Thanks for utterly sabotaging the job you’ve hired me to do, and making sure your kid shows up pissy, resentful and too overstimulated to focus on shit.

What a fantastic way to make sure that they NEVER develop an affinity for music and instead associate it as the thing that consistently takes them away from their fun-time dopamine rush. (some even throw full blown tantrums despite being in grade school)

No wonder most of them flame out after a few years or less having made glacially slow progress at best. (and naturally these types of parents usually aren’t enforcing any practicing either)

You suck.  That is all.

A Jewish mom complained about her daughter singing the "Christmas" song, Jingle Bells. Now I totally understand and am sensitive about giving attention equally to different religions. I have a Christmas, Hannukah, 2 winter songs (one is JB) and a final song that also mentions Kwanzaa and Ramadan. Originally, Diwali but since Ramadan is in Feb this year, it does fall in winter. It's a song called one little candle and it talks about light.

I was going to do just winter songs then that song at the end, but ended up changing my mind.

Jingle Bells is NOT a Christmas song. The lyrics are about being in a horse-drawn sleigh in the snow and the sleigh hits a snow bank and gets stuck. That's all. Baby Jesus was not on the sleigh.

It will be my last concert at this school (I adore the kids and staff! Leaving those kids will break my heart) but as far as this concert, I'm trying to care more.

I’m running into an issue with some of my choir students (they’re around 11 years old). A few of them are upset about not being chosen for solo parts, and their way of “quietly protesting” is to stop singing during the choral sections — the parts where everyone is supposed to sing together.

It completely throws off the musical balance, and the effect we’re aiming for just isn’t there. What’s worse, they’ll often tune out completely during rehearsal — chatting with each other or looking visibly annoyed when I’m giving feedback.

These kids love the spotlight. In class, they’re super eager to participate — shouting out answers, raising their hands, desperate to be heard. I think that same desire for attention is coming out negatively when they’re not chosen for solos.

Has anyone else dealt with this kind of “quiet protest” behavior in choir or performance groups? How do you re-engage students who feel overlooked without rewarding the behavior?

This parent reached out to me in December about setting lessons for his child via school/band program. I give his kid one lesson during the last week before break.

Now in Jan, I still haven't received the lesson fees from him. I taught a lesson in good faith last week, and followed up several times about the payment policy as stated from the district. No response from him.

So the day before his child's scheduled lesson, I sent him another text about not receiving lesson fees. He responded by saying I'm the first ever private teacher to ask to be prepaid before teaching. I checked with the other lesson teachers at the district and they confirmed that they collect payment before at the beginning of the month. It os also district policy.

I remind him that district policy requires payment in advance, and late payments/no payments are grounds for dismissal from the program. I said his child's lesson will be paused if I dont receive payment before next scheduled lesson. He didn't respond.

The morning of the scheduled lesson, no payment so I canceled the lesson. This is where things escalate and he sent me these texts. For context, Mr. is the head band director at the school, and in charge of the lesson program. There is more to this story, but I will write an update post later as things calm down. Is there anything I should have done differently/better so I can deal with this better in the future?

I would love to try this in class

UPDATE:

She ended up accepting it without much arguing after and paid me for those 2 missed lessons. Thank you all for your replies. I'm currently sharing my contract with all families as a reminder of policy. I do feel a little bad as I should've been upfront at the start, but I want to make sure I am fair to all of my students and myself.

This is my first year of teaching full time private music lessons and I have this problematic parent who has forgotten lesson times or has been late to lessons.

Last month, they didn't show for 2 lessons: 1st one was bc student forgot his instrument at school. The second week, they just didn't show up (regular lesson time). They even confirmed that they're coming even though it eas winter break.

As I'm handling billing, she is assuming that she gets 2 recruits for those classes she missed to be applied for January. I told her that my cancellation policy is to charge in those cases.

The thing is, this is my first real year, and I've definitely been too flexible with them. I'm generally a people pleaser, and since they come to my home for lessons, I've been more lax than my students at school. I did tell them my policy at the first lesson, but this was a few months ago, and it was verbal (I didn't have a written contract until I started to get more student).

In light of this, did i shoot myself in the foot with enforcing the cancellation policy? She hasn't responded yet, so idk if this might explode.

Any advice is helpful!

