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Leeanne I., Australia

Naughty, naughty! I point out to students when they do this, they are missing out on vital learning clues (I don’t tell them what). Then I ask them for their promise not to do it again.

Cate R., Australia

I point out that things quickly fall apart in level 4 if they continue to do this.

Ruth P., North Carolina

I think following a curriculum is grand, but every student is different and every circumstance unique. Take Neil Moore for example… did he follow his piano teacher’s plan of reading notation in the beginning? No – he discovered a route that worked for him and with his teacher’s and his mom’s support – developed into a really cool musician. Sometimes I think our need to control and have it “our” way can inhibit creativity and growth. I’m impressed that your student figured it out – shows initiative and talent! Of course reinforcing the learning clues and the good juicy stuff you want your student to learn is awesome too. It can work both ways!

Laurie Richards, Nebraska

If this student is in a shared lesson, I would *definitely* have him help teach the next sections when you get to them. Or if private, teach it it to you. You just need to make sure he is understanding the PB clues as Leeanne said. Try giving him more C&I projects – probably has a really good ear. Even simple ones like making up one or more new endings to a song. Then the song can be a ‘choose your own ending’ song.

Leeanne I., Australia

It may also help to explain how the song unfolds. E.g., when you start teaching Alma Mater Blues in Level 1, play the song in its entirety, then explain we learn the first part of the song in Level 1, the second part early in Level 2 and by the end of Level 2 you can play the whole thing. That way, the student understands they will be taught more in Level 2.

I have had the same problem with students teaching themselves the rest of songs from YouTube. Minuet in G and Fur Elise.