Back to Piano Lessons Kick Off Ideas

piano lessons

Here we are, still in the middle of summer, a time for piano teachers to rest, and to celebrate the hard work of the previous semester.

Maybe you’re like many piano teachers, choosing to take off during the summer due to your travel schedule, or the fact that your students travel during the summer.

Perhaps you adopt an every other week sort of approach or teach throughout the entire summer.

Whatever model you adopt, the fact remains that a new teaching season is just around the corner!

It’s important to kick off new teaching seasons on an exciting, joyful note, that inspires students and helps them stay engaged throughout the semester.

The following ideas are for you to consider before diving into the new fall semester that is so quickly approaching!

Organize a challenge event.

I used to work at a local arts center (by local, I mean Atlanta-based).

And every year they put together a “Scale-a-thon.”

This was primarily a challenge that inspired students to learn their scales, chords, and arpeggios over the course of a semester.

Midway to three-fourths of the way through the semester, students had a chance to participate in a big festival, demonstrating what they had learned, playing games, and possibly receive rewards for their efforts and accomplishments.

It was so well attended and became a tradition for this particular arts center.

We all have students who have “checked out” due to travel schedules, right?

Parents are not as engaged with piano lessons during the summer as they are during the school semester.

And maybe this is okay; they’ve worked hard with their students on homework throughout the semester.

Summer is a time to recuperate.

But students spend far too much time in front of the television, they play (as they should), and travel. They’re not practicing that much.

Hosting an event, like a fall kick off challenge that inspires students to practice over the course of a semester is a great way to set a positive tone for the new teaching season.

Host small group gatherings.

If you don’t like the idea of throwing a big group gathering like a scale-a-thon, maybe you host something on a smaller scale, such as a small group gathering.

Do you have a group of beginning students who have taken with you for a year or so? (Of course, you can throw this event for older, more advanced students as well.)

Consider hosting a small group gathering based on age groups or piano level at the beginning of the semester.

Ask parents to get involved and help organize the event.

Pro Tip: Students excel when their parents get involved.

Begin the event by allowing students to play a familiar piece.

Perhaps you can ask a parent to narrate a fun story as you accompany them on the piano. This is an excellent way to teach students about music’s emotive power.

Consider preparing a fun snack with a cute music related theme.

The possibilities are endless! Just get creative.

Make the first piano lesson super special!

If you don’t like the idea of any sort of group gathering, consider making the first piano lesson of the new season super special by presenting your student with a brand new piece of music.

Of course, you can find music in the PracticeHabits online store.

There are free pieces of music and exercises scattered throughout the site as well.

One lady within the PracticeHabits Membership Community uses Halloween music and organizes Halloween themed recitals to inspire her students.

I think this is such a cool idea!

Fun and well-crafted sheet music inspire student practice.


Hopefully, you’ve connected with one of these ideas.

Try something new this season! Get creative!! Have fun!!!

Are you looking for a community of like-minded piano teachers to connect with and learn from?

How do unlimited sheet music downloads sound?

Looking for fun and creative technical exercises that inspire student practice?

Well, consider joining the PracticeHabits Membership Community!

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Why Practicing Students Are Good For Teachers

practicing

As music teachers, we encounter many different personalities and levels of interest with our students.

Unfortunately, some students are not as naturally enthusiastic about practicing as others, and one of the difficulties of teaching music is in getting a student such as this to practice consistently and more efficiently.

If this isn’t happening, parents can get frustrated with their child’s lack of progress and take them out of lessons altogether.

What can we do as teachers to avoid this and help all of our students feel fulfilled in their daily practice?


When students don’t practice regularly or efficiently, it causes many problems between them and their teachers and parents.

Parents sometimes feel helpless when they cannot get their child to practice, which ultimately leads them to take them out of music lessons.

If they do practice, but not effectively, the progress is plodding and can become a source of frustration for everyone involved!

The best way to make sure students are on the right track to practicing consistently and efficiently is for parents and teachers to help them set up a practice schedule that is a part of their daily life.

This helps set them up for success!

Within that schedule, the teacher must make certain that the student is practicing effectively (not just running through the motions) and this can take a considerable amount of time and effort during the lesson time to demonstrate and reinforce.

They must learn to be efficient and fruitful in their practicing. And the teacher has to be the one to ensure that they attain these most valuable skills.