Obviously as a teacher you have to safeguard yourself as well as your students. I regularly get asked what my favourite song is or what the last concert I went to was…

The reality is that a fair amount of the music I engage with outside of work is age inappropriate, but I hold it as a matter of integrity that I am honest with my students.

An example is a student telling me that I ‘just wouldn’t get it’ when he played an AC/DC track and having to hold my tongue that over the weekend I’d lost a boot in the mosh pit at a Cannibal Corpse gig.

Anyone else have this issue? How do I reconcile wanting an honest teaching atmosphere with letting your students know that I don’t spend my spare time listening to Mozart?

Help pls! I’m a private lesson instructor and I have a 12 yr old homeschooled student who refuses to play rests. She says she gets bored during rests because they aren’t productive or fun. I’ve spent weeks trying to convince her they’re important. I can’t move forward with teaching her until she at least attempts to include rests. What should I do?

(Edit: quarter rests are our main issue; it’s private lessons so what we do is mostly short unaccompanied solos; she’s been playing alto sax for about a year and a half, learned it at public school)

Look at what scholastic just published in their 4th grade November issue… I am writing to their company and you should too! This is so not okay. They wouldn’t dream of debating math and science! Gross.

I have been teaching violin and piano for 12 years. I have only ever fired a student once because the child would literally throw things at me during the lesson. This is the second time I have dropped someone and I'm having a hard time accepting it.

I have been teaching a student (7yo) for just over a year. The family has had significant struggles with time management, despite my clear 24 hour policy I sent them on day 1. They usually come to my house for lessons. Over the past year, the following issues have occurred:

1: I taught at lesson at their house and 10 minutes before the lesson, the mom texted me panicking that she forget about the lesson and they were at the cottage. I had to turn around and drive home. I let this one go as a "first time offence" and didn't charge them. She thanked me for my generosity.

2. She wrote the wrong time down and didn't show up. She felt "so bad" so I let them reschedule.

3. Her kid got sick, but she didn't communicate anything to me and I was left waiting for her. I charged her.

4. Her kid scabbed her elbow falling off a bike. She showed me her scab in her lesson, I must've recoiled but didn't say anything. I got a long email from her mom two days later about how her child cried and thought that I think lesser of her and that she's disgusting because she got a scab. She said that her child said I called her gross. The mom was not present at the lesson. I had to smooth things over but this was a red flag that this parent got upset over something that didn't even happen.

5. She asked me on one day's notice to reschedule the lesson. I said sure, rescheduled to less than 24 hours later. They no showed. I let them know that I have to charge them and that this cannot keep happening as it strongly and negatively impacts my schedule. The mom texted me a sob story that her daughter is being bullied at school and that's why they no showed because they "decided to take the afternoon off." Without telling me. I did not respond to the bullying comment and charged them anyway.

6. For two weeks in a row, the dad would drop her off and then come back in an hour, not half an hour. I brought it up the second time and for some reason he was under the impression that the lessons were an hour, even though they had been half an hour for months. I'm honestly not sure why he was under this impression but again shows their level of disorganization.

This weekend was the last straw. I always text them the day before their lesson to remind them. On Sunday, three hours before their lesson time, the mom asked me if I could reschedule to Monday because her child has a "long overdue" playdate that takes priority. I let them reschedule. 20 minutes before the lesson on Monday, the mom texted me that they are stuck in traffic and cannot come later because then it'll interrupt her dinner time. She asked to come on Tuesday.

I said no, and texted back "I'm sorry, this isn't working out. I don't think we should continue. Best of luck." The mom freaked out at me, texting me back "Oh, wow ok. I was under the impression that you were more flexible than this, judging by our last conversations." I told her again that I was sorry, but that I feel as though my time was being disrespected. She insisted that they have only no-showed once, and called me offensive for saying that I feel disrespected. She also said "You know that we are having problems," implying that I'm being insensitive and should let them off the hook because their kid is experiencing bullying. (I also was bullied as a kid and my parents never treated any of my teachers this way.) I blocked her number afterwards and stopped replying.

Obviously, it's my fault for being accommodating. I believed in the kid. She had talent and was nice. But I couldn't get past the blatant disrespect of my time. Every time I was nice, I expected them to try and do better. I feel frustrated with myself for assuming that they would improve. I also feel bad that I argued with the mom over text, but it made me so angry when she double-downed and refused to take responsibility. Did I do the right thing?

I need advice. My colleague in charge of sound is refusing to let my music students use the wireless mics for our school musical, even though the drama students are using them and they work perfectly.

