she breathes through her nose, doesn't know many fingerings,
Try swimmers' nose plug - she'll have to breathe through mouth - not to mention being too embarrassed to be seen wearing them - even the threat is usually enough....
doesn't know any scales,
Set a structured programme with a realistic balance of technical and actual tunes. Maybe relate some each way (Like Do Re Me)
and often interprets notes as always being accidental (ie, B is always Bb, E is always Eb, A is always Ab).
That sounds like a previous life in a Concert Band ... you can't blame her for that limitation.
Do gently explain why she may not have been exposed to other keys (string players always learn sharp keys first and have an aversion to flats!).
For the past month or so we've been going through the Standard of Excellence Book 1 at a fantastic rate so I can catch her up with basic technique and theory, but I'm frustrated because I feel like I should be doing more.
I am a bassoonist so lets hope som oboists can offer fun and / or challenging "methods" - bassoonist are so lucky to have Weissenborn! DO mix in meldoic work and if available play with a piano at times and play "real" pieces to develop that love of sound, expressiveness etc.
My own teacher suggested getting her started on the Rubank books, but I am personally not a fan of them and would rather be teaching her perhaps out of the Barret, since working on the Barret by myself has gotten me much farther than working on the Rubank ever did.
Rubank can be a bit dry but used to dip in and out of may offer some progressive material - (don't grind through everything in order though).
Then again, I'm having a rough time imagining her being able to play anything out of either of the books efficiently. There's so much ground to cover and so little time, and I'm starting to panic a little.
As the Hitch-hikers Guide to the Galaxy says, "Don't Panic!"
Get her to own the problem and the solution - work at it in manageable bites - even tunes can be short to start with.
A fall=back position is to simply acknowledge the possibility that an "intermediate" year may be necessary to get the complete preparation in place. Better to delay and enjoy than panic and possibly fail - that would really knock her confidence.
I'm afraid I'm teaching her the wrong way and that I'm not challenging her, but then again I don't want to challenge her too much.
You seem to instinctively know the requirements to help her and that is the first requirement for successfully developing her as a player. Her basis has been limited but already is progressing "at a fantastic rate" - that is a positive sign that with good mentoring and appropriate material alongside her aspirations you will both make it "with bells on".
Welcome to the challenging but rewarding world of teaching. You have much to offer and a great student to work with.
Best wishes to both of you
PS Senior oboists please follow up with suggestions for repertoire for an eighth grade student with aspiration, motivation and a teacher with inspiration, reflection and professionalism. N.
Christchurch New Zealand
Bassoonist / Teacher / Conductor