Why do some teachers insist on all of their students sequentially progressing through the grades?
Why do some teachers have set timelines for each stage of this progression?
Why do these teachers have few, if any, exceptional students that they work with?
Why if you gave one child to two different teachers at an early age, might one develop into a musical genius and the other not so?
I ask these questions because I've seen postings where teachers have declared they would not enter, for example, a 10 year old for a Grade 5 music theory exam because they are too young - why is that?
I'd appreciate your thoughts.
Most (all?) the discussion here seems to be centred around children. I don't know - maybe the posts you've seen do concern child students, in which case I don't really feel qualified to comment on how valuable grade exams are to them or their teachers.
However, remember that a great many learners - at all standards - are adults, me included. Some of us would agree with the 'waste of time' theory. Too much pressure, whether from oneself or a teacher can actually impede learning. I fall into the other camp - having grade exams to work towards is a measure of my progress, gives me a target to aim for and boosts my confidence. Unlike children taking exams for school and university places, the time taken and the marks are of little consequence to me, although I like to get a high score.Some call me a masochist. "Why would you want to put yourself through it when you don't have to?" they ask. The critical word here is 'want'. I don't have to and I can work to my own timeline. Nobody but me is worried about my grades or my progress. I think if either of my teachers tried to pressure me into taking a grade exam then they wouldn't be my teacher for long. On the other hand, I would expect them to give me the honest truth if I wanted to sit for a grade I wasn't ready for.