I've been a teacher (of design and sewing) at the university level for over ten years now, and as far as teaching adults (including twenty year old "adults") this is one of the most important attitudes. I give constructive criticism, letting them know where they're weak and what they need to work harder on, but always tempered with a positive improvement comment. I know that's how I learn best. And it's made a positive impact in the determination of the students I've dealt with. Sometimes adults are so sure they "can't do it", whatever "it" is. You have to show them that they not only can, they have and are doing it.

Check out my piano teacher's website. He specializes in teaching adult students and has been studying teacher/student issues for a long time. www.musicalfossils.com.

I'm sure that there will be lots of answers to this questions, so I will just suggest one point: a successful teacher will make the student feel valued. There are lots of things that many teachers do that really contribute in so many different ways to make sure that the child does feel 'special' but there is one aspect of 'teaching technique' that I have found is often a significant challenge for many full-time teachers and which really *undermines* all of the good work that the teacher does in other ways....and that is having a system for remembering what exactly each child is working on, and in particular for inspecting what you *specifically* told the child that you wanted to hear the following week.

With many teachers I have dealt with who have busy lives (and in my own professional work, where I am at some points in the year dealing with 1700 students:-)), one of the things they sometimes have troubles keeping track of is which piece each student is playing, and what they have *specifically* asked the student to work on for the next week. But for the parents - and in particular the students - it can be extremely disorienting when the teacher appears to not be aware of exactly what was covered the week before. It is hard on both the child and the parent when the teacher says 'I will ask you to play x for me at the beginning of your lesson next week' and then they work like dogs at x all week and the lesson comes and x is never mentioned. I know from talking with other parents that this *really* upsets them: working on x has often been really hard work, and it really adversely affects home practising sessions when all that hard work is not inspected.

I know from personal experience with my own teaching experience (not in music) that it can be incredibly difficult to remember which of the 5 children who are working on Lightly Row has problem x and which has problem y and which you have asked to do z, etc. But I think that there are a number of strategies which can be used to help a teacher remember...and one is as simple as asking the parent to tell you, at the beginning of each lesson, what they have been working on that week: ask the parent to, in effect, review with you how the home practise went that week - what they had the most success with (and want to show off) and what they had troubles with (and need to review again). If you explain to new parents that you run the lesson this way, to make sure that there is excellent communication betwen you and your home teaching assistant, then they will probably not tumble to the fact that this also helps you to remember what it is that Suzie or Johnny was supposed to do that week.

Response: I'm both a teacher (not music) and a parent, and I endorse this whole-heartedly. Even if your mental filing system is good enough 90% of the time, everyone has those weeks when it's really difficult to keep all the balls in the air at once. (This is where I am at the moment with exams coming up.) A simple record system is easier to keep up and to refer to, perhaps a chart for ticking or making 1-2 word notes. Asking parent or child to tell you about their week's practise is a good idea too. This basic 'bookkeeping' will facilitate all those other equally necessary characteristics. (And don't forget Vicky's and Alinta's financial advice for your sake and, in the end, your students'.)

A teacher who keeps into perspective Dr. Suzuki's deep belief of patient talent development. Nurturing and a don't rush but don't rest attitude toward progress. A teacher who works to develop the person and let the talent and artistic ability flow. Only use encouragement and soft words....don't yell. Where Love is deep much can be accomplished says Dr. Suzuki. Please remember to use the Socratic method often in teaching---ask questions so the student has to calmly think and at the same time learn to listen to themselves. So many things but remember the beauty of music and what role it can play in a student's life. Respect the individuality and don't try to mold them into another student. Those are my thoughts for now in the midst of dealing with a teacher who is caustic.

All those- plus really knowing how to play the violin. Not an easy combination to find from a parent's point of view, but to be cherished once found.

I'm sure that you're an excellent teacher and I'll bet that, as you settle down and build a studio, you're going to have some extremely loyal and appreciative parents on your hands! (You'll also get a few of the other kind- just fire them ASAP.) My wife is a gifted and successful piano teacher, and I've seen how she is loved by her students and their parents.

P.S. One other characteristic I just thought of- emphasized by the Suzuki movement but every bit as essential to "traditional" teachers- is the ability to persuade even non-musical parents to become actively involved in their kids' music education. Can be hard to do with the more recalcitrant ones, but it's very important.

Patience, definitely! The ability to motivate the student, to challenge them without pushing them beyond their comfort level too far and unintentionally discouraging them is important.

