When I began the Apprentice Program at Oclef nine months ago, I had no idea how deeply it would reshape the way I approach teaching. I had already spent years studying piano intensively both in New Zealand and USA as well as teaching in a variety of settings from private lessons to group and classroom teaching at the Jacob’s School of Music in Indiana, but never tried teaching online or worked with young children. So back in March when I started my journey, I was feeling a bit apprehensive about the idea of trying something so different, but I knew I wanted to take this step because I wanted to be part of this new teaching approach which seems truly game-changing. Over time, I came to realize that Oclef introduced me to a completely different educational model- one that is fast-paced, effective, and grounded in daily contact with the students.
The first few weeks felt like learning a new language. Instead of preparing hour-long weekly lessons, I was suddenly entering a system built around short daily micro-lessons. The entire rhythm of teaching changes when you see a student five days a week. On top of that, I also had to up my game on zoom, as well as learning how to use the Oclef Pro software, so I was fumbling with technology on top of adjusting to the fast paced rhythm. The good thing is, the Apprentice Program allowed me to have a supportive team of professors who let me shadow their lessons and helped me feel comfortable being myself while still growing as a teacher. I was also given the flexibility to increase my student load at my pace instead of taking on a full studio of students right away.
As I move through this program, I continue to spend time observing professors, watching their lessons, absorbing their pacing and their communication styles, and seeing how they balance warmth with precision. I learned how Oclef builds reading through landmarks and intervals, how technique is shaped through tiny, consistent corrections, and how parents are woven into the learning process. There is an entire ecosystem behind each lesson, and stepping into it has challenged me to grow in ways I didn’t expect. With this type of teaching, you notice more, you have to adjust faster, and the way you think about progress becomes much more focused. Every 15-minute session requires clarity: What does this student need right now, today? What is the most important skill to move forward? I’ve grown to become sharper at diagnosing issues quickly and more disciplined in how I structure lessons. I’ve learned to communicate more clearly by keeping things short and simple because there is only 15 minutes of lesson time. I’ve started to develop a new teaching identity, one that balances my musical background with the structure and clarity that Oclef requires.
Even though teaching online can sometimes feel solitary, Oclef doesn’t. There is always someone available to help, whether it’s leadership guiding me through a difficult situation or fellow teachers sharing insight and support. That sense of community has played a big role in my experience. I never feel like I’m teaching alone; I feel like I’m part of a team that genuinely cares about the students and the teachers who guide them.
I’m proud of the journey I've taken and the growth it's brought. This program has made me more thoughtful, more confident, and more intentional as a teacher. It has shown me how powerful small, consistent steps can be, not only for students but for educators too. As I continue through the program, I’m excited for the teacher I’m becoming and for the students whose musical journeys I get to support every day. Oclef has given me a place to grow, and I’m grateful for everything these nine months have taught me- about teaching, about learning, and about myself.