Throughout the last term I have been teaching a pupil how to play the guitar. This pupil already had a deep understanding of music theory knowledge and instrumental techniques, this meant I had to adapt my methods of teaching to accommodate his skills whilst also teaching the fundamentals of the guitar as an instrument.

I have documented the teaching process throughout each lesson to analyse and reflect on my teaching methods and to show the progression of the pupil over time. I will be discussing how organisation and planning, pedagogical techniques, varying methods and theories of teaching, and strong business skills have created effective lessons for the pupil. I will also be reflecting on my teaching throughout the term to understand how effective my teaching is and what I can do to improve in the future.

is necessary for an effective lesson for both the teacher and the pupil (Robertson, 2002). Creating and following a lesson plan ensures no time is being wasted in lessons deciding what the pupil should learn next, instead, the plan controls how much of a lesson is spent on a specific area. Robertson (2002) claims this is necessary for an effective lesson for both the teacher and the pupil. Here is a lesson plan I created when teaching the pupil:

Here are the teaching resources to go along with the lesson plan:

Here are examples of what each part of the lesson can look like:

Introduction

Main Lesson

Plenary

These lessons were structured as teacher-led, as the pupil required a fundamental understanding of the guitar before guiding the areas of learning he is interested in. Petty (2025) claims teacher-centred learning is effective because of its efficient delivery of information in a fast and clear way towards the pupil. 

I found it important not to rely on a teacher-centred approach, as the pupil may feel they have a lack of independence and find it disengaging (Petty, ibid). To prevent this, I would encourage the pupil to find creative approaches when working with learning resources, I also included opportunities for the pupil to play music with me. For example, I would accompany the pupil when improvising and swap roles to have the pupil accompany me.

This would be considered a pedagogical choice. A pedagogy is a personal style of teaching a teacher adopts, decided by their own knowledge, methods and experiences (Husbands & Pearce, 2012). Despite my teacher-led structured lessons, I have adopted an informal approach to learning, consisting of friendly language and formative assessments.

I found it effective to be friendly and informal towards the pupil because it made them feel comfortable, this approach had not put any pressure on him to feel as if he had to play perfectly throughout the lessons. Instead, mistakes were discussed and worked on to find a way to improve past them, this is where I would use constructive and motivational language with the pupil. Peng (2021) claims using motivational language engages and encourages pupils effectively, providing stronger results.

The content being covered in each lesson was planned from the beginning with each lesson developing specific skills that would be transferred into other areas. The aim towards the end of the term was for the pupil to play a 12 bar blues, this was because blues is a fundamental genre when playing the guitar, it teaches many techniques which can be found in all genres of music (Heil, 2017).

Overall aim: Play the rhythm and lead part of a 12 bar blues

• Week 1 aim: Understand the guitar as an instrument and how intervals work across strings
• Week 2 aim: Learn the basic chord shapes and understand how each interval builds them
• Week 3 aim: Understand strumming technique and how to play various rhythms
• Week 4 aim: Understand picking technique and the basic minor pentatonic scale shape
• Week 5 aim: Understanding playing techniques vibrato and bending and how to incorporate in playing
• Week 6 aim: Switching between playing rhythm and soloing in a 12 bar blues, playing different strumming patterns and improvising using playing techniques

Each lesson aim was planned in advance with the idea that each aim was interconnected. Madgwick (2021) suggests this method of planning was effective because the prior knowledge the pupil had learned in previous lessons was constantly being used, developing these skills at the same time as learning new ones.

The lesson objectives were also planned in advance, further developing different skills throughout lessons. Unlike the aims, each objective had no set time to work on them, this was determined by the time spent by the pupil to overcome them. If the pupil managed to learn the skills to overcome the objective quickly, then the lesson would move on to the next objective, and if the pupil struggled to understand the necessary skills, more of the lesson would be spent working on that particular objective. 

I found it important to allocate time in a lesson to working on something outwith the plan in case of these scenarios. Including an extension in the lesson plan is also effective in the event of the pupil achieving the lesson material at a pace quicker than expected.

Throughout the term, I implemented the theory of multisensory learning into my teaching. Multisensory learning is where the pupil performs a task using each of their senses working together (Rose, 2006). Here is an example of a task I gave the pupil to achieve multisensory learning:

• Sight read from a list of different rhythms (Sight)
• Strum a chord to the pattern of rhythms (Touch)
• Play in time to the pulse (Hearing)
• Tap your foot along to the pulse (Kinesthesis)

Additionally, I asked the pupil to strum muted strings when there was a rest on the sheet of rhythms to further develop his skills when playing muted strings. 

