This year was a fresh start in many ways. Although I’ve taught music and (other subjects) before, this was my first year in a music extension program—and I walked in knowing it would challenge me to grow.
Now, with the year behind me, I’ve been reflecting on what I’ve learned, what worked well, and what I want to rethink moving forward. There’s something powerful about a first year in a new role: you’re constantly observing, adapting, and figuring out what your students need from you—and what you need to thrive in the role too.
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What I Learned This Year
- Starting Fresh Has Both Joys and Challenges
Working in a music extension program meant starting a lot from scratch—new routines, new expectations, and a new relationship with students who had chosen to go deeper in their music learning. It was exciting to design experiences for motivated students, but it also meant balancing high expectations with flexibility and care.
Lesson: Growth doesn’t come from having all the answers—it comes from showing up with intention and adjusting as you go.
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- Too Much New Repertoire Can Lead to Shallow Learning
This year, I programmed all brand-new pieces for every performance. While the students rose to the challenge and produced strong results, I noticed how much time we spent just learning the notes. There wasn’t always room to dig into expression, interpretation, or independent musical thinking.
Lesson: Next year, I want to program fewer pieces and revisit some known repertoire—so we can go deeper rather than wider.
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- Students Are Ready for More Tech Integration
While I used some digital tools this year, I didn’t lean into technology as much as I could have. I see a huge opportunity to help students explore music literacy through notation software, creative projects, and even digital composition.
Lesson: Tech isn’t just for convenience—it can give students a broader toolkit for expressing themselves as musicians.
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- My Students Want to Be Heard
One of the biggest takeaways was how much students want to share their ideas—about music, about the class, about how they learn best. When I created space for reflection or gave them input into programming or classroom activities, the atmosphere shifted.
Lesson: Student voice isn’t just a bonus—it’s a powerful way to build ownership and engagement.
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What I’ll Do Differently Next Year
✅ 1. Program Less, Explore More
I’ll be more intentional about repertoire selection next year—choosing fewer pieces that allow us to go deeper with technique, storytelling, and artistry. I also want to give students the chance to revisit and refine work they’re proud of.
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✅ 2. Introduce Notation Software and Composition Projects
I want to help students use tools like Noteflight, Flat.io, or MuseScore to create and notate music. This will help reinforce theory concepts, support creativity, and give them experience with the kinds of tools real-world musicians use.
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✅ 3. Gather More Student Feedback Throughout the Year
Instead of waiting until the end of a unit or concert, I’ll build in short moments for student reflection and feedback along the way. I want students to feel that their thoughts shape the learning experience—not just respond to it.
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✅ 4. Give Myself Grace as I Grow
Being in a new role means a lot of trial and error. Some lessons went better than others, and some weeks were harder than I expected. Next year, I’ll protect time for rest and reflection, knowing that I don’t need to get everything perfect to be a good teacher.
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Final Thoughts
First years are full of learning curves—and I’m walking into next year with more clarity, confidence, and creativity. I’m proud of what we built together this year, and I’m excited to deepen that work moving forward.
If you’re also transitioning into a new music role or teaching context, I’d love to hear what you’ve learned. What are you carrying forward into next year? Drop a comment or connect with me on Instagram—I’d love to chat!
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