TeachMusic21C - Blog , Teacher WellbeingTeachMusic21C - Blog , Teacher Wellbeinghttps://www.teachmusic21c.com/blogs/teacher-wellbeingWed, 15 Apr 2026 21:51:44 -0700http://zoho.com/sites/<![CDATA[What Keeps Music Teachers from Getting Out of the Comfort Zone]]>https://www.teachmusic21c.com/blogs/post/comfort-zone

When I recently asked my teen student Peter to share his thoughts on “getting out of the comfort zone”, he explained it’s a phrase his hockey coach and band director frequently use that means it’s time to try something new. Something that’s not just a copy of what we’ve always done. Something that pushes us in new directions. Sounds easy enough doesn’t it? But getting out of the music teacher comfort zone can really make music teachers uneasy. 

Comfort Zones - What I appreciate about comfort zones is how they keep us safe. Comfort zones insulate us from discomfort. That’s for sure. But at the same time, the problem is that comfort zones can also turn into blind spots and barriers that keep us from seeing or doing things differently. We can get so comfortable in our comfort zone that we don’t pick up on the signs that we should probably be changing what we do. We play it safe with repertoire and teaching routines, and over time, we might find that our teaching lacks the energy and inspiration to keep going. We might even be avoiding the very experiences that could lead to renewed inspiration - for both teachers and students.

Fear - What keeps music teachers in the comfort zone? I’ll most certainly acknowledge the influence of fears on music teaching. Fears like - “If I change my approach, my students won’t play as well”. Or “If I try something new, my students will quit”. Or “If I don’t look like the standard music teacher, no one will sign up for lessons”. That’s why it’s important for music teachers to name our fears and test their reality. Try asking yourself what can you do now, in the present moment - to be the kind of teacher your students need? How can you avoid using outdated teaching goals to measure the current success of your teaching?

The reality is that we’re teaching in an amazing era of change. And comfort zones can block growth, curiosity, and discovery. When we stay too long in that zone, we become less able to face the challenges that inevitably come with real life music teaching. What can music teachers do to get out of our comfort zone?

Purpose - It’s all about the purpose behind our teaching. When we bring purpose to a musical future that matters to us, even discomfort becomes meaningful. That’s why I pay so much attention to helping students become lifelong, independent music makers. With that kind of forward-driving purpose, getting out of our comfort zone isn’t an option. It becomes the order of the day, the week, the month, the year, the decade. And there’s a reminder that what I accomplish in today’s studio may not look the same as what I achieved forty years ago. That's something I can handle.

When we connect with our purpose, stepping out of the comfort zone can start feeling like a natural part of our own professional and personal development. Each time we take that step—whether it’s trying a new approach, letting students lead more, or rethinking old habits—we expand the possibilities of what music teaching can accomplish. Getting out of the comfort zone isn’t about abandoning what we know; it’s about bringing curiosity, courage, and creativity to what comes next. And when we do, our students see what it truly means to be lifelong music makers who keep growing, exploring, and daring to make music matter.

How do you feel about getting out of the comfort zone? 

What are you holding onto that might be limiting your students' musical journey?

Would you like some help with getting out of the comfort zone? Teach Music 21C Certification could be just what you're looking for. 


]]>Mon, 27 Oct 2025 15:21:31 +0000<![CDATA[The Evolving Music Teacher Mindset]]>https://www.teachmusic21c.com/blogs/post/Mindset

As you probably know, I spend a lot of time thinking about what it means to be a music studio teacher in today’s music teaching world. Something that really impresses me is how we’re going through an extraordinary transformation in teacher mindset. Unlike previous generations, today’s teachers are increasingly comfortable helping students explore a wide range of musical goals and personal interests. We’ve moved away from highly defined performance models toward strategies that value curiosity, creativity, and student agency. Here at Teach Music 21C, this flexibility may lead to unfamiliar territory, but it also invites deeper connections with our students. Through our work as facilitators rather than directors, we celebrate the opportunity to co-create meaningful musical experiences grounded in openness and mutual respect.

