TEACHING RESOURCE Responding to Alison Ruddock's series on teaching the piano, which finished last month, 22 year-old Victoria Larley, a piano and singing teacher from West Sussex, provides a frank account of her early experiences in the profession.

I am ashamed to admit that I stumbled upon a teaching career quite by accident. In common with the majority of second year degree students, I was at a loss as to which step to take next, since I am not the sort of person who spends years on a course only to pursue an entirely different career path; I couldn't even begin to contemplate shop work. I have always had a love of music and, since performing was always my dream, I never saw myself as patient enough to be an instrumental teacher. My first love is singing, but post-graduate study would be inappropriate for my voice before my late twenties.

Although I have been playing the piano since I was seven, I was discouraged from a performing career because I suffer from tendonitis of both wrists, and can even now only play in short bursts. I was also aware of the prevailing mentality of some students, who assume that a degree equips them as a competent teacher. However, I didn't want to be perceived as drifting into the easiest available career and discussed my options with many people, particularly college lecturers and friends who are both performers and teachers. The idea of passing on my enthusiasm and knowledge was attractive, but I knew nothing at all about where to start. As I looked into the idea of teaching further, my frustration increased because of the lack of information on training and setting up a practice. There are very few courses for potential peripatetic teachers, primarily the MTTP, run by the ISM through Reading University, the CTABRSM and Associate/Licentiate diplomas from different examination boards.

It became apparent that at least six months' experience was necessary before starting a course such as this, and another early stumbling block was the cost: my personal circumstances were comparatively atypical - at 19, I was getting married, so moving away wasn't an option, nor was spending any 'unnecessary' money! As with performing courses, I decided that professional development could wait until I was older, and that hands-on experience was more important. Being somewhat blasé about teaching, I decided that I could always walk away and try something different if it didn't work.