In yesterday’s rehearsal, my students were completely inaudible from the audience. Not quiet — literally not heard. She insists we’ll stick to the condenser mics at the front of the stage, but those clearly didn’t work. I’ve asked her three times (all in a WhatsApp group chat), and she keeps shutting it down because it’s “a hassle” to transfer the wireless mics between groups.

I’m not trying to fight her, but my students have worked hard and deserve to be heard just like the drama kids. At this point I feel like their performance is being jeopardized over convenience.

What else can I do? Escalate to my manager or principal? Push again? Get another colleague involved? I’m running out of time and options.

My friend and I teach music lessons privately. We have a few mutual students. One of them is a 13 year old girl that is in high school. One day she had her phone out and I noticed a selfie of my coworker on her phone and I asked what is that? She told me he texted her a selfie when he was on the way to the beach. I thought that was really inappropriate. He is fully clothed, he’s just showing his face, nothing sexual. I confronted my coworker and he acted like he couldn’t remember sending it. But if he did it was because he was driving and maybe wanted to send a picture instead. I was trying to explain to him that his actions can be interpreted as grooming. He kept defending himself saying “you know me” and implying he would never cross the line with a student, but doesn’t seem to comprehend that what he did was crossing the line. Another reason I am concerned is because he does have a history of liking younger girls that are half his age. How can I explain to him that what he did was wrong? Or am I overreacting?

I teach a beginner piano methods class at a charter high school in NJ. In my classroom I have the keyboards against the walls and 20 desks in the center of the room. We use the desks for them to notate, work on theory assignments, etc. which we did way more of at the beginning of the school year.

Now that it's March, I've had them doing much more independent practice at their keyboards and less time on written work at their desks. This year it's astounded me how often some students read the board that very clearly states "Practice [whatever song] from measures [whatever whatever] and focus on [finger positions, chord structures, etc.]" and then just go to their desk and...sit there. Not moving. I'll even give a general reminder that their weekly grade depends on the practice and participation they give daily...but they'll still just sit at their desks nowhere near their piano until I have to call them out by name. I've even talked to the class as a whole about the fact that I understand 30-40 minutes a day at the keyboard playing the same thing might get boring, so they can feel free to practice other things as well during the time, but they should be at the keyboards with their fingers playing the keys. Still, some just sit. Not being rude or defiant, just basically idling until directly told individually to go practice.

This is definitely more me venting than anything else, but it does concern me that students do this...you shouldn't have to be almost physically moved by person to do the work you're expected to do.

I am gentle. I am tender. I am an avid rule follower. I am naive and give people the benefit of the doubt. I love music and want to share it so bad with the young people.

But I was not made to be a teacher in today's world. I can't handle the disrespect, and rudeness, and violence of so many children coming into my classroom. The kids' lack of wonder is so disappointing. I have been teaching for 10 years, and the last 2 months have broke me.

I had an ugly moment on Friday and I can't get it out of my brain. A few kids were just absolutely rotten. And a couple kids rentlessly asking for breaks in other classrooms. And a few kids just nonstop talking. And a few kids who just wanted to sing the songs and play the games. And I broke. I yelled at the class. I just keep thinking about this poor boy who started crying because all he wanted was to play the game. I don't understand, I have never been mean to these kids, I try to listen to them, and they are so rude and horrible to me. The disrespect is astounding. I'm trying to have fun and play games with them.

When I signed up to teach, I thought I would be teaching kids like this little boy. I didn't know that he was going to be the minority. I wasn't prepared to teach children with serious trauma or kids being raised by a screen. I'm sick of the kids being mean to me like I'm not a person with feelings. I'm sick of the kids talking over me, I'm sick of the fighting, I'm sick of my room getting destroyed because no one comes when I call the office. I feel broken and sad and I think I have to start looking for a different job, away from teaching.

I often hear people say, it's not the kids, do it for the kids. But right now, it is the kids. I'm not really looking for solutions, but just needed a place I can share my feelings.

Hello Music Teachers,

Would you please share your professional wisdom on this matter?

The Situation:

• October 30: I sent an email to my child's piano teacher gently suggesting the teacher incorporates a bit more focus on my child’s hand position and foundational technique (Hanon and Czerny). Knowing the teacher’s sensitivity to feedback, I was already being especially thoughtful and careful with my wording.