Performing this task using multisensory learning was effective, strengthening multiple skills throughout the body, including sight reading, strumming technique, keeping time and understanding rhythm and pulse. Rose (2006) claims multisensory learning increases engagement and information retention which can be seen in the pupil during this task. 

I have also introduced the theory of accelerated learning into my teaching, which is a strategy used to include kinesthetic activities into lessons which help the pupil engage with the lesson and retain information more effectively (John Haynes Foundation, N.D.)

I used accelerated learning to teach the pupil the minor pentatonic scale, I gave him the task of drawing a picture whilst I improvised using the scale in a blues feel to them. I gave no parameters for the drawing, wanting the pupil to sketch their interpretation of the sound of the scale, the result can be described as a polygraph shape. 

Next I asked the pupil to improvise with the scale themselves and only look at the picture they had drawn. The result was a strong improvisation with signs of musicality, following the sound of the blues genre and the pitches being played mimicking the gradient of the polygraph-like shape in the picture. 

This method effectively brought out the musicality within the student into his improvisation by engaging his brain, retaining the blues sound and creating his own interpretation. 

Another example of accelerated learning I used in my teaching was concrete words. Frontiers in Human Neuroscience (2019) describe concrete ‘semantics’ as a mental image associated with a word specifically describing something, for example reading the word ‘guitar’ will produce a mental image of a guitar. This method allows the pupil to use their interpretations in their learning, engaging them in the lesson and showing increased retention to information. 

I used accelerated learning to teach the pupil the technique of vibrato. I demonstrated what vibrato can sound like, the correct finger technique to achieve a good vibrato and how different styles of music use varying vibratos. I asked the pupil to play a note vibrato as if he was sailing in the ocean, with the idea that he would produce a slow, legato vibrato. I then asked the pupil to play a note vibrato as if there was an earthquake happening, with the idea that he would produce a fast, shaky vibrato. 

Both times I asked the pupil to play each vibrato I gave no further prompt to play what I was expecting him to, in result the pupil played exactly what I was expecting both times I had asked him with proper technique and a strong sound. This method of accelerated learning has shown to be effective, creating results in the pupil efficiently whilst only requiring them to use their creativity. 

After reviewing the videos of my teaching across the term I have reflected on how to improve in the future using Gibbs reflective cycle (BiteSize Learning, 2024). 

I feel as if my teaching was successful, as the pupil achieved the aims of the lesson, even commenting on how he attempted to teach himself the guitar previously but gave up much earlier in the process compared to when receiving lessons. 

I feel I could have been a more confident teacher, sometimes unsure of the most helpful words to use when approaching an obstacle in the objectives, I also use filler words often such as umms and ahs as well as stutter through a sentence when explaining something. 

What went well in the lessons was how the pupil transferred their musicality and previous understanding of skills to the guitar when playing. When learning a minor pentatonic scale shape I gave the pupil the exercise of improvising over a 12 bar blues, where the pupil found where the core tones of the scale were despite not being told the notes in the shape.

What did not go well was the pupil took longer to learn than I had anticipated, meaning my lesson plans were restructured and the aims for each lesson were altered to be slightly easier. The cause of this could have been from certain factors: 

• My lesson plans were too ambitious and the pupil needed more time to build the skills to achieve each aim
• The pupil did not practice

In the future I could slow down the pace of learning, as I wrongly assumed that because the pupil had a vast understanding of music theory and excellent skills on the piano, it would be easy for him to transfer those skills onto the guitar. 

As this instance was the first time I had taught a pupil already familiar with another instrument, I forgot that his hands are used to being stretched across the keys of a piano and his fingers touching smooth keys. The guitar is contrasting, with the different texture of sharp strings and shapes that constrain the fingers together. Slowing the pace of learning would make adjusting to the instrument easier whilst learning the fundamental skills first.

Although the pupil did not practice, I find it unfair to put all of the blame on them and instead reflect on the content of the practice I was giving out. The practice I would give the pupil was often what we had covered in the main section of the lesson but slightly altered to make it more engaging. 

For example, when working on strumming technique in the lesson there was a section where the pupil played varying rhythms from a worksheet by sightreading. The practice I gave out later in the lesson was to finish sightreading the rest of the rhythms on the worksheet to develop the technique for the next lesson 

Perhaps it would have been more engaging for the pupil to give them an activity that allowed them to be more creative, such as creating their own strumming pattern to show in the next lesson instead of following from a sheet of music.

