My teaching philosophy is simple yet grand. I endeavor to help students go as far as they can. I see myself as a partner with my students on their journeys to accumulate as much knowledge as they can about drums and drumming. I’m well aware that many, if not most, of my students do not aspire to be professional drummers. Having said that, I believe strongly that learning to play any instrument, in this case drums, can have a lifetime of positive impact. I have a flexible and adaptable system that includes reading, counting, rudiments, theory, chart study, and playing along with recordings. More than that I endeavor to foster a connection with my students’ interest in and study of drums and drumming and their greater lives and activities.

I am blessed in that I see students one on one, this gives me the ability to truly custom-tailor my lesson plans to each students abilities, aptitude, and level of dedication. I have studied and teach several distinct and compatible grip techniques, including Moeller, Stone, and Spivack. I use a basic and progressive approach to teaching rhythmic theory, often relating the lessons to something the student already has familiarity with (relating quarter notes to hours, eighth notes to half hours, and sixteenth notes to quarter hours, for example). I use several books and also create specific exercise for individual students when the exact lesson I want isn’t available elsewhere.

I take a middle-road approach to discipline and practicing. I grew up studying with teachers who would scream and yell and call me names – I refuse to teach discipline that way. Most of my students are between eight and fifteen years old. At this age there is no denying that there will often be something more “fun” to do than practice a lesson that involves mastering a new skill (because mastery involves working on what you’re bad at, and that’s not exactly “fun”). Parents are essential as teammates in developing effective study habits in their young students. It takes focus and commitment on the part of student and parent to truly make the most of drum lessons. I work hard to make it clear to students where they are headed, and I will often demonstrate some cool beat or fill or trick that lies not too far ahead of them in order to keep them inspired. I also offer specific instruction in goal-setting, planning, strategizing, and dreaming big. I have my plan, but the single most important part of it is forward motion; if the student is excited about some aspect of drumming, I will focus on that in order to keep their enthusiasm peaked. In the end, though, it is the student who is most responsible for their own advancement.

I use a constant series of check-ins and reviews as assessment tools to understand exactly how well a student is doing in fully mastering each area of study. There are several ways to keep moving forward while also giving a little extra review to one or more element of study, and I take great advantage of those tools.

A key element in my teaching philosophy is that I am also always studying. Through my example of studying and expansion, I show my students good study habits and the benefits that comes from diligent preparation.

Finally, I feel like I have been a positive influence if a student leaves my care not only a better drummer, but having a better understanding of themselves. The habits they learn while studying drums and drumming will truly be tools they will take with them forever, in many areas of their lives.