“We’re Just Learning for Fun” — A Teacher’s Perspective

“Teacher, we’re just learning for fun.”

Whenever I hear this, I pause—not because I disagree with learning joyfully, but because the phrase carries many meanings and is often misunderstood.

Learning out of interest does not mean learning without structure. It does not mean avoiding challenges, lowering expectations, or asking a teacher to be less committed. In fact, genuine enjoyment in learning often comes because there is guidance, progress, and a sense of achievement.

When students learn “for fun,” they deserve a teacher who plans carefully, teaches with intention, and sets clear goals—someone who respects their time and potential. Fun is not the absence of discipline; it is the result of meaningful engagement, steady growth, and overcoming difficulties along the way.

When a child struggles, it is rarely a sign of lost interest. More often, it means they have reached their first real challenge. If we step back too quickly at that moment, children do not feel supported—they begin to believe they are incapable. That belief can stay with them far longer than any technical mistake.

Interest is not a reason to stop. It is the reason effort should begin.

Students are encouraged to choose music they love—pop, film, anime, or expressive works. But regardless of style, fundamental skills must still be learned. Without them, even favorite pieces eventually lead to frustration and avoidance.

Teacher’s goal is not to push children onto a professional path. It is to help them develop the confidence and ability to play the music they love, independently and well. Teaching with care and consistency is not being strict. It is an act of responsibility—to the child, to their growth, and to the meaning of learning itself.

Years from now, what matters most is not whether lessons were taken “for fun,” but whether the child can sit down and play the music they love with confidence and freedom.

Written by Dr. Yanni Chan

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