Correct the text for grammar. Try to retain as much as you can, only change the phrases which are to redundant or often repeating. Don't use any pretentious language and try to stretch it out to at least 600 words: In the lesson I was teaching, I was supposed to cover the leaping Romanesca and the introduction to 4-part harmony. Important to mention is the fact that the class consisted of only one student – which is not generally the case. In hindsight, I consider that this was beneficial. I had the luxury of speaking directly to the student who was responding very well to the new material presented and thus alleviated some of my time-management mistakaes. I started the lesson by asking the student to pay attention to the bass motion of the sequence I was going to play, after which I played the leaping Romanesca sequance in D major two times. The third time I played the sequence I asked to student to sing along the bass line using to sol-fa method. After succsesfully singing the sol-fa sylables, I then asked the student to try to hear the quality and the (possible) inversion of the chords in the sequence. The student succsesfully realised that all of the used chords are in the root position. After that I wrote the sequence on the board while constantly asking the student to fill in the missing voices. After that the student was asked to come to the piano and play the written sequence. He managed to play the sequence succssesfully, however, he didn't have the correct voice-leading in the cadence. After giving him hints to see if we can have a different cadence he easily managed to adapt and produced a correct cadence. After that I turned his attention to the fact that the two upper voices are invertible and asked him to play the sequence starting with "8"  ̂ in the soprano (as opposed to the "3"  ̂). After that I mentioned that this sequence is in fact very similar to the stepwise Romanesca, which he was aware of but didn’t know the name. Additionally I found it difficult to explain the similarities between the sequences without relying on terms such as chord’s root-note, however due to student’s previous education he understood the point. After that we moved on to introducing the 4-part harmony. My idea was to explain the most basic principles of note-doubling with a IV–V–I cadence. I firstly very briefly stated the most basic rules and usual practices such as doubling the bass note in the 5/3 chords and never doubling the leading tone. I thought that by giving the student a freedom the choose the voices and with my guidance I will be able to easly illustrate the basic principles, however, I was not paying sufficent attention to the time and at the same time I wanted for the student to find the solution himself, which eventually resulted in too much time being spent on this part of the lesson. I tried to compensate with going faster through the exercise I previouslly written on the board but already the time was up. In hindsight, I consider that the part of the lesson dedicated to the Romanesca sequence could have been more concise and to the point. Similarly I think I could have set certain basic principles of 4-part harmony myself without letting the student find them himself. Additionally, I found it difficult to explain certain things without relying on the more traditional harmonic education.