This evolving shift in mindset is especially pertinent when we consider how easy it is for music teachers to measure our success by the visible accomplishments of our students—perfect practice records, dutifully following teacher guidance, or consistent progress. But such standards can be both unrealistic and unsustainable for teachers and students. I appreciate how the Teach Music 21C model encourages us to expand our definitions of success to recognize the various layers that contribute to how students navigate their own unique musical paths. We’ve moved away from controlling our students and implemented strategies that focus more on guidance, empathy, and helping students build lifelong relationships with music.


I also recognize how this shift in mindset may trigger music teacher growing pains. That it’s not just simply a matter of changing how we teach and everything turns golden. Adjustments to our mindset may generate feelings of insecurity and anxiety as we move from what we know well to unfamiliar strategies. It takes courage to stick with new teaching tools long enough to experience the benefits. Responding to the ever-changing dynamics of our profession requires persistence and reflection. That’s where making connections with others in the Teach Music 21C community can go a long ways to regulating our insecurities.


Looking to the future, my hope is that Teach Music 21C may continue as a major support and impetus for our evolution as music teachers. Already I know its impact on music teachers is significant. We’re putting together the community that thrives on curiosity, compassion, and courage. We're dedicated to meeting the imaginations, interests, and intentions of today's music students. Thanks so much to all of you for your interest in building a music teacher movement with deep rewards for today’s lessons and for many years to come. I appreciate it immensely.

]]>Fri, 09 May 2025 17:07:33 +0000<![CDATA[No Regrets: Lifelong Learning for Music Teachers]]>https://www.teachmusic21c.com/blogs/post/no-regrets

Please enjoy this guest post from Dyane Protzmann Rogelstad, a longtime supporter of Teach Music 21C. Thanks Dyane for sharing your reflections. 

Have you ever had a mentor or teacher who recognized your potential before you could see it yourself—someone who gently nudged you onto a path that would shape your future in ways you never expected?

I think back to when I was 15. My mother, a seasoned piano teacher, asked me to teach a group class of beginning readers from her studio. Despite having studied piano all my life and performed at an advanced level, I had no clue how to lead a group of energetic 8-year-olds.

What did she see in me that I didn’t yet see in myself?

Perhaps she understood that knowing how to play wasn’t the same as knowing how to teach. Maybe she sensed that I would find joy in connecting with children, or that this experience might awaken a lifelong curiosity and love for teaching. Whatever her reasons, she was absolutely right.

That first class changed everything. It taught me that skills and knowledge, while important, are just the framework. Over time, I’ve learned that the art of teaching is built on so much more: clear communication, creative thinking, business savvy, and the ability to ask thoughtful questions. These are the muscles and heart that bring our work to life—and they grow stronger every year, often thanks to insights shared by trusted colleagues and mentors.

So, do I have any regrets?

None at all.

I remain as curious now as I was at 15—open to growth, change, and even the occasional failure. I’ve learned to forgive myself for missteps, real or imagined. I try to stay flexible, to breathe through challenges, and to truly listen—to my students, their families, and my fellow educators. When a new idea sparks—whether it’s a better way to explain a concept or a creative twist on a familiar routine—I take it straight to the studio. My students and their families are eager collaborators in this ever-evolving experiment.

Teaching continues to surprise, challenge, and inspire me. And for that, I’m endlessly grateful.

Written by Dyane Protzmann Rogelstad

]]>Fri, 02 May 2025 15:21:02 +0000<![CDATA[Imposter Syndrome ]]>https://www.teachmusic21c.com/blogs/post/imposter-syndrome

Are you familiar with imposter syndrome? Those feelings of inadequacy that can wreak havoc with music teacher frame of mind. The sense that “I’m not good enough” or “I don’t really know what I’m doing” can be paralyzing, even in the face of real achievements and credentials. Within music teaching, where expectations of expertise are high and many factors influence students’ progress, imposter syndrome can quietly undermine music teacher confidence. It doesn’t matter if we’ve taught for two years or twenty—those internal questions about legitimacy and value can persist, often fuelled by the unrealistic belief that “competent” teachers always know what to do.

