Are you interested in becoming a cello teacher?

Would you like to have some help getting started?

Are you already an experienced cello teacher and need some pointers for an unusual situation?

Pedagogy Proposal

Based on several years of teaching cello pedagogy  at Colorado State University, I am now offering pedagogy lessons online. I recently retired from CSU where I taught undergraduate and graduate students in cello performance, chamber music, and cello pedagogy.

In my experience the most valuable feedback is for teachers to get comments from someone actually watching the lesson they give. My services include assistance in preparing an effective lesson plan, discussion about the observed lesson and help with planning the next lesson. 

This process can also help more established teachers. Maybe there is a student who is not responding to your suggestions, a student of an age you are not comfortable with, or someone whose learning style doesn’t seem compatible with your teaching style?

Pedagogy students would also receive tips on how to get the best sound quality on various online platforms, suggestions on how to teach specific skills, my ideas on how to avoid performance-related injuries and  recommendations on various etude books and solo repertoire.

I propose to spend 30 minutes on preparation of the lesson (not necessarily on the same day), 45-60 minutes observing the lesson, and 30 minutes directly afterwards discussing the lesson and preparing a plan for the next lesson with the same student. This would be about 2 hours at a total cost of $100 payable through Venmo.

My teaching approach is not based on the Suzuki method since special training for Suzuki teachers is available through many college programs and institutes. Instead it is based on more traditional methods developed after decades of teaching students of different ages, including adults. Many music schools do not offer string pedagogy classes. I believe this is a disservice to music performance or music education majors since the running of a successful private studio can provide an important source of additional income.

Please contact me if you are interested in more information.  We can discuss how you would like to proceed and find a mutually agreeable schedule and online format. I am happy to offer a free introductory interview and lesson.

Pedagogy Aims

When I first started teaching pedagogy to my university students, I would give them a bunch of material, discuss teaching methods, and give them much helpful advice. My impression that this semester would make teachers out of my students was shattered when I actually saw them teach. Many more details and trials and errors seem necessary before a student becomes an organized teacher. This is usually the process when a new teacher starts on their own. It tends to take a few years before problems are ironed out and they become effective teachers. One of the difficulties is that each prospective teacher is most likely to copy what they experienced in their own first lessons. That may be useful for some students, but there are many who need to be treated differently for various reasons. A broader approach is necessary and can be learned by reading/discussions and application in observed lessons.

Valuable tools before starting to teach

  1. Making personal contact with the new student, assessing their background in music, other instrument etc., finding out why this student wants to learn cello

  2. Finding a good balance between teaching and keeping that good contact

  3. Taking time to check on what improved during the week, giving compliments, not only trying to improve the playing as fast as possible

  4. Assessing practicing, building good habits, making sure they understand that regular practicing is part of the lessons

  5. Finding ways to introduce new material in a positive way, only proceeding as fast as the student can handle and won’t feel puzzled

  6. Learning to stay within the 1/2 hour or 45 minute time limit--this is especially hard for student teachers. It is best if they can keep track of smaller units, like 10 minute intervals, not to fall behind the plan too much.