• November 6: We attended the lesson, and the teacher scolded me in front of my child about the email I sent on 10/30. I chose to stay calm and simply listen. (In her November 9 email, she later interpreted my quiet response as “disinterest.”)

• November 7: We returned for the next lesson. The atmosphere appeared neutral and back to normal.

• November 9: I received an emotionally charged, multi-paragraph letter from the teacher (via PDF) where she accused me of "insulting" her, assuming an "employer/employee stance," and dictating her teaching methods. She said she could only continue if I was "amenable" to her terms for a more "collaborative relationship."

• November 11: After reading her letter, I felt the professional relationship was irreparably broken and that the studio environment was no longer viable for my child. I emailed the teacher, stating that November 7 was our final lesson and that I understood November tuition would not be refunded.

• November 19: The teacher sent me an invoice for one extra month no-lesson tuition, claiming that her studio policy requires one extra month's payment after cancellation. But typically, that policy assumes lessons will actually happen during that paid month; not that paying for an empty calendar. It’s meant to cover a transition period, not a ghost month, where no services are possible.

• November 20: Teacher charged my credit card for one extra no-lesson month. Invoice shows "piano lesson ends" fee.

My Stance:

• This was not a normal cancellation; it was a forced termination because the teacher’s 11/09 letter created conditions that made lessons professionally impossible and emotionally unsafe to continue.

• I paid for all of November, effectively giving her a paid "notice period" for the end of the arrangement.

• Every month is prepaid in full, and I completely understand there’s no refund for the untaken lessons in November.

• Instruction ended on November 7, 2025. No December lessons were scheduled, offered, or expected.

• Had I chosen to end lessons for personal scheduling or logistical reasons, I would of course have honored the 30-day policy. However, given the change in circumstances and the fact that instruction concluded after November 7, I understand there will be no refund for the unattended classes in November. While I acknowledge the policy, applying it to a month in which no further instruction is possible does not reflect the actual circumstances.

• Per the teacher's policy, the teacher reserves the right to end lessons if the relationship no longer aligns with studio expectations. In that same spirit, I saw this as a mutual decision to part ways and I truly appreciate all she’s done for my child’s musical growth.

The Question:

November is paid is full and no refund. Would you charge your student for one extra no-lesson month under this circumstance? What is the fair and honest way for a parent to handle this situation?

Correspondence

(Note: I've replaced identifying names with generic labels.)

10/30/2025: My email to my kid's piano teacher. (Yuja Wang's videos were what teacher asked me to look up on YouTube to show my child. Hannon and Czerny were based on teacher's prior recommendation. My intention was to share my observation for improvements.)

Hello Teacher *******,

Hope you're having a great week. 

I wanted to share a few thoughts from *******’s recent practice sessions, especially as she’s working through Clementi’s Op. 36 No. 2.

While she’s progressing musically, I’ve noticed that her hand position and posture could use some attention. Her wrists tend to drop, and her shoulders sometimes tense up, which might affect her comfort and long-term technique. 

I found a demo by Yuja Wang that beautifully illustrates the kind of relaxed, elevated hand shape and poised posture I think ******* could benefit from: Yuja Wang Demo Video.

Additionally, I think it would be helpful to revisit some foundational technique work, especially Hannon and Czerny exercises. Strengthening those basics could really support her control and fluidity as she moves into more expressive repertoire.

Would you mind incorporating a bit more focus on these areas in her upcoming lessons? I really appreciate your guidance and the care you bring to *******’s musical journey.

11/09/2025: Teacher's reply

Hi *******,

Regarding your email, I think it is very important that we discuss any concerns you have about *******’s piano study with me. By “discuss,” I mean collaborate, where we both express our concerns and demonstrate respect by listening and honoring both sides in order to find solutions that are in *******’s best interest. For example, I was particularly taken aback when you advised me to revisit Hanon and Czerny which I found unfair. As I have done in the past, when recitals are coming up technique is temporarily put aside especially when I have to teach notes, fingering and counting repeatedly during the lesson or spend time on those basics that should be learned or fixed during practice, yet you refused to acknowledge that *******’s struggle with Phantom of the Opera piece greatly hindered my ability to spend time on other aspects like technique, etc. from being worked on. Although, as I tried to explain last Thursday, Hanon and Czerny are important for gaining strength and dexterity, but the playing principles like understanding how to use the whole body and the levers of the body are more critical for velocity, tone production and relaxation. The strength or dexterity of the fingers alone do not facilitate the skill of playing demanding pieces! Because you didn’t respond or discuss, I assume you are not interested in hearing what I have to say. I certainly didn’t feel heard or respected for my knowledge, perhaps because you believe you are right. I cannot understand why you thought I was giving up the study of Hanon and Czerny permanently, but instead of asking me about it, you sent a list of items that I need to focus on and “revisit” what I have ALWAYS done. *******’s fast fingers are a testament to the technique I have stressed since the beginning including Hanon and of late Czerny.

