One of the most common mistakes new music teachers make is believing that teaching music is simply about sharing what you know. In reality, being a great teacher takes more than musical skill — it’s about understanding how children learn, how to keep them engaged, and how to make lessons enjoyable and achievable.
When I first started teaching, I thought I was ready. I had studied music for years, learned all the theory, and prepared my books and lesson plans. But as soon as I began working with real students, I realised how different teaching was from what I had imagined. Some kids were shy, others restless, and many didn’t practise at all. I had to completely rethink my approach — simplify it, make it fun, and meet every child where they were.
Through experience (and plenty of trial and error), I discovered that these early challenges are normal for every new teacher. The good news? They’re all fixable. In this article, I’ll share the top mistakes new music teachers make — from overloading lessons to forgetting about fun — and how to avoid them so you can teach with confidence, joy, and steady progress from the very start.
Mistake 1: Trying to Teach Too Much Too Soon
One of the biggest mistakes new music teachers make is trying to fit everything they know into every lesson. When you’re just starting out, it’s natural to want your students to learn quickly and make great progress — but too much information too soon can easily overwhelm them.
I made this mistake in my first few months of teaching. I planned every lesson carefully, filled with scales, theory, sight-reading, and technique — all in 30 minutes! But my students, especially the younger ones, left confused and discouraged. I realised that instead of learning deeply, they were trying to survive the lesson.
Now, I always focus on one clear goal per lesson. For example:
- Learning one short melody or rhythm pattern
- Practising only two chords and switching smoothly between them
- Reading just one new note on the staff
When lessons are simplified and focused, students actually learn faster — and they remember what they’ve learned. Teaching music isn’t about how much we can fit into a session, but how much children can enjoy, understand, and apply.
Starting small builds confidence, and confidence leads to real progress.
Mistake 2: Forgetting the Fun
Another common mistake new music teachers make is being too focused on structure and forgetting that children learn best when they’re having fun. Of course, we want our students to develop good technique and musical understanding, but if every lesson feels serious or stressful, they’ll quickly lose interest.
I learned this the hard way when I first began teaching in schools. I was well-prepared and followed my lesson plans perfectly — but my students weren’t engaged. They were distracted, restless, and sometimes even bored. Then one day, I replaced a long exercise with a simple rhythm game and a short song they knew. The difference was instant — suddenly, they were smiling, listening, and eager to play.
Since then, I’ve made fun a core part of every lesson. Here are a few ways I keep lessons enjoyable without losing structure:
- Start or end with a quick game (memory game on black keys or guitar percussion) or challenge (like clapping patterns or short improvisations).
- Use songs kids recognise — even simple versions of pop or movie tunes.
- Add backing tracks or play-alongs to make practice feel like performing. (If you teach piano, the Piano Adventures series has great backing tracks you can use!)
- Encourage duets or group activities, where children can share the excitement.
When kids enjoy learning, they stay motivated, even when it gets harder. Fun doesn’t mean chaos — it means joy, engagement, and the feeling that learning music is something special.
Fun AdA fun addition to my lessons is the Smiley Note Music Theory Board Game
Mistake 3: Not Setting Clear Routines
A very common mistake new music teachers make is starting lessons without a clear structure or routine. Many new teachers think variety means changing everything all the time — but for children, especially beginners, consistency builds confidence. When students know what to expect, they settle faster, focus better, and learn more effectively.
In my early teaching days, I used to plan every lesson differently — a new warm-up, new song, new activity — because I wanted to keep things exciting. But instead of excitement, I got confusion. Students would ask, “What are we doing today?” before we even tuned the instruments! I realised they didn’t need constant change — they needed rhythm and predictability.
Now, every one of my instrumental lessons follows a familiar structure:
- Warm-up: 5–10 minutes of technical work or a rhythm game
- Main focus: one song, chord change, or reading activity
- Duet or group task: practising together to build listening and teamwork
- Game or recap: a fun ending that reinforces what we learned
This simple structure works beautifully for both individual and group lessons. Students come in knowing what’s next — and that helps even the most distracted learners focus.
Having a clear routine also helps you as the teacher. It saves planning time, reduces stress, and keeps your lessons balanced. Structure doesn’t make lessons boring — it makes them flow.
Mistake 4: Expecting Students to Practise Too Much at Home
Another very common mistake new music teachers make is expecting students to practise a lot at home — especially when teaching in primary schools. The truth is, most children today have busy schedules, limited support at home, or simply forget what to do between lessons. When teachers rely too much on at-home practice, progress slows and frustration grows — for both the teacher and the student.
When I started teaching, I assumed all students would practise regularly. I gave weekly tasks, wrote detailed notes, and expected quick progress. But week after week, many students came back saying, “I didn’t have time.” At first, it discouraged me. Then I realised — if I want my students to improve, I need to make sure progress happens during the lesson.
Now, my lessons are designed so that children still move forward even if they don’t practise much at home. I use:
- Repetition through fun activities — we revisit songs or chords in new ways each week.
- Backing tracks and play-alongs — practising together builds confidence and memory.
- Short, achievable tasks — so when they do practise, they feel successful.