One good way to introduce better practice skills with a student is to use a fun piece as the example for how they can become more efficient.

This does not usually work if teachers impose a piece that does not interest the student, so leave the choice up to them.

Once they have decided, use that piece to explore all the different ways they can develop their practice skills at home and spend time in the lessons demonstrating and analyzing the results.

This is an excellent way for a student to become more in-tune with her learning methods while still having fun in the process.

Working on developing better practice skills can be a very long process. But the benefits greatly outweigh any difficulties we experience.

How do students benefit from practicing?

When students practice consistently and efficiently, they become more engaged, enthusiastic, inspired and inquisitive.

We want all of these things for our students!

As students progress more quickly, they soon get to learn more exciting music, which helps keep them inspired.

Students can more easily see where their music studies are leading as they progress.

And then teachers have the opportunity to compare diligent students to other more advanced students to show how their hard work will eventually pay off.

How do teachers benefit from practicing?

With positive results from proper practice techniques, we are more inspired to push students further.

This also helps us feed off the students’ progress and to be more creative!

It opens an opportunity to use positive reinforcement instead of negative punishment, and successful students become good examples for the rest of the studio.

When students are efficient and diligent in practicing, we teachers feel like we have more time and space to add other aspects to teaching that they otherwise couldn’t, such as the exploration of other musical styles, theory, improvisation, composition, arranging and more advanced technique.

With successful students, we get a greater sense of accomplishment, which increases morale.

Not every student will be naturally enthusiastic, so we need to cultivate this kind of attitude to keep us motivated as teachers.

How does this affect parents?

When parents can see progress, they are more likely to keep their children enrolled in lessons and involved in recitals and competitions.

That’s a big one, right? I mean, we all like our paychecks!

Parents are a big factor in their children’s success in music, and they are instrumental in establishing a regular schedule, attainable goals, and positive reinforcement.

Clear progress helps parents stay motivated and excited about helping their children succeed in music.

When goals are set and met, parents can easily see where the path is leading in their children’s musical development.

Student success can ultimately encourage them to enroll other siblings, family members or friends for lessons.

This is a super positive side effect of students practicing!

Remember: happy parents are the best advertising we teachers can get!


Sharing the gift of music with our students is the most important thing we do.

Engaged students and parents equal success in music lessons.

The PracticeHabits Membership Community is a fantastic community for piano teachers dedicated to inspiring student practice and parent engagement.

Piano teachers are already benefitting from the wonderful community and resources!

CLICK TO LEARN MORE

Parent Engagement Equals Success in Music Lessons

parent engagement

One, of the most common questions that parents have for music teachers, is how they can be more involved in their child’s music education.

Sometimes it can feel like there is a divide between what happens in the lesson room and what happens on a daily basis at home.

Parent engagement equals success in music lessons.

There are many ways to approach parent engagement.

Here are a few effective ways to encourage your student’s parents to get involved more meaningfully in their child’s musical development:

EXPERIENCE MUSIC TOGETHER

Often, children feel they have very different musical tastes than their parents, and this can certainly be true.

Parents can go to live performances together to establish a musical connection with their children.

This can be any kind of music, whether it’s more to the child’s liking, more suited to the parent’s sensibilities, or somewhere in-between.

The important thing is to experience music together and to talk about it afterward.

Discuss what your impressions were: what you liked and didn’t like, what surprised you, and what inspired you.

Take advantage of the connections you make in these interactions, and you will see your musical relationship grow very naturally.

On a more daily basis, listen to music while at home or in the car. This is the easiest way to connect with your child about music.

Go so far as to invite music to be a part of your family, whether it’s while you’re doing chores at home, driving to school, or just relaxing on the weekend.

When possible, take the time to have sessions of “active listening” – not just passively hearing background sounds, but focusing on the music and talking about it afterward.

Enjoying and discussing music through these kinds of experiences will help you get to know each other’s musical sides much better, which will open the door to getting more personally involved in your child’s education.

TAKE A MORE ACTIVE ROLE

Once you’ve established a relationship with your child regarding music, it becomes much easier to take an active role in their music education.

The best way to begin this is to ask them specific questions concerning what they are working on and how their lessons are going.

Too often, parents ask the obligatory “Did you practice?” and “For how long?” without following up with more in-depth questions.