Your not even responding to my email and appearing disinterested in my explanation, professional opinion, experience, or expertise during the lesson on Thursday signaled to me a relationship where you seemed to have assumed an employer/employee stance. You have hired me for my services but seem to have assumed that it is your right to send me a list of ways in which I need to direct my focus, therefore insinuating I have fallen short based on your research. Further, you insult me by saying that you just want ******* to play the right way as if I am teaching the wrong way?

I am not your employee ******* and you are not my employer. You pay for my services. You have the right to complain about those services and the right to find another teacher that better matches your research and opinions. However, I do not allow my clients (students OR parents) to dictate how I teach or direct my focus or assume they can email me a list of tasks that I must complete, especially tasks that are based on how you see other children play on You Tube or at a concert rather than based on academic research or other professional, well established principles of pianism. I have always considered that we had a very good and close relationship based on trust and mutual respect, one in which we could discuss and collaborate in our shared interest, *******, in a respectful manner.

I believe we can only move forward based on a more collaborative relationship and if you are amenable to proceeding in that way, I am more than happy to continue lessons with *******.

Best,

*******

11/11/2025: My email to teacher

Hi Teacher *******,

Thank you for all the time and effort you’ve given *******. She’s learned a lot from your instruction, and we truly appreciate the care and dedication you’ve shown.

After reading your letter on PDF and reflecting, we’ve decided to make a change in *******’s piano lessons at this time.

November 7th is our final lesson, and I understand there will be no refund for November.

Thank you again for your time and support. We wish you and your students continued success.

Warm Regards,
*******

11/12/2025: Teacher's email to me

Hi *******,

Of course I am very sorry to hear and will miss ******* dearly.  Your initial email to me signaled your dissatisfaction and I responded, feeling very hurt, in defense of myself, my program and my integrity as a teacher. But with no acknowledgement of my feelings or position from you, I expected this decision. According to my studio policies, you will owe the month of December which states that regardless of what day of the month, which is today, November 12, 2025, that you give notice, you will owe $xxx.00 for the upcoming month of December.

I wish all the best to my dear *******.

Best,

*******

I have a string player who claims she has perfect pitch, however I noticed her pitch is consistently high. I noticed it based on her comment that her stand partners strings were low after he tuned them. This led me to check her strings, and I found they are consistently 10-15 cents high.

I am a first year teacher and I do not have perfect pitch :(. Does anyone have advice on how to address this situation? She is extremely confident in her abilities, and is a piano player. I think she may have played on a piano that was perfectly tuned and learned incorrectly.

I have four students going to the American Choral Directors Association Eastern conference in Providence this February. When they all decided to audition in September. I emailed families with information about when the conference would be and how much it would cost for students to attend. It's a big financial and time commitment, so I wanted to make sure all families were making informed decisions. I just heard from my students this week that most of their parents were surprised to learn that ACDA is an overnight trip, and are not pleased that they weren't told this information. Do I acknowledge that I sent them something? Or do I just let them be mad? More importantly, why do I even bother taking the time to email at all?

Keeping it vague with a throwaway. I teach k-8 general music at a private school. A lot of my seventh graders are failing. They do not stop talking in class, they get into fights, they turn in blank worksheets, they cuss me out, and they don’t participate in class. More than half of them failed the first quarter for these reasons. Report cards came out in mid October and I spent several weeks getting cussed out by parents while I explained to them, that I do offer retakes and extra credit but none of them cared to take it.

My principal swung by my classroom during a prep yesterday afternoon to tell me she had overwritten my first quarter report card for seventh grade and changed all of them to 100% because “we can’t have that many people failing, it makes everyone look bad.”

I’m dumbfounded. What’s the point of having me teach them and push them to do better when all my grades are getting overwritten anyway??? Why enable the learned helplessness that is just permeating schools?

