diff --git a/src/components/FrequenciesForm/index.tsx b/src/components/FrequenciesForm/index.tsx
index e2e72c3..5f19cfc 100644
--- a/src/components/FrequenciesForm/index.tsx
+++ b/src/components/FrequenciesForm/index.tsx
@@ -228,7 +228,7 @@ export const FrequenciesForm = () => {
 					MIDI note frequencies and their stretched counterparts
 					(base frequency={baseFrequency} Hz for key #{baseKey}, stretch factor={(stretchFactorNumerator/equalDivisionOfTheOctave).toFixed(3)}).
 					First figures indicate non-stretched frequencies, second figures indicate stretched frequencies. Parenthesized figures represent difference
-					between the frequencies.
+					between the frequencies. MIDI note 60 = Middle C.
 				</caption>
 				<thead>
 					<tr>
diff --git a/src/content/chapters/08-pulse.mdx b/src/content/chapters/08-pulse.mdx
index 576d1ef..c90064d 100644
--- a/src/content/chapters/08-pulse.mdx
+++ b/src/content/chapters/08-pulse.mdx
@@ -1,3 +1,13 @@
 ---
 title: Pulse
 ---
+
+---
+2024-05-02
+
+Before melody, there was rhythm. One could produce a melody from a bunch of notes spaced in a particular way. And one can
+also produce a different melody based on the same set of pitches. As my friend tells me "music is just painting hues of
+sound and your canvas is time".
+
+Sir suggested to give more focus on the rhythm instead of the pitch when trying to recover from mistakes. That way, the
+mistake would still be of musical value, as differences in pitch are more apparent.
diff --git a/src/content/chapters/12-the-musician.mdx b/src/content/chapters/12-the-musician.mdx
index 53fd26b..aebf628 100644
--- a/src/content/chapters/12-the-musician.mdx
+++ b/src/content/chapters/12-the-musician.mdx
@@ -1,3 +1,13 @@
 ---
 title: The Musician
 ---
+
+---
+# 2024-05-02
+
+Sir warned me of not observing a "default state of mind" when playing pieces. We both noticed I was wobbling while I
+played Czerny, to which I replied it might be because of me playing Haydn this morning. "It's good that you're transparent
+with this. Just please be careful to not persist this state of mind in order to preserve your sanity."
+
+I went back to Czerny Op. 599 No. 20 (the fast 16th note passages) and I was having difficulties with the passages and how
+to connect them. It must be because I was still familiarizing about [The Gesture](#) that I was committing mistakes.
diff --git a/src/content/chapters/14-rests.mdx b/src/content/chapters/14-rests.mdx
index c2345ce..acf2113 100644
--- a/src/content/chapters/14-rests.mdx
+++ b/src/content/chapters/14-rests.mdx
@@ -1,3 +1,5 @@
 ---
 title: Rests
 ---
+
+Pay attention to them, they also make up beats and accents.
diff --git a/src/content/chapters/15-gestures.mdx b/src/content/chapters/15-gestures.mdx
index 6b613f5..192f635 100644
--- a/src/content/chapters/15-gestures.mdx
+++ b/src/content/chapters/15-gestures.mdx
@@ -1,3 +1,6 @@
 ---
 title: Gestures
 ---
+
+Sir always reminds me of "The Gesture", I'd like to call it that, which can be likened to opening a cardboard box, or a
+present. It gives emphasis on the comfort of the arms while they move laterally in an arc.
diff --git a/src/content/chapters/18-mistakes.mdx b/src/content/chapters/18-mistakes.mdx
index 4cc2005..57ea029 100644
--- a/src/content/chapters/18-mistakes.mdx
+++ b/src/content/chapters/18-mistakes.mdx
@@ -1,3 +1,10 @@
 ---
 title: Mistakes
 ---
+
+Sir told me to give respect to committing mistakes. Once you played a wrong note, you will have left a mark, and the
+best course of action you can do is to try to recover gracefully (in other words, putting the nasty stuff under the
+carpet).
+
+I needed to work on trying not to be perfect during sessions. Obsession on perfection only breeds self-doubt, which
+could hinder one into achieving their goals and unlocking their potentials.
diff --git a/src/content/chapters/23-pedagogy.mdx b/src/content/chapters/23-pedagogy.mdx
new file mode 100644
index 0000000..ed83828
--- /dev/null
+++ b/src/content/chapters/23-pedagogy.mdx
@@ -0,0 +1,10 @@
+---
+title: Pedagogy
+---
+
+I believe the best teachers always try to bring out the best in their apprentices. They make sure their feedback is
+valid, reasoned for as much as possible, and open for re-examination both by the teacher and the student.
+
+A good teacher, in my opinion, will let you perform in a less than ideal manner, while providing you a well-defined avenue
+for reflection. "What made you do this", "what do you think is happening", "when encountering X, is it because Y, or is
+it because Z" are good questions to ask in order to develop a rational, guided, and data-driven approach to learning.