Parsa

Trying to be present in my class, Parsa's dad returns back home sooner than other days. He and his spouse have always helped me and their son to be more advantageous in the class and during weekdays they can solve most of the problems that Parsa would face at his practice time. I think they've got the point correctly and have found out that parents are the second teacher for their children whenever teacher himself is away. Parsa is doing very well. Not missing even a single day, his daily practice time often exceeds half an hour. Here I'd like to thank him for his impressive job.

Shirin

Shirin means "sweet" in Persian. The name belongs to the person that you'd see her in the picture above. She is the exact incarnation of the word "Shirin". Don't you think so? Zohreh -her teacher- believes that she's been doing very well with her piano lessons and her progress in a very short time -almost two monthes- is admirable. Now Shirin can play "London Bridge" completely using her two hands on the instrument that would be a great desire for most beginners. Her happiness, health and day by day advantage are our hearty wish for her.

Kodai

Kodai is an enthusiastic music lover and a very energetic young man. Sometimes I ask him to perform a part of music once more in order to improve some technical element and finally make a better music. Then he grabs his fiddle and plays it over and over to reach the most beautiful tone. He tries to imitate me and focuses on his job such seriously that sometimes he even does not here me asking him to stop! I think Kodai is doing a quality job and his progress is surprisingly fast.

Dorsa

Dorsa is almost eight. Her teacher Zohreh believes that she has been doing well enough to gain the position of top student during the recent month. On the image above, her cute smile indicates that both the teacher and the student share a delightful time in their class.

Jaewook

Jaewook commenced with a too slow pace. Sessions passed and there was almost no advantage. During our class he used to play with me and with his toys rather than playing his fiddle. He showed some kind of over active behavior. Not listening to me, sometimes he lied down and tried to sleep and sometimes jumped up and down on his bed. I knew that the first one in charge is me and I have to find the right solution to this problem. But nothing worked actually! Neither coping with his naughty attitude, and taking it easy with a synthetic smile on my face, nor turning to be too serious and frown. I even offered him rewards when he did his job well a little -like when he held his violin correctly on his shoulder- or I quit the class too soon once to show my dissatisfaction and to leave him to his parents. Many so called "teachers" believe that music is inherited genetically and suggest that a teacher has to quit instructing a pupil when he/she does not show any sign of inborn talent. But I don't believe in such a prejudiced, disappointing idea and I know that if a person can't learn something everyone and everything would be responsible except the learner him/herself. Once Jaewook's mother suggested that we change his class time for that time has been his daily nap time for a long time. The problem was solved at once! Since that day-on which we decided to change our class time to a better one- Jaewook has been a totally different person. And this month his progress has been sparkling. Here I’d like to express my gratitude to Jaewook’s thoughtful mother for all she’s done to help me and her son.

Romina

I believe in "Every child can!" but to be frank I also believe that some children do their job better than others. Undoubtedly a better progress roots in a diversity of reasons and factors. Certainly the first and the most important element which includes many different subdirectories by itself is "Environment". Environment can grow a noble character who has got all merits of the world or one that cannot be called a human kind. It is the same story in violin learning. Different atmospheres make different advantages. I'd better elaborate this through a clear example to make my point easily. The picture above is Romina. In a very short time she's learned so much. I've been teaching her less than three months but she holds her violin comfortably like an experienced violinist and plays her songs beautifully. She even believes that it's easy to play the violin. Yet I have pupils who think that playing the fiddle is the most laborious job in the universe. Where do these beliefs and statement-which are true productions and also constructors of our beliefs- come from? Romina's parents -specially her kind-hearted mum- observe daily rehearsal of their daughter responsibly. Sometimes her mother asks me questions about the new lesson or it's related technique on violin that surprises me because I had never heard such a question before from other students or their parents. I enjoy to answer patiently and I understand that these parents have found the right way through success.

Sina

The young man standing beside his piano is Sina. His teacher -Zohreh- believes that one of crucial facts shaping his good progress is that his mum learns with him at the same time. This way, she can help her son more knowledgeably and easier. Sina is seven years old and he can imitate the song that his teacher plays, beautifully and exactly. Since he has started almost a year ago Sina's progress is admirable.