We all know piano lessons can unlock musical potential, but have you ever considered the hidden bonus – the life skills students pick up along the way?

These skills won’t magically appear just by playing some Bach. We, as teachers, need to be intentional about fostering the work habits. But with a little planning, piano lessons can become a training ground for some seriously valuable life skills.

Here are some strategies, inspired by my own teaching practice, that can create a foundation for independent learning and long-term musical growth.

“Musicians carry their music.” I start here with little ones who want their parents to carry their bag. Or when they blame their parents for forgetting their music at home.

Sitting still at the piano can be tough, especially for younger students. This is where we can teach them self-regulation skills, to manage their energy. This looks different for each student but usually something from the Blog post about motor skills will work.
Piano playing isn’t always sunshine and rainbows. Students will hit obstacles, and it’s our job to equip them to navigate those challenges. By encouraging them to problem solve with you to work through difficulties, we can help them develop perseverance and resilience.
Discovering Musical Preferences: In the initial lessons, I invest time in uncovering a student’s musical preferences and personality. Encouraging students to recognize and express what they like (or dislike) about music fosters self-awareness and the ability to express their opinions. We keep the conversation going throughout the year. Piano Play: Piano Student Choice
Unveiling the Practice Routine: At the beginning of each lesson, I ask students to “show me how you practiced at home.” This allows me to observe their approach without prompting and offers valuable insights into their practice habits.
Goal Setting Collaboration: Together, we establish goals at the beginning of each semester. This includes both teacher goals and student goals (pieces they’d like to learn or specific skills they want to improve).
The Mid-Semester Check-In: Halfway through the semester, we revisit our goals. This allows students to see their progress, adjust their plan if needed, and celebrate achievements.
Informal Collaborative Assessments— At the end of the semester, I use my own observations and student feedback to assess what skills we still need to work on, what has been mastered, and what exciting challenges await in the next semester.
Self Assessment: I found a piano performance grading ruberic online. Once students are old enough to understand and accept constructive feedback, I let them rate themselves. I don’t necessarily weigh in on the grade I would give because that is not the point. I want to know what they think of their performance. It gives me a good idea of what they are thinking.

So, remember – we’re not just teaching music, we’re potentially nurturing a whole set of life skills that will benefit them far beyond the piano bench.