Find out what exactly what they are working on, how it is different from the other pieces or technical exercises, what do they find easy or difficult, what they like or dislike about it, and what they aspire to be able to play.

It’s essential to ask your child how they think they are doing in their practice and lessons.

If the child is struggling to stay disciplined in practice, you can help them set up a practice schedule that is easy to maintain.

Overall, encourage self-appraisal and always be supportive, since self-criticizing isn’t easy for any of us to do!

The next step in taking an active role in your child’s musical development is to set goals independently of their teacher’s goals.

The teacher will always have the dominant role as an educator, and this can make the parent-child dynamic seem less important.

The best way to remedy this is to come up with activities that don’t directly involve the timelines of what they are doing in lessons, for instance, set up family concerts at home or have recording projects that you do together and share with family and friends.

Reinforce the idea that music is not just about preparing for lessons and competitions but is something that enriches the lives of all of your loved ones.

If your child responds well to this approach, make it into a family ritual, and your musical relationship will strengthen further.

Along with these ideas, it is helpful and fun to play duets with your child if you have basic skills on any instrument, particularly piano.

Playing together is truly the most direct way to establish an active role in your child’s musical life, so if needed, you can take lessons as an adult to share the experience.

GET MORE PERSONAL

An important aspect of understanding your child’s musical education is to have honest conversations with them about their experiences.

You can talk to them about their musical aspirations, what makes them nervous or anxious when performing, or what kinds of music they are interested in.

As they reach adolescence, it becomes crucial to discuss with your child how they see their future regarding music, whether as a career path, as a serious hobby, or just an appreciation.

These kinds of discussions are much easier to have if you’ve already established a supportive relationship when it comes to music, and with the advice of their teacher, you will be able to help your child realize his or her musical aspirations as an adult.

Above all, remember that parent engagement = success in music lessons.


About the Author: This guest post about parent engagement in private music lessons is by Carter McMullen from the Baltimore School of Music. You can read more about Carter and his work below.

Carter McMullen is a piano teacher at the Baltimore School of Music. He holds a Master’s degree from Georgia State University and a Bachelor’s degree from the University of Georgia, both in Piano Performance. He continued his music studies at conservatories in Paris, France and London, England.

Carter maintains an active performing schedule including solo and chamber music, instrumental and vocal accompanying, and jazz. He toured South America three times with the Chase Educational Foundation, giving concerts and masterclasses in Argentina and Chile, and has performed in concerts in France, Italy, the UK, and the US. He regularly collaborates with performance students at the Peabody Institute.

In 2017, Carter founded the Union Square Chamber Music Society, and as Artistic Director, he organizes monthly salon concerts in which he regularly takes part as a performer.


Interested in connecting with and learning from other like-minded piano teachers? How about downloading and printing unlimited copies of sheet music, technical exercises, and much more?

Well, you should check out the PracticeHabits Membership Community!

CLICK TO LEARN MORE

Five Practice Tips for Staying in Shape During the Summer Months

practice tips

It’s Summertime again and the school year is over, leaving our students and families to plan what to do with all of their free time – A trip to the beach, a family road trip, maybe even pick up a new hobby?

It seems like every year they brush music to the side so that they can enjoy whatever vacation time they do have, only to come back to lessons in the Fall with a lot of catching up to do.

Since most students take a break from lessons during the Summer months, how can we encourage them to stay in shape with their instrument while still helping them feel like they’re getting that much-needed break?

Teach Your Students How to Stay in Shape During the Summer with This Free Practice Guide!
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Here are five brilliant practice tips to help your students stay in shape over the Summer.

Stay Inspired

If students stop thinking about music and close off their emotional relationship with it, then it’s much harder to find the willpower to practice when not having lessons over the Summer amidst so many other fun distractions.

Encourage your students (and their parents) to find the time to go to concerts (of any kind) and try to listen to the music they play and want to be able to play so that it remains strong in their consciousness.

It doesn’t take much, but it’s amazing what a difference this makes in their playing!

Stay Disciplined (When They’re in Town)

Many people take extended trips out of town during the Summer, so the time they do have to practice is significantly limited.

To remedy this, encourage your students to plan out their calendar as much as possible and be sure to make a practice schedule for the days they know they will be at home.

