Music Teacher's Helper Blog

Helping Teachers with Group Guitar Part 1

Want to multiply your time and your earnings? If so, you might enjoy teaching a group of several students—or a crowd of them—all at once. Instead of teaching one student at a time for eight hours a day, you could teach those eight students for one hour!

This article is part of a series for new teachers. Or for seasoned ones.

In addition to monetary benefits, group classes are a wonderful way to turn an otherwise solitary pastime into a team effort. If you’ve ever felt competition from activities such as dance, soccer or hockey, you realize the draw of groups. So let’s look into it further!

Details to consider

Ages

  • What age range will I teach?
  • Will I include children with adults, or keep specific ages grouped together?
  • How many am I willing or able to teach at one time?
  • If students are elementary age, can I handle the wiggles of a group of them? Real Simple offers eleven tips from teachers for managing groups of children, some of which can be adapted to a group guitar setting.
  • If students are teen-aged, will they feel more inhibited in a group?
    • I have found that a mix of ages is desirable—the students help one another, they don’t have as many age-related hang-ups, and appear to relax and have more fun.
    • I love to have adults in the group—especially seniors. It’s a fun dynamic!
    • Unlike so many activities which are geared for people of the same age, it is noteworthy that group lessons can bring generations together.

Where to teach

  • How much space do I have?
  • Will I rent a room? How much will it cost? Is it comfortable? Furthermore, is it air-conditioned, ventilated or heated? Also sound-proofed enough? Is there convenient parking? And is there a waiting space for parents or drivers?
  • Can I do this at home? If I do, will it disrupt my family? Or my neighbors?
  • Do I need to be concerned about insurance? Here are one teacher’s thoughts.

Group dynamics

  • How much individual attention can I give in a group setting?
  • If potential and natural abilities vary widely, how can I keep faster-advancing players challenged while not discouraging struggling ones? (Join me next month for ideas on both of these.)

Materials

  • What materials accommodate a group?
    • Because it’s difficult for me to find a one-size-fits-all curriculum, I create my own courses. I give students binders and hand out each week’s lesson sheets, 3-hole punched. I include a variety of information, chords, rhythm, and a touch of note reading. Every week there will be new songs on which to practice chords and strums. To make it attractive, I use public-domain clip art and my own graphics so I don’t run into copyright issues.
    • I send each student mp3s of the songs so they can listen and learn them if they don’t already know them. These are good practice tools, too.
    • No matter the time of year, I like to teach them at least one Christmas song. Some have just three or four chords, and what a boost for a student to be able to pull off a beautiful piece come December!

How long and what to charge

  • How long will each class last?
    • I have found that 45-50 minutes is about right. It allows for questions after class, and for one group to leave while the next arrives. Tender fingertips don’t last much longer anyway, at first!
    • I’ve tried thirty minutes. We barely get tuned and play last week’s lesson. Not enough time.
  • Will this be a semester class, or a certain number of weeks?
    • I have tried four, eight and ten-week sessions as well as semesters. Four seems pointless. Even at eight weeks many youngsters are just getting their fingers toughened up enough to enjoy it, and switch chords quickly enough to keep the rhythm going. But ten weeks or a full semester proves successful.
  • What will I charge per student?
    • Since it’s not one-on-one, I don’t charge as much as for private. However, groups take a great deal of planning and energy. Don’t under-charge!
    • Charging too little may encourage less serious students.
    • Find out what other groups charge. Like dance or martial arts.

Policy making

  • What policies will I create?
    • First of all, will I offer makeups?
    • What will I do if the weather is bad and class can’t be held? And what if I must cancel for some reason?
    • Will I teach more than one group class per week and invite students to attend any or all of them? And will that be in lieu of makeups?
    • How will I handle purchase of materials or students needing new strings?
    • Will I allow electric guitars in class, or just acoustic?
      • I only allow acoustics. Dealing with amps or with volume is a headache I can do without in a group setting.
    • Will students be required to pay in advance?
      • In my studio, yes. I hate chasing payments. Also, I don’t want to spend precious class time dealing with money. So they pay the full amount ahead of time.
    • How much time will I expect students to practice?

Questionable lyrics

  • Finally, what if students request songs with inappropriate lyrics?
    • This is a big deal to me. I’m very concerned about the words my students see or sing. Yes, I know they probably hear a lot worse on the radio or in the halls at school. But that does not mean it’s acceptable! In addition to specific words, age-appropriate subjects are important to me, too.
    • Because of my convictions about lyrics, I either use white-out, swap in acceptable words, or say “Sorry, I don’t teach that one. Let’s find another you like.” After all, both my reputation and my conscience are involved.

In next month’s post, I’ll share about the lessons themselves. Planning for how to make the group work. And equally important, what information to cover. Ideas that have worked for me. Join me then!

A group of enthused musicians creates buzz for your studio. Are you ready to give it a try?

About the Author

Robin Steinweg
I'm Robin Steinweg, happy to join the team of bloggers at Music Teachers Helper. I teach students of every age piano, guitar and voice (sometimes clarinet & recorder); perform; direct choirs; compose for students, choirs and worship; love to learn and improve. I'm wife of one and mother of two recently-launched musicians. Presently I am caregiver for my mother, a vocalist, drummer and pianist ... [Read more]

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