Choosing the right teacher is very important. You will be investing time and money for yourself or your children, or perhaps both. You need to get the best out of the lessons.  Playing the piano is something that can be passed down the generations. You need to get it right, and it can be difficult to find someone who is suitable, especially if you have little or no musical knowledge.

Music in general and learning to play a musical instrument have other benefits apart from becoming a wonderful hobby or indeed a profession which can last a lifetime (don’t forget me if you become famous!).

Learning to play an instrument has been likened to a work out for the brain, it increases self-discipline, increases the attention span, mathematical ability, hand to eye coordination, and according to some research makes languages easier to learn. My children also found it easier to learn to play other instruments after starting to learn to play the piano, between them they also learned to play the flute, clarinet, violin and church organ. Two of them went to Cheetham’s School of Music in Manchester, where they had to face fierce competition for their places with children from all over the world for their places.

Obviously, I am hoping that you will choose me. What I would advise you to do is to do a lot of research before you make a decision.

There are plenty of individuals out there who should not be teaching at all, they lack the requisite skills and knowledge.

There are many who can manage the first few grades, but can go no further. For some pupils, this can be quite sufficient. However, for those who want to go further, there is then the problem of finding another teacher.  I have inherited quite a few pupils from other teachers, and many have acquired bad habits or have poor technique, which can take some time to correct.

For anyone wanting to do more than the first few grades, ask the teacher how many pupils they have had taking grades 5, 6, 7, 8 and diploma piano performance, as well as music theory to grade 8. It is a requirement that a pupil has passed theory grade 5 before they can progress beyond grade 5 piano performance. Can they teach music theory to this level or beyond?

Ask what qualifications they have. The main examining board is the ABRSM. Some teachers use other boards, but ABRSM is the main one. Other boards are easier to pass but do not carry the same weight. Ask if they have CT ABRSM qualification which shows that they teach to the high standards expected by the ABRSM. It should be noted that ABRSM have not offered this course for the last couple of years, although it is still a good indicator for anyone who has been teaching for more than a few years.

Some pupils do not want to sit examinations but still wish to learn to play to a high standard, so your teacher needs to be able to teach to higher grade levels to achieve this.

Ask how many years they have been teaching, experience is important. How many pupils have they taught? What age ranges have they taught?

What sort of results have they achieved? At a music conference I was the only teacher who had pupils with 30 out of 30 in practical exams. It is very rare because this means that the pupil has played a piece as well as the examiner could with their many years of experience.

Ask what sort of piano they have. Although there are some good electric pianos available, which are satisfactory for the first few grades, nothing is as good as an acoustic piano. An acoustic is the best type for teaching the higher grades.

If they have an acoustic piano, ask what type of acoustic piano they have. There are many good uprights, but nothing compares with a grand piano. Many examination centres have grand pianos, and most large music competitions use grands. If pupils have never seen or played on a grand before, they are at a disadvantage compared to those who have.

A teacher has to be right for you or your children, you need to get on with them. Does the teacher allow parents to sit in with the lessons? I find that when parents do sit in, particularly with younger children, they can help with practice, and progress is faster. Also, if the parent takes in what is being taught and practices at home, they are getting two lessons for the price of one!

Good teaching and communication skills are vital. I know many technically brilliant pianists who simply cannot pass on their skills. It is not just about having a string of letters after your name.

Does the teacher tailor their lessons for the individual? There is no ‘one size fits all’ method of teaching. Everyone is different and will progress at different speeds. Some pupils can start learning relatively early. Others need to be bit older before they start. There is no ‘right age’ to start learning, and it is never too late to start to learn.

One very important thing is that playing the piano should be fun.

Over the years I have taught a lot of pupils, and although most people start quite young, again, it is never too late to learn and I have had a number of pupils beginning in their teens and others ranging from their twenties to eighties. I have taught someone who decided to learn to help them recover from a stroke (excellent exercise for the brain) and I have taught a young lady with Down’s syndrome for whom I had to compose special workbooks. I have taught some people who have gone to university to study music, and one of them still comes back for lessons after university.

It is also a good idea to ask around; do any of your friends’ children have lessons? If so, who are they taught by? Are they happy with the results?

Take your time, choose carefully.