So what can music teachers do?


Something I always want to acknowledge is that teachers don’t come with all the answers. But that’s not a deficiency. That’s a reality. We create successful learning environments for our students by passing on what we can and by giving ourselves permission to grow, to ask questions, and to involve others in solving problems. Our strength lies not in trying to be infallible, but in modelling curiosity, flexibility, and collaboration.


One of our greatest resources is our students - that community of living, thinking, curious individuals we interact with every week. Our students have their own thought processes and life experiences to draw from. They’re not merely blank slates waiting to be filled up. They have their own resources for knowing the world around them and for creating successful outcomes. Tapping into what students have to offer is an absolute must-have for effective teaching.


And of course, we recognize the immense value of continually embracing learning processes for ourselves. We know that students don’t need perfect teachers - they need reflective ones. Teachers who are willing to reach out, get advice, do the research, test things out, try other solutions, reflect on what’s going on, think things through, and repeat. In doing so, we shift the focus from being “right” to being responsive —from knowing everything to nurturing evolving musical experiences.

Have you ever experienced feelings of imposter syndrome? The pressures of perfectionism? What about self-doubt as a result of comparison with others?


Rather than measuring our worth by how much we know, I hope this blog can provide gentle encouragement for music teachers to trust in who we are and what we bring to each lesson. Rather than measuring our worth by how much we know, wouldn’t it be wonderful to move away from teaching as performance perfection and embrace teaching as conversations to be cultivated.


When it comes to loosening the grip of imposter syndrome, I appreciate how personal connections, care, and reflection will keep things going.  Teacher confidence doesn’t come from always being right, it comes from being willing to learn, adapt, and keep showing up. And in the end, what we have to offer as authentic real life individuals is much more valuable than perfection could provide.

]]>Mon, 07 Apr 2025 16:25:28 +0000<![CDATA[Caring for Us: Music Teacher Wellbeing]]>https://www.teachmusic21c.com/blogs/post/music-teacher-wellbeing

Music teacher wellbeing is a topic that doesn’t seem to come up all that often in teacher discussion groups. And when it does, factors like regular physical exercise, balanced diet, and adequate sleep take center stage. But these factors only tell part of the story. There’s another element important to our wellbeing that requires going beneath the surface to examine the connections we have to our music students. 

Music teachers naturally develop meaningful connections with our students. We get to know them. We willingly invest time and effort in order to do the best we can for our students. So when things aren’t going all that well for our students, we feel genuinely responsible. And that may lead to self-doubt. Anxiety and worry may settle in because how we feel about ourselves as teachers, our sense of purpose and achievement — these aspects are all linked to our students and the journey we share with them. With all our focus on our students’ musical journey, we may forget to invest in our own self-care. What can we do?


#1. Shared Journey: What I always want to remember is that music teaching is a shared journey wherein both students and teachers contribute to what happens. Of course, teachers are active in thinking ahead, solving problems, providing inspiration, and contribute expertise. That’s what we do. At the same time, it’s amazing to include students in those same activities - thinking ahead, solving problems, providing inspiration, and contributing their own developing expertise. Students definitely have many things to contribute. After all - it’s their journey! 


#2. Gather Information: Next on my list is the importance of gathering information on an ongoing basis. Students evolve. Their priorities may change. It’s nearly impossible for music teachers to provide appropriate support when we don’t know where students are coming from or where they’re headed from week-to-week, month—to-month, and year-to-year. It’s so easy to assume that we know our students' goals when that may not be the case at all. Taking time to gather information through routine conversations or check-ins help us to tailor our teaching methods and create the environment of trust that enhances our students’ learning experience. It’s time well-spent.

