What I Learned in My First Year Teaching Music (And What I’ll Do Differently Next Year)

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 knew going in that it would stretch me.

Now that the year is behind me, I have been reflecting on what I learned, what worked well, and what I want to do differently moving forward. There is something powerful about a first year in a new role. You are constantly observing, adjusting, and figuring out what your students need from you, while also learning what you need in order to thrive.

What I Learned This Year

Starting Fresh Brings Both Joy and Challenge

Working in a music extension program meant building a lot from the ground up. There were new routines, new expectations, and new relationships with students who had chosen to go deeper in their musical learning.

That was exciting, but it also required a careful balance of high expectations, flexibility, and care. I was reminded again and again that growth does not come from having everything figured out. It comes from showing up with intention and being willing to adapt.

Too Much New Repertoire Can Lead to Shallow Learning

One of the biggest things I noticed this year was how much time we spent learning notes because every performance featured entirely new repertoire.

The students rose to the challenge and worked hard, but I began to realize that constantly starting from scratch can leave less room for deeper musical work. We did not always have enough time to explore expression, interpretation, nuance, or the kind of independent musical thinking that helps students grow beyond basic accuracy.

Next year, I want to program fewer pieces and revisit some known repertoire so we can go deeper rather than simply covering more.

Students Are Ready for More Technology Integration

While I used some digital tools this year, I know there is room to build technology more intentionally into the program.

I can see a real opportunity to use notation software, composition tools, and other digital platforms to support music literacy, creativity, and student engagement. Tools like Noteflight, Flat.io, and MuseScore can help students not only learn music, but also create and communicate as musicians in new ways.

This reminded me that technology is not just about convenience. It can expand the ways students understand and express musical ideas.

Students Want to Be Heard

One of the most valuable takeaways from this year was seeing how much students want their voices to matter.

Whenever I created space for reflection or invited input into programming, class structure, or learning activities, the energy in the room shifted. Students were more engaged, more invested, and more willing to take ownership.

That reminded me that student voice is not an extra. It is an important part of building trust, engagement, and a sense of shared purpose in the classroom.

What I’ll Do Differently Next Year

1. Program Less and Explore More

Next year, I want to be more intentional about repertoire selection. Instead of always pushing for more pieces, I want to choose fewer works that give us room to explore technique, expression, storytelling, and artistry more deeply.

I also want to create opportunities for students to revisit and refine music they are proud of instead of always moving on to the next thing.

2. Introduce Notation Software and Composition Projects

I would like to build more opportunities for students to compose, notate, and experiment using digital tools such as Noteflight, Flat.io, or MuseScore.

This will help reinforce theory concepts, support creativity, and give students experience with tools that musicians actually use beyond the classroom.

3. Gather More Student Feedback Throughout the Year

Rather than waiting until the end of a concert cycle or unit, I want to build in more regular opportunities for reflection and feedback.

Short check-ins throughout the year could help me make better decisions in the moment while also helping students feel that their thoughts shape the learning experience.

4. Give Myself Grace as I Grow

A new role comes with a lot of trial and error. Some lessons landed beautifully, and some did not. Some weeks felt energizing, and others felt much heavier than I expected.

Next year, I want to protect more time for rest and reflection and remind myself that I do not need to do everything perfectly in order to be doing meaningful work.

Final Thoughts

First years in a new role come with a steep learning curve, but they also bring clarity. I am walking into next year with a better understanding of my students, my program, and the kind of teacher I want to keep becoming.

I am proud of what we built this year, and I am excited to keep growing from here.

If you are also stepping into a new music role or teaching context, I would love to hear what you learned this year and what you are carrying forward into the next one.

Lessons With Shana