ABRSM Teacher Development

Teaching & Learning Principles

Your teaching philosophy

We asked teachers what philosophy dominates their teaching, where did this
philosophy come from and how do we, as teachers, make sure we are always
teaching by this philosophy.
I am not sure I have a
philosophy. I respond to the person
who I am teaching - everyone is different
My philosophy is to and brings different issues. I keep learning
enable pupils to engage with music for myself - reading books, attending
their whole lives. I grew up with the Suzuki conferences and workshops and of
method of inclusion through music and I have seen course, I am also influenced
the power of music and its transformative effects by my own teachers.
through my professional playing, teaching and outreach
work. I aim to constantly check that I am doing the
best for individual string players and groups by I try to be direct, clear
weighting my responses and initiatives with and yet open to different strategies and
a long-term view in mind while checking approaches. We all learn differently and
frequently that the learners are respond better to subtle behaviours; perhaps
engaged, happy and clear. some prefer a less intensive, more easy-going
pace, while others crave measurable success and
are more end-game driven. Only your pupils can
say whether you are indeed successful or
consistent - but I believe that both the
pupil and teacher need to be
flexible if what is communicated
I hope that music-making for life is to be of lasting value.
lies at the heart of my teaching, I can’t think
of anything more important I could give my students.
To pursue a love for music is a lifelong journey of creativity and
skill-development and offers a deep sense of personal fulfilment. I
have been fortunate to have had a number of teachers with differing
styles myself, and to have learned something from each of them; this
philosophy of music first is definitely shared with my most influential
mentors. My family along with my background as a scout taught me
that the more you put in, the more you get out, and I’ve certainly
found this for myself and seen it reflected in my own pupils too.
I don’t know if I consistently teach by these ideas, but
I know that – however long a lesson is – the time
always passes by quickly, for both
pupil and teacher!
 Putting communication,
creativity and imagination at the heart
of every performance and nurturing
independent learners. I frequently video and
analyse my lessons both for personal interest
and seminars. It at the core of my talks
and publications and demonstrated
Music is for everyone.
in public masterclasses.
I believe that music is relevant to each of
us, and everyone is musical! Everyone has the
skills and potential to gain satisfaction and
pleasure from music. Therefore our role as
teachers is to get to know and understand our
pupil’s personality and learning style,
Teaching should enable high
then we can find the route to best
quality outcomes and progression, enabling
inspire and motivate them.
students to travel along their own personal journey
in an exciting, inspiring way. This philosophy comes
from working in schools and with individuals, with
professionals, amateurs and children and finding the
common threads in diverse musical experiences.
I know that I am teaching by this philosophy
by the progress the pupils make and
the enthusiasm they show.

Supporting the teaching and learning of music

in partnership with the Royal Schools of Music
Royal Academy of Music | Royal College of Music
Royal Northern College of Music | Royal Conservatoire of Scotland
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