I believe that scales, daily finger exercises and etudes are a very crucial part in the development of technique in a musician.  I require them in a portion of the lessons as well as the expectation of daily practice for proficiency.  I also believe that tonal production and musical expression are paramount to one’s individuality as a player and much emphasis is placed on the search for each student’s unique musicality.  I feel that all students must have a grasp of the correct way to practice, methodically and slowly through difficult sections to enable fluency and then the gradual progression up to tempo.  I feel many students become overwhelmed when given many assignments and I will demonstrate how things can be done correctly the first time in order to progress at an optimum speed.  I strongly believe in the opportunities of performance for students as it helps them develop stage presence and encourages the reach towards the next echelon. Through my own musical training and teaching experience, I believe it necessary to treat each student as an individual and to work with each students abilities. I try to follow the Russianoff tradition who developed a unique teaching style that treats each student as an individual where everyone does not have to play the same way or use the same equipment to produce a beautiful sound and strong technique and musicianship. Two of my own instructors were students of Leon Russianoff, and so I hope to emulate their teaching style. Everyone's learning processes are different and I attempt to work with each individuals strengths and weaknesses through changing my methods to benefit each student. I do not feel each student should attempt to mimick my own musical style and concepts and I work with each student to find their own style. I feel negativity is not very productive with students, and although my expectations are very high, I never feel that insulting or berating a student is appropriate.  Students should know when they have disappointed the teacher, but should never feel insecure in themselves due to a teacher’s words, but only through their own guilt for not preparing as well as they could have.