- Teachers’ backgrounds are checked.

- Teachers are supervised by a Master’s Degree level Director.

- Curriculum is tailored to the student’s interest and needs. Methods and repertoire are up-to-date.

- Teachers know and teach Repetitive Stress Injury prevention techniques. The risk of an injury is minimized.

- Learning progresses as fast as the student can learn. Learning continues as long as the student wants to learn.

- Students have the opportunity to perform with other students.

- Teacher’s background is unknown.

- Teachers do their own thing with no supervision.

- Curriculum is tailored to the teacher’s interest and limitations. Methods and repertoire may be outdated.

- Teacher knowledge of Repetitive Stress Injury prevention techniques is unknown. There may be a risk of an injury.

- Learning progress may be slowed by the competence of the teacher. Learning ends when the teacher’s skill level is reached.

- Students do not have an opportunity to perform with other students.

- There is a computer learning lab that uses enjoyable computer games to teach theory (i.e. note reading, key signatures, rhythm, ear note and interval recognition ).

- There is a separate waiting area for parents – this avoids distractions by students arriving early or leaving late.

- There are no telephone, doorbell, barking dog or people interruptions.

- Student is in a private lesson room, but is never alone in building with just the teacher.

- There is no computer learning lab – lesson time is used to teach a limited scope of theory using boring work books or flash cards.

- There is no waiting room – parents and students arriving early or leaving late are a distraction.

- Telephone, doorbell, barking dog or people interruptions and distractions are common.

- Student is often alone in the house with just the teacher.