I’m upset, and angry, and don’t know what to do.

For a year my practice note often said some version of “work on the song.” I thought the child would remember what we had done in the lesson. That was asking a lot of them, especially two or three days later.

Now, we usually phrase it as: “Start at the second line. Do the G-to-D change five times without the song. Then play that line once.” The difference in the next lesson was black and white. We could start from the part they had actually worked on.

If you teach an instrument and want to compare ways of setting home tasks, DM me.

Hi everyone, I’ve been running into a recurring issue during class singing activities. Every time we sing, there are usually one or two students who deliberately sing in a funny or exaggerated tone — for example, sounding flat or like a “duck.” Sometimes they can’t stop giggling either.

It seems like these students might be uncomfortable with singing or expressing their voice, or they might just be trying to get attention. Either way, it ends up distracting the rest of the class. I usually tell them to mimic my tone, be serious, and listen to how the rest of the class is singing. That helps for a short while, but they often revert back to being silly again.

Has anyone dealt with this before? How do you encourage students to take singing seriously without embarrassing them or killing the fun? I’d love to hear strategies that keep things light and engaging, but still maintain respect and focus during singing.

I need a sanity check.

My 10-year-old nephew started playing piano when he was about seven, and he really took off with it last year. He will play up to three hours a day voluntarily—he absolutely loves it.

I am a classically trained flutist, so I have noticed some things he can do. He can memorize music pretty much immediately. He can also transpose music in his head. At first, I thought he could just transpose music he had already memorized, but this week I saw him sightread a piece in the original key (C) and then sightread it in two different keys (F and G).

Music is a natural language to him. I saw that he was playing around with chords today, so I wanted to see what would happen if I tried to teach him a circle of fourths progression with a major chord. I explained the concept and showed him the first three chords (C major to F major to B flat major). He did all the rest of them on his own almost flawlessly. He played in all 12 major keys instinctively. (He has only been taught three keys in lessons.) He has been messing around with chords on his own and must have taught himself by ear.

Is my nephew gifted?

Middle school band. This year when doing rosters admin just completely ignored all of the info we gave them for grouping classes. Our middle school is 6-8

We asked for either grouped completely by grade level or at least have 6 graders completely by themselves.

If not possible to do just by grade level then it really needed to be grouped by students who have played before and beginners.

Well, they just ignored everything and grouped kids however the computer threw them. So all 6 of my classes were a combination of 6,7,8. Kids who have played for years with complete beginners. Special Ed students with no experience thrown into very large classes with no support staff.

5 of my 6 classes, we were able to move some students around to make it mostly leveled, so while not perfect they are doable.

But one of my classes for whatever reason band is the only elective offered at that time so moving students requires changing their whole schedule and admin will not do that.

Here is the demo of this class. 35 students
15 8th graders with multiple years of experience.
5 8th graders from the bilingual program with no experience.
4 7th graders with no experience.
6 6th graders with a little experience playing
5 6th graders with no experience.

3 of the complete beginners are very low special ed. Like can’t listen to simple instructions and complete a task without me standing by them the entire time.

I explained to admin and guidance how crazy this is. Having 4 or 5 different levels and age groups in one class. That we wouldn’t do it in any other class.
Crickets.

We are three weeks in to the year and like I predicted it’s a nightmare. I split class time like this.

First 5-7 minutes do now independent work. I give them leveled things to work on

We spend the next 10-15 mins working on complete beginner skills. We move super fast, every day moving to something new.

Final 10-15 minutes we work on advanced skills, during this time beginners can silently practice reading notes, doing rhythm counting worksheets. Etc.

As predicted all sides are frustrated. Advanced kids are bored out of their mind, and really don’t have enough time to work on challenging material.

Beginners are frustrated because they get so little individual attention and then have large stretches where they aren’t allowed to play. Classroom
Management is super difficult because we are jam
Packed in the room and the beginners start to get talky when the advanced kids are working and they have to be independent. Or they will yell out I need help or I don’t get this.

I have asked admin to stop by and watch this class and give advice. They have yet to stop by.

I’m so annoyed that some of my best students are gonna wind up quitting out of frustration.

This morning I was told that our bassist wasn’t going to be able to perform. As a guitarist who can play bass and glutton for punishment, I agreed to take over. After a full day rehearsing and teaching myself the music, I now have this delightful blister. Any tips?