Christopher was given his new book. However, students are not allowed to play any of the easy pieces until they understand how to read the Grand Staff. The first question is which hand plays first. Christopher was given a very easy task of putting both hands on the piano and identifying which hand plays the high register (we did not use those terms to make things easy to understand and recall) and which hand plays the lower register. We then transferred the knowledge to reading that information on the Grand Staff. The high register is identified by the Treble Clef and the lower register is identified by the Bass Clef. Again, we did not use those terms. Instead we started with Top Treble and Bottom Bass. Then to make things even easier we reduced it to Top and Bottom. The result is still the same. Christopher identified which hand played the first note. Christopher did not get the right answer at first, however, after a few more attempts he was able to give the right answer each time. We later learned to identify fingering. Again, we uncomplicated the quizzing until Christopher was able to get the answers right each time. Next, we started to learn the difference between a line note and a space note - there are only two options - before we ran out of time. Basically, I always let the student lead the way and keep simplifying a topic until they feel comfortable. However, the goal is always the same. Music needs to become an outlet and not a source of stress. That said, it is stressful when a student performs before others - performance is an option. The thrill of playing for an audience is the applause, the recognition of the effort of doing something so well thought of. It is a socially acceptable method of getting attention.