The first time I taught music was in 2007-2008. I taught RCM theory rudiments, all three levels over about 18 months to a super keen student in Israel. I had just passed my own exams and like Animisha, thought there was a better way to approach this. It was also a review for me, and a way of testing my ideas. Drawing on my own teacher training, it seemed that concrete physical experience should lead ahead of abstract concepts, and be part of it.
I invented 3 points of a triangle: concrete experience, the paperwork part, finding it in music. For example, before teaching intervals, I assigned playing C unison, C Db, C D, etc. and writing in which you found the most and least pleasant. Then the next thing was built. Then the exercises in the book, and noticing these intervals while playing whatever music. The first experience of "most & least pleasant" popped in again when we got to Dom7 and the tritone, ideas of resolving.
One reason why it went extremely well was because of the attitude and hard work of the student. A regular teacher once suggested that there was a need for this, because they don't have time to teach this on top of regular things. Suddenly RCM theory, or ABRSM theory is due at that grade level, and it becomes a rush for the teacher. I did see one teacher who gave such classes on-line for groups. I realized that I'd probably not be able to work the same way in such scenarios. As one teacher put it, I had a "gem of a student".
When you teach, you learn more and new sides to what you know, through the teaching.
