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You drive across town — through snow, sleet, or a summer thunderstorm — to arrive at a studio and wait for the student before you to clear out of the space. You finally get settled. If you're an adult student, that takes a few minutes: find a spot for the case, unlatch it, slowly extract the guitar, attach the strap, locate your book, prop it on the stand, exchange a few pleasantries. Before you know it, you're ten minutes into a thirty-minute lesson.
And then — because you didn't quite get to the practice this week, and something on YouTube caught your eye — you mention that new thing you watched. A different technique. A different song. A shiny new direction. Your teacher, trying to be accommodating, follows your lead. It feels productive. It feels like learning.It isn't. Not really.
Progress in traditional lessons does happen — but it's slow, duplicative, and expensive. The same ground gets covered week after week. The dots never quite connect. And the lesson ends with a rushed five-minute scramble: "Here's what to practice this week" — before the next student is already at the door.Then you sit in rush hour traffic on the way home.This is nobody's fault. It's just the nature of the traditional lesson model. And it's exactly why I stopped doing it.
I used to hand students a plan. Then I realized the plan wasn't the point.
The Inner Game
Week 1–2: Foundation
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Why Trust Matters Here

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