Having a strong foundation of knowledge regarding the body mechanics of playing. Too many teachers get hung up on "proper technique" and overlook that playing the violin puts our bodies in a horribly abnormal posture that can land us with serious injuries.

I think without a doubt the most important quality for a teacher to have is to simply LOVE teaching. I have the world's greatest teacher in that regard. She loves to play her violin, loves to work with any level of student, can tolerate the horrible scratchy Twinkles of the beginners and still applaud when the student has done well.

I would not want a teacher that did not do recitals and insist on group performance training as well. In fact, given a choice, I personally think that learning to play in a group setting is infinitely more important than an annual solo recital. Combining solos and group performance pieces is the ideal.

There's much more, but these are the most important things I've observed for successful violin teachers.

Play piano with the student's violin solos. With the Suzuki and "Fun with Solos" accompaniments, even beginners and intermediate students can make "real" music and learn to coordinate with a music making partner.

Provide context for the lesson and techniques. Rapid string crossings in an advanced beginner's fiddle tune are directly related to the techniques in the Paganini Caprices. Demonstrate the connection! It's a real confidence builder for the student.

Share stories about your teacher, and violin masters.

Be a good role model. If you play locally, play well, budget your bow, stay focused, etc. Assume that open rehearsals and performances are auditions. I didn't pursue lessons with the main teacher in our town because when she plays in the orchestra, she is often behind the beat, and she doesn't always pay close attention in dress rehearsals. I wouldn't want poor habits transferred to my daughter.

Allow and encourage parents to sit in on lessons.

Learning to play the violin (really, any instrument) is hard and sometimes boring work. A teacher must be able to transfer his/her motivation for teaching to the student as motivation for learning.

First of all, make sure the outfit is in order. Make music together, play in groups, involve other instruments, use an individual progressive goal orientated study plan making all steps equal high, never be critical in a destructive way, make your students hum, buzz and sing the musical phrasing before playing, make them visualize different stories, dramas and actors in the music, make them exaggerate and become artistic exhibitionists, involve parents if possible when you teach youngsters, create a good positive surrounding in your studio and at last be an ambassador yourself showing your joy, love and respect for music and teaching.

I'm a real beginner (just a few lessons). My teacher and I are just getting to know each other and be comfortable. The only time I ever heard her play was standing outside her door as I was about to ring her doorbell for my first lesson. (I have heard her play at symphony events, though). About 3 weeks ago I was having a bit of a difficult time understanding an exercise she was explaining. She said, "Here, maybe it will help if I show you" and she picked her violin up and did the exercise a couple of times. I was then able to completely understand what she wanted me to do.

Long story short: Remember that sometimes it helps to show the student what you're talking about. She has since learned that my blank stare means...show me.

I feel her confidence. I'd say that's a good attribute. Also, I'm not sure how she manages to do it, but the lesson always ends on a positive note about something she found that I did well. I leave feeling like I'm her best student. I have this feeling of rushing home to practice for hours.

1. Trying to see fundamental problems and devise methods of fixing them, even if that means getting inventive and stepping outside the protocol.
2. Knowing how to explain things in clear, simple unambiguous language.
3. Engaging in a genuine one-on-one discourse about what's being taught, why the student has or has not been able to manage the assignment.
4. Being willing to return to basics whenever necessary.

1. Teacher comes to my home to teach me but does not make pass at my wife.
2. Teacher is paid by the lesson each week, the longer the better.
3. Teacher charges me less per hour than I make per hour, after taxes.
4. Teacher plays like Yehudi Mehnuin when he was 40.
5. Teacher never punishes me, or he is out the door!!
6. Teacher`s violin is expensive and sounds like "The Soil" Strad.
7. Teacher makes negative remarks when appropriate.
8. Teacher makes negative remarks, rarely.
9. Teacher can discuss with intelligence my other hobbies.
10. Teacher has good sense of humor or he would not be trying teach me for peanuts!

1. They make it fun--even the scales.
2. They focus on the love/passion behind the music, rather than just playing.
3. They stress the importance of practicing.
4. They introduce new waves of the future into the lesson--computer music etc., to keep it interesting.
5. Best private teachers are very good players.
6. They have rules and stick to them. (Being punctual is a life lesson).

These are a few things I have learned in watching (my husband) teach his students. I could go on and on, but I won't....He works wonders with his students.

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