- Group motivation — hearing others play encourages even non-practisers to try.
This approach keeps learning joyful and pressure-free. Of course, regular practice helps — but my goal is to make sure every child progresses, even if lessons are their only playing time each week.
Music learning should feel rewarding, not stressful. When students feel capable during the lesson, they’re more likely to pick up their instrument at home later — because they want to.
Mistake 5: Skipping Warm-Ups and Technique
A big mistake new music teachers make is jumping straight into songs without including warm-ups or technical exercises. It’s easy to do — especially when you’re excited to get students playing quickly — but skipping technique in the early stages often leads to bad habits that are hard to fix later.
When I first began teaching, I sometimes skipped warm-ups because I thought students would find them boring. But I soon noticed the difference: students struggled to move their fingers smoothly, played with tension, and found harder songs frustrating. Once I started adding short, fun technical warm-ups, everything changed — their playing became more confident, controlled, and musical.
In my group and individual lessons, I always spend the first 5–10 minutes on technique. For example:
- For guitar and ukulele, we practise left-hand and right-hand coordination, fingerpicking, or chord changes through short rhythm patterns.
- For piano, we do finger exercises, simple scales, or play short note-reading games before moving to a song.
- I sometimes turn warm-ups into small group challenges or games, so students stay engaged and competitive in a friendly way.
Warm-ups don’t have to be long — even five minutes makes a big difference. They prepare students physically and mentally, improve focus, and set a positive tone for the rest of the lesson.
Good technique creates confidence. When students feel comfortable with their hands and instruments, they enjoy learning more — and their progress happens naturally.
Mistake 6: Ignoring Different Learning Styles
A very common mistake new music teachers make is assuming that every child learns the same way. In reality, each student processes information differently — some learn by listening, others by watching, and many by doing. When lessons rely on only one approach, some students will always struggle to keep up.
When I first started, I explained everything verbally — thinking that if I said it clearly enough, they’d understand. But then I noticed a few students staring blankly, not because they didn’t care, but because that method didn’t connect with them. Once I began adding visuals, movement, and hands-on activities, everything changed.
Here’s how I now adapt my lessons to reach every learning style:
- Visual learners – I use markers, colourful visuals, flashcards, and my own Smiley Note resources to help children remember music symbols, note names, and rhythms.
- Auditory learners – I let them listen to short examples, sing the melody, or echo simple rhythms before playing.
- Kinesthetic learners – I involve movement: clapping games, air-playing chords, or tapping steady beats before touching the instrument.
This mix keeps all students engaged and helps them understand musical ideas more deeply. For example, when learning a rhythm, we might first clap it, then say it, and finally play it on our instruments. Each repetition feels different, but it strengthens their understanding from every angle.
Every child deserves to learn in a way that makes sense to them. When you teach with flexibility — using sight, sound, and movement — lessons become more inclusive, effective, and fun.
Mistake 7: Focusing Only on Exams or Results
Another big mistake new music teachers make is focusing too much on exams and results instead of the learning journey. Of course, exams can motivate some students, and for certain families, that’s the goal — and that’s perfectly fine. But for many children, especially beginners, exam-focused teaching can take away the joy and creativity that music should bring.
When I first started teaching, I was fully prepared to teach in that traditional, exam-based way. That’s how I was taught — serious lessons, technical drills, and structured progression. I even tried preparing one of my students for an AMEB exam after a parent requested it. I bought the books, studied the system (since my own music education was in Europe), and followed everything carefully. But after six months, the student completely lost interest — and honestly, I didn’t enjoy it either. The parent also found it difficult to keep up with the level of commitment required.
That experience taught me an important lesson: not every student needs to follow an exam path to succeed. Some children thrive through creative exploration, playing songs they love, and discovering music at their own pace. That’s the approach I take now — balancing structure and skill development with fun, curiosity, and flexibility.
My students still learn to read music, develop technique, and build discipline — but they also play songs they choose, perform in mini-concerts, and feel proud of their progress. They enjoy lessons because they’re not learning for a mark; they’re learning for the love of music.
When teaching becomes about enjoyment and connection rather than pressure and perfection, students stay longer, grow more, and develop a lifelong appreciation for music.
Mistake 8: Forgetting to Communicate with Parents
A very common mistake new music teachers make is not communicating enough with parents. When you’re new to teaching, it’s easy to assume that parents automatically understand how lessons work, how their child is progressing, or what they should be doing at home — but most of the time, they don’t.
In my early years, I focused completely on the lessons themselves. I was proud of how much I was teaching, but I didn’t realise that parents felt left out. Some even thought their child wasn’t learning much because they didn’t hear them practising at home. Once I started sending simple updates, everything changed. Parents became supportive, engaged, and often told me how grateful they were to know what their child was working on.
Now, I make communication a regular part of my teaching routine:
- Quick end-of-lesson chats if parents are nearby — just a sentence or two about what we learned and what to try at home.
- Short emails or messages once a term with positive feedback and small tips (“We’ve started learning new chords this term — you might hear your child practising ‘We Will Rock You!’”).
- Mini-concerts or open lessons where parents can see their child perform and feel proud of their progress.