It’s important to stay continuous in practice whenever possible, as days off usually call for some time to get back into the swing of things.

Practice sessions can be shorter than during the school year, as long as students maintain a constant (or as constant as possible) connection to playing the piano.

This is the best way to avoid that “rusty” feeling in September.

Set Reasonable Goals

During the school year, students have regular lessons, recitals and competitions to challenge them, but during the Summer they seem to be on their own.

Having goals moves them forward, and the key for efficient Summer practice is setting modest goals.

Choose 1 or 2 pieces for your students to work on by themselves so that they can bring them to their first Fall lesson in good shape.

Encourage them to have a family recital at the end of Summer to challenge them, or to make a recording of their pieces at least once.

And encourage them with all of that extra time on their hands to think about what pieces and styles of music they want to tackle next.

All of this will help motivate them to be self-disciplined.

Work to Strengthen a Weak Skill

One great way to take advantage of the Summer break is to focus on strengthening a weak skill.

Establish what this is for each student and show them how to work on it effectively.

In addition to their regular practice, they should take the time to sort through whatever particular issues they may have deliberately.

Summer break gives them the space to address these kinds of deficiencies without the stress of the hectic school year schedule.

Overall – Have Fun!

That’s what Summer break is all about, right?

So encourage your students to improvise, compose, or make arrangements of their favorite songs.

It’s good for them to do things that make them happy to be a musician.

Remind them to enjoy themselves, be inspired, and stay as continuous as possible in their practice by setting modest goals.

These practice tips will help them come out of the Summer with an even deeper connection to music and the piano!

Teach Your Students How to Stay in Shape During the Summer with This Free Practice Guide!
Download your free copy today!
I hate spam. Your information is secure.

About the Author: This guest post about staying in shape during the Summer months is by Carter McMullen from the Baltimore School of Music. You can read more about Carter and his work below.

Carter McMullen is a piano teacher at the Baltimore School of Music. He holds a Master’s degree from Georgia State University and a Bachelor’s degree from the University of Georgia, both in Piano Performance. He continued his music studies at conservatories in Paris, France and London, England.

Carter maintains an active performing schedule including solo and chamber music, instrumental and vocal accompanying, and jazz. He toured South America three times with the Chase Educational Foundation, giving concerts and masterclasses in Argentina and Chile, and has performed in concerts in France, Italy, the UK, and the US. He regularly collaborates with performance students at the Peabody Institute.

In 2017, Carter founded the Union Square Chamber Music Society, and as Artistic Director, he organizes monthly salon concerts in which he regularly takes part as a performer.

Student Procrastinating and Parent Involvement

work student procrastinating

Student procrastinating…

Oh, I remember studying (cramming really) for those school history and language arts tests.

Sincerely meditating on the test material, I’d allow my head to fall deeply into the center of the thick textbook memorizing dates and vo..caa…buu…lar…….y….. woooooo..r……d….ssssss (zzzzz……zzzzzz…..zzzz).

Oops! I’m sorry! I dozed off!!

Just thinking about it makes me super sleepy.

The textbook wasn’t as soft as my down feather pillow, but I made it work.

We’ve all been there!

  1. Temporarily fill brain with information.
  2. Take test.
  3. Dump information.

It’s unfortunate, really.

I used to procrastinate on my piano assignments as well.

I’ll never forget student procrastinating the week of piano festival. Oh, what a fearful experience that was!

Served me right, though!

My parents pushed me to practice, but they could have pushed harder at times.

It’s tough to strike the appropriate balance, right?

We don’t want our students to burn out. But they need to be pushed. And sometimes parents need to be pushed.

I believe that parent involvement is key to children’s success in the lesson room.

There’s perfect case study by The Center for Public Education on this topic. It’s not a quick read, but worth your time.

Unfortunately, too many parents allow piano teachers to shoulder all of the responsibility.

Sound familiar?

Many of you have told me that the two biggest problems you face in the lesson room are a lack of practice and parent involvement.

I struggle with these myself.

But there are ways to combat these problems.

One of the most efficient ways is to inspire students to practice with well-crafted and imaginative music. 

Rote pieces are perfect for early-late beginner students because they allow them to play more exciting music since they’re focussing on patterns and not note reading.

There are other ways to combat these problems, of course. But that’s enough from me.

I want to hear from you!

