportunity to observe challenges that newer teachers often face.
One of the most common issues is a lack of structure, curriculum, and staying organized.
Some teachers prefer to “go with the flow” of the child each week. While this can feel flexible and relaxed, it often leads to slow progress and frustration for both students and parents.
Successful teaching usually requires:
A clear curriculum or progression
Defined goals
Consistent communication with families
A long-term plan for the student’s development
Many teachers also struggle with maintaining strong communication with parents. Teaching music is not just about working with the student — it often involves guiding the entire family through the learning process.
Why I Enjoy Helping Teachers Today
After many years of teaching many different types of students and working with families from all kinds of backgrounds, I feel that I’ve developed a strong pattern in how I approach teaching.
I’ve learned how to structure lessons, communicate expectations, and guide students toward meaningful progress.
Because of this, I now enjoy helping other teachers as well.
Teaching music is incredibly rewarding, but it can also be challenging — especially when navigating communication with families, managing expectations, and creating a structured path for students.
Sometimes a small shift in structure or communication can make a huge difference in a teacher’s studio.
Looking Back
When I started teaching at 16, I had no idea where that path would eventually lead.
I simply wanted to help students understand theory in a way that felt encouraging and supportive — something I had struggled to find myself.
Over time, that small beginning turned into a lifelong passion for teaching and helping students grow through music.
And it all started with one teacher who believed that a young student might be ready to guide others.