#3. Invite Student Reflection: Another way to make sure music teachers don’t end up feeling solely responsible when things aren’t going well is student reflection. Encouraging students to evaluate what’s working or not working in their practice is super effective. Phrases like “I’m curious to know more about practice this week” or “Tell me more” invite students as active participants in their own learning.


#4. Shed Light as Necessary: Then there are all those times when students may not see their own progress or be aware of contributing factors under the surface. That’s when music teachers can step in to shed light with phrases like - “Here’s what I see…” or “It’s understandable you may not have noticed…” That way we help students gain more accurate and filled-out perspectives. Students take away more and more informed ownership of their own journey.


#5. Waiting has Benefits: Finally, I like to remember that not all student problems need immediate solutions. Sometimes there are huge advantages to waiting. Each student comes with their own timeline and setbacks. And not every setback is a reflection of the music teacher's abilities. We provide support when we can without feeling responsible for every outcome. Not all problems are within the scope of teachers’ influence.


Self-care that goes beyond diet, exercise, and sleep is an absolute must-have for music teachers. By responding thoughtfully and with compassion, our own combination of limitations and strengths, music teachers may ensure that both students and teachers navigate the beautiful and complex journey of lifelong music making with care and understanding. It's a wonderful undertaking!


What adjustments can you make to take care of your own music teacher wellbeing?

]]>Mon, 21 Oct 2024 15:18:30 +0000<![CDATA[What Music Teachers Can Control and Not Control in Our Teaching]]>https://www.teachmusic21c.com/blogs/post/control-not-control

These days I’ve been thinking music studio teaching really is a complex undertaking that requires a unique blend of creativity, adaptability, and emotional intelligence from music teachers. Each day brings new challenges—some within our control, like passing on musical skills and knowledge, and others beyond our control, such as a student's lack of interest or inconsistent practice habits. How can today’s music teachers navigate this unique teaching environment? 


Let's take a look.

Here are some Things Music Teachers Can Control:

  • Our Values and Beliefs- We build on our personal experiences and musical experiences.
  • Our Curiosity - We take an interest in students’ strengths and challenges.
  • Our Feedback Style - We offer constructive criticism and praise in ways that value students.
  • Our Studio Environment - We create an inclusive and safe studio environment.
  • Our Sources of Information - We know where to turn for ideas, information, and inspiration. 
  • Our Colleagues for Support - We know who we can depend on to hear what we need to say. 
  • Our Own Self-Care - We take care of our own personal wellbeing as fundamental to our mental, emotional, and spiritual health. 

 Here are some examples of Things Music Teachers Cannot Control:

  • How and Why Students Practice - We know that students’ commitment and practice habits vary widely.
  • Students' Musical Connections - We understand how students’ tastes and interests in music can differ greatly.
  • Mood of Students - We recognize that external factors can influence a student’s emotional state on any given day.
  • Parental Support - There are many different levels of home support and encouragement.
  • External Distractions - Underlying issues in students' lives outside of music lessons can impact their musical journey.
  • Personal Goals - Students have different aspirations and timelines for their musical journeys.
  • Students’ Interests - We accept that students are curious about exploring and getting experience with domains other than music.

What does this mean for today’s music studio teachers?


My impression is that we come from a long music teaching history wherein music teachers operated by controlling their students. That was the “ivory tower” interpretation of music teaching wherein teachers never even considered the possibility there were things they could not control.


Fast-forward to today and we see something very different for music teachers. Our teaching environments take place in the real world and are characterized by the interweaving of factors that we can and cannot control. While we have the power to create a nurturing environment, design engaging lessons, and inspire our students, we also acknowledge the limitations imposed by individual circumstances and external influences. 


What seems important is for today’s music studio teachers to approach teaching with both control and acceptance. By recognizing what we bring to our teaching - values, methods, and supportive environment - we can foster deeper connections with our students and nurture their musical growth. At the same time, acknowledging the factors beyond our control serves as a timely reminder of how we’ve moved away from the controlling characteristics of past music teaching generations.


Today’s music teachers teach in the real world. Not an ivory tower.

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