How do you open this dialogue with your families? What’s working for you? What’s not working for you?

Please leave a comment below.

Sometimes You Just Need a Different Approach

Approach Emma

I once had a student who couldn’t sit still.

Come to think of it, most of the students I’ve taught fit into this category.

Nevertheless, Ava was a ball of energy!

Granted, she was four-years-old when she began piano lessons.

And this beautiful ball of energy was one of the brightest students I had ever encountered.

But…

I vividly remember arriving each lesson frustrated and baffled on how to approach little Ava.

Did I mention she was only four-years-old??

I’ll be vulnerable here – teaching little bitties was a new endeavor, and I was out of my league.

I knew how to teach the piano. But I did not know how to teach Ava.

It was a struggle.

An epic battle between mentor and protégé that looked something like this.


“Now Ava, this note is middle-C.”

Squirm, squirm, squirm.

“Oh! This is middle-C, Mr. Chris. I’m going to teach you today!”

Run, run, run around the piano bench.

“No, Ava. Please be seated.”

“Okay!”

Squirm, squirm, squirm, twirl, sit.

“Okay, Ava. Let’s try this again. Here’s middle-C.”

“Oh!! Mr. Chris. I made up a song. Want to hear it??”


My brain was melting by this point. And this was the weekly scenario.

I needed a different approach.

I gathered the courage to speak with her mother about the issue.

Together, we decided to shorten Ava’s lessons to 15-minutes instead of the usual 30-minutes.

And her mother began sitting in our lessons.

Now I’m not a huge fan of parents sitting in the lesson room. But this was a unique situation. And it worked beautifully!

She was able to gently guide Ava’s wandering mind back to focus speaking the ancient language known as “mom.”

Both of these changes significantly improved Ava’s lesson experience.

She grew with me. We grew together.

I eventually increased Ava’s lesson time to 30-minutes and her mother began sitting in the waiting area.

Ava was not a bad student. She was four-years-old!

And I just needed a different approach.


How about you? Do you need a different approach?

Well, there’s no better time to implement change than right now.

Have a question? Need guidance?

Leave a comment below. I’d love to hear from you!

Christmas Recital Time, Again?

Tree at Christmas recital

It’s the most wonderful time of the year! Or is it?

Christmas recitals are just around the corner.

Are you prepared?

Better question – Are your students prepared?

Many Christmas recital to-do-lists look like this –

  1. Purchase food and drinks
  2. Tune piano(s)
  3. Create and print programs
  4. Collect recital fees
  5. Remind parents of due dates and recital times
  6. Extra piano lessons (maybe make-up lessons) before recital

The list goes on and on!

It’s difficult to accomplish these things when there are so many other items on the list!

The most important item being one-on-one time with your students.

Many of you have expressed to me that the biggest problems you face in the lesson room include lack of practice and lack of enthusiasm.

Well, I’ve told you that PracticeHabits.co is a resource for you. A resource you can rely on for helpful tips and tricks when things get tough.

Things can get real tough around recital time.

Let me provide you with one super fantastic tip that’s helped me time and time again with my students around recital time.

Introducing – THE STUDENT OF THE MONTH.

It’s something so simple, yet so inspiring to your students!

They have an opportunity to work hard practicing and preparing for weekly lessons and important events such as recitals and in return their efforts they receive the prestigious STUDENT OF THE MONTH award!

Now, maybe you already have a similar program within your studio.

Awesome!

Consider reimagining it this Christmas recital season just to light a little fire in your student’s bellies ; )

What if you gave this prestigious award away to several students during the month of December and rewarded them at the end of the Christmas recital?

What an honor! What a message you’d be sending to all of your students and their families –

Practice is important. Engagement is important. Your student has worked really hard in these areas and deserves to be rewarded!

It helps light a fire in the bellies of your other students as well.

Now, I used to award a certificate as well as a special piece of music to my students of the month.

It was a win-win, really.

They received a gift for their hard work. That gift was a piece of music. The students loved practicing these pieces!

Love and practice in the same sentence? Wow, what a beautiful thing!

I want to give you something. An award that you can pass out to your students of the month.

Please accept this fun and inventive arrangement of Jingle Bells for the late-beginner to the early-intermediate piano student as a token of my gratitude for your support of the PracticeHabits.co community.