This small effort builds huge trust. Parents appreciate knowing that you care and that their child is improving — even if they don’t practise daily. It also helps prevent misunderstandings and shows professionalism.
Communication turns lessons into a partnership. When parents feel included, they’re far more likely to support practice, encourage their child, and continue lessons long-term.
Mistake 9: Not Preparing for Group Dynamics
Another important mistake new music teachers make is underestimating how different it is to teach groups compared to individual lessons. Managing several students at once can feel overwhelming at first — everyone plays at a different level, some are louder, some quieter, and keeping their focus can be tricky. But with a clear plan and the right activities, group music lessons can become the most exciting and rewarding part of your week.
When I started teaching group guitar and ukulele lessons at schools, I expected the same flow as my private sessions — explain, demonstrate, and practise. But it didn’t work. Kids talked, lost focus, or rushed ahead. I had to completely rethink how to structure group learning.
Here’s what helped me turn things around:
- Structure and timing: I divide each 30-minute lesson into short segments — warm-up, main song, partner activity, and group game. Predictability keeps everyone focused.
- Pair work: I often group students in pairs — one plays chords while the other plays melody or rhythm, then they swap. It builds teamwork and keeps everyone involved.
- Group energy: I use call-and-response exercises, rhythm games, and short challenges so no one is left waiting.
- Friendly competition: Small challenges like “who can change between G and C the smoothest?” make learning feel like play.
Once I found the right balance, everything changed. The classroom became alive with sound, laughter, and progress. Even students who were shy or unmotivated in individual lessons started to shine when they could learn with their friends.
Group lessons require flexibility and patience, but they also create community and joy. When managed well, they help students learn teamwork, listening, and confidence — skills that stay with them for life.
Mistake 10: Neglecting Self-Care and Reflection
One of the most overlooked mistakes new music teachers make is forgetting to take care of themselves. When you’re new to teaching, it’s easy to pour all your time and energy into planning lessons, worrying about progress, and trying to be perfect. But without balance, burnout comes quickly — and when you’re exhausted, it’s hard to stay creative, patient, and positive in the classroom.
I remember my first year teaching at multiple schools — I took on too many students, worked late into the night preparing lessons, and spent weekends answering emails or creating resources. I loved what I did, but I was constantly tired and never felt caught up. Over time, I learned that caring for yourself as a teacher isn’t selfish — it’s essential. When you feel calm and energised, you teach better, connect better, and enjoy the process so much more.
Here’s what helps me stay balanced:
- Set boundaries: Choose clear teaching hours and avoid answering messages outside of them.
- Reflect weekly: Take five minutes after your last lesson each week to note what worked well and what could improve.
- Celebrate small wins: Notice when a shy student participates or when a song finally clicks — those moments matter.
- Take breaks: Even short pauses during the day can refresh your mind.
For me, one of my favourite ways to recharge is by sitting at the piano during my lunch break at school and playing beautiful movie soundtracks. It’s peaceful, grounding, and reminds me why I love music in the first place. Those few minutes always bring back my focus and joy before the next group of students walks in smiling.
Teaching music is meaningful and fulfilling — but it’s also demanding. Remember, your energy shapes every lesson. When you care for yourself and reflect regularly, you stay inspired, creative, and ready to help your students fall in love with music, just like you did.
Conclusion
Every music teacher starts somewhere — and every mistake you make along the way helps you grow into the teacher you were meant to be. The truth is, even the most experienced educators are always learning. What matters isn’t perfection — it’s passion, patience, and progress.
The mistakes new music teachers make aren’t failures; they’re lessons in disguise. I’ve made every one of them myself — teaching too much, planning too tightly, expecting too much practice, forgetting to rest. But each one helped me understand what really matters: connection, joy, and helping children discover the beauty of music in their own way.
Teaching music is one of the most meaningful things you can do. You’re not just teaching notes or songs — you’re giving children confidence, creativity, and moments they’ll remember forever. Your lessons might be the reason a child picks up an instrument again, smiles when they hear their favourite song, or believes in themselves a little more.
So if you’re a new or aspiring teacher, know this — you don’t have to be perfect. You just have to care. Keep your lessons simple, your classroom joyful, and your heart open. You’ll be amazed at the difference you make.
And if you’d like more guidance and creative ideas, visit my Mrs A Music Blog or subscribe to my YouTube Channel where I share practical tutorials, group lesson inspiration, and tips to help you teach with confidence and joy.
🎵 Because every child deserves a teacher who helps them fall in love with music — and maybe that teacher is you.
Hi, I’m Veronika – Mrs A, a passionate music teacher and the creator of Smiley Note.
I teach piano, guitar, ukulele, and flute to beginners of all ages, and I help teachers and parents make learning music simple, creative, and fun.
After years of teaching in Australian primary schools, I’ve learned that children learn best when music feels joyful and pressure-free. My approach focuses on playing real songs, using imagination, and building confidence through small, meaningful progress.
I love showing parents how to enjoy music with their kids, and helping new teachers start their own flexible, school-hours teaching careers. Through my videos, printables, and courses, I share everything I’ve learned about making lessons engaging and enjoyable — even for complete beginners.