Other factors that could help create an effective lesson is having a range of methodologies to use. This would be beneficial when teaching lessons with different pupils, as each pupil will have a unique learning type (Advances in Physiology Education, 2014). Knowing the way each pupil learns will also create an effective lesson by understanding which methodologies and resources would be the most beneficial for them. A pupils learning type can be found through a short learning style quiz, this can be given to them as part of their practice after the first lesson.

Here is an example of a VARK learning style quiz:

During this term I had hired a teaching space to carry out each lesson, it is worth considering for lessons in the future to have my own workspace suitable for teaching and operating the business side, including equipment suitable for both. Here are some examples of what equipment can be included.

It is important the teaching space must meet the requirements of The Workplace (Health, Safety and Welfare) Regulations 1992, for example; having a clean and maintained workplace, keeping the room at a suitable temperature and having enough light for visibility. Barrett, Barrett, Davies & Zhang (2015) claims regulating these factors improves learning within learning spaces, creating effective lessons for the pupil.

Having a contract between myself and the pupil (or the pupils guardian depending on age) protects both parties in the event of a disagreement of terms. Ashford (2025) claims when private tutoring, a contract will protect you as the teacher financially, ensuring if the pupil or guardian is accountable for breaching the agreement, the teacher will still be paid. 

An example of a contract for teaching can look like this:

Having a secure legal side to teaching will create an effective lesson for the pupil, as they will feel safe being taught knowing everything is agreed upon.

In conclusion, an effective lesson can be achieved by keeping multiple factors consistent. Strong organisation and advanced planning is important for time keeping during lessons, ensuring the pupil is learning the most they can from each lesson slot they attend. Making informative pedagogical choices will create an effective lesson by keeping the pupil engaged and motivated, with the use of constructive feedback and language.

Using different teaching models and theories such as multisensory learning and accelerated learning will create effective lessons for the pupil, allowing them to use their creativity to benefit their learning, achieving goals and developing fundamental skills quicker. Having an organised business and legal side next to teaching will create effective lessons for the pupil, providing all the measures are in place to have a safe and comfortable lesson.

Here is a video from the first lesson:

To show the progression of the pupil, here is a video from a more recent lesson:

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BiteSize Learning (2024) The Gibbs Reflective Cycle, explained. Available online: https://www.bitesizelearning.co.uk/resources/gibbs-reflective-cycle-explained-diagram-examples [Accessed 26/04/2026].

Frontiers in Human Neuroscience (2019) Concrete vs. Abstract Semantics: From Mental Representations to Functional Brain Mapping. Available online: https://pmc.ncbi.nlm.nih.gov/articles/PMC6687846/ [Accessed 30/04/2026].

Heil, L. (2017) Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach. Available online: https://journals.sagepub.com/doi/full/10.1177/0027432117711484 [Accessed 30/04/2026].

Husbands, C. & Pearce, J. (2012) What makes great pedagogy?  Nine claims from research. Available online: https://assets.publishing.service.gov.uk/media/5a7e413c40f0b6230268a2a3/what-makes-great-pedagogy-nine-claims-from-research.pdf [Accessed 30/04/2026].

John Haynes Foundation (N.D.) Benefits of Accelerated Learning for Learners. Available online: https://www.johnhaynes.foundation/benefits-of-accelerated-learning-for-learners/ [Accessed 30/04/2026].

legislation.gov.uk (N.D.) The Workplace (Health, Safety and Welfare) Regulations 1992. Available online: https://www.legislation.gov.uk/uksi/1992/3004/contents [Accessed 30/04/2026]. 

Madgwick, H. (2021) EEF Blog: ECF– Exploring the Evidence: Prior knowledge and Pupil Misconceptions. Available online: https://educationendowmentfoundation.org.uk/news/eef-blog-ecf-exploring-the-evidence-prior-knowledge-and-pupil-misconceptions [Accessed 30/04/2026]. 

Peng, C. (2021) The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter?. Available online: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.778174/full [Accessed 30/04/2026].

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Rose, J. (2006) Independent Review of the Teaching of Early Reading (UK) – The Rose Report. Available online: https://ldaustralia.org/research-papers/independent-review-of-the-teaching-of-early-reading-uk-the-rose-report/ [Accessed 30/04/2026].