Now, maybe you’re in need of an excellent piece for the mid-late intermediate piano student. Well, check out my original composition That Fall Feeling. I know you and your students will enjoy it!


The next three weeks are going to be busy. Remember to take care of yourself and your family.

And as always, allow PracticeHabits.co to fill you up with inspiration in the form of great articles and music!

Merry Christmas!

3 Creative Ways to Increase Classroom Engagement

student in piano classroom

There she goes again (eye-roll).

Taking her eyes off of the music and allowing them to wander all around the room!

Sigh…

She’s such a good student when she focusses.

It’s a common scenario. Little minds wander. It’s hard to sit still. It’s difficult to focus.

But there are ways to increase engagement.

Here are three suggestions on how you can increase engagement in your classroom.

I’ve used these in larger settings, such as youth chorus, and group music classes. But they’re easily adapted to the private lesson room.

1.) Movement and Play

This one’s important. Young kids need to move! Some more than others. Believe it or not, this is a scientific fact.

In her brilliant article, Why Young Kids Learn Through Movement, Lara N. Dotson-Renta says,

Children acquire knowledge by acting and then reflecting on their experiences, but such opportunities are increasingly rare in school.

She goes on to say that kids learn through movement and play. Imagination is key!

Yet such learning is increasingly rare in early-childhood classrooms in the U.S, where many young children spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S. have become more and more academic, rigorously structuring kids’ time, emphasizing assessment, drawing a firm line between “work” and “play”—and restricting kids’ physical movement.

But how do we teachers encourage movement and play? Especially with our limited teaching time??

It’s a simple as reinforcing things via short games and activities.

For example, my class loves Rhythm Popcorn.

I simply line two rows of chairs facing one another, clap a simple rhythm, and then point to a student to repeat the rhythm. The student then points to one another student and he or she claps the rhythm. So on and so forth.

It’s a simple game, but it certainly increases classroom engagement. The students have fun and learn all about steady and precise rhythm.

2.) Transition

It’s easy to overlook this one.

Imagine you’re six-years-old again and asked to sit quietly on the piano bench for 20-30-minutes.

What would you feel? What would you think?

In their article What is a Normal Attention Span, Day2DayParenting says,

Young children do have relatively short attention spans and generally do best when alternating activities which require sitting still and focusing with those that allow for physical movement.

The younger the student, all the more necessary to transition, and transition often.

The article goes on to outline young children’s attention spans –

Children ages 5-6 years old typically can attend to one activity that is of interest to them for around 10-15 minutes at a time and should generally be able to filter out small distractions occurring simultaneously in the environment. They may only be able to attend to an assigned classroom activity for only 5-10 minutes particularly if they find it uninteresting or difficult for them and do not have adult guidance to stay on task.

Keep things moving along. Don’t rest too long on a particular song or activity. I’ve found 3-5 minutes to be the ideal time for each activity. Sometimes longer or shorter depending on the day and child.

Sometimes longer or shorter depending on the day and child.

3.) Visuals

Inspiration.com cites the following as benefits for visuals in the learning environment –

Visual learning helps students clarify their thoughts – Students see how ideas are connected and realize how information can be grouped and organized. With visual learning, new concepts are more thoroughly and easily understood when they are linked to prior knowledge.

Visual learning helps students integrate new knowledge – According to research, students better remember information when it is represented and learned both visually and verbally.

Visual learning helps students think critically – Linked verbal and visual information helps students make connections, understand relationships and recall related details.

Who wants to stare at the same thing for 30 minutes? Especially boring white and black notes on a page?!

Consider changing it up.

Why not print music on green or red paper around Christmas? Or orange paper leading up to Halloween?

This is a fun (and super easy) way to increase classroom engagement.

I’ve found small, handheld whiteboards to be wonderful teaching tools. Drawing examples of notes, rests, etc., on these boards and asking students to name them adds an extra layer of engagement and anticipation in the lesson room.


We need to remember those childhood feelings and embrace them. This is how we keep the sense of wonder and imagination in the classroom.

We want our students to long for the next piano lesson, asking questions such as, what’s Mr. Chris going to do this week? And, I wonder what game we’re going to play this time?!

Let’s encourage creativity in the classroom. After all, encouraging creativity, play, and imagination encourages learning.

Now teach, and teach well, you amazing teacher, you!