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Patti P., Hawaii

How old are these students? I have found it very common for parents to think children should be independent in their practice at way too young an age. So I talk to the parents, and tell them it is their responsibility to make sure practice happens and is done appropriately. It’s a good talk to have with them from the very beginning before they sign up. Most parents have no clue how important they are to the process and think it’ll work if they just yell instructions from the kitchen.

Christine W., Kansas

Various ages, but yes, most of them are expected to do this independently and the parent feels like they’re nagging the kids if they have to remind them, or they make excuses along with the student as to why it didn’t get done that week. I’m reading Neil’s book now and may end up making it required reading for all families over the holidays.

Patti P., Hawaii

I tell the parents that if practice doesn’t happen according to requirements, I hold them responsible. And if the child comes in to class and is unprepared or says they didn’t practice much, look at the parent and kindly ask why. Then you have an opportunity to remind them of your requirements.

Joy O., Alabama

When I asked a parent why, I got “Oh, you know, it’s just really busy this time of year”. So at what point do I say, “Yes, some weeks are like that” and at what point do I say, “Maybe you are too busy for piano right now”?

Suggestions:

1. I set an alarm on my phone for two of my daughters. Each day when it rings, they know it is their time to practice. Playing at a set time really does work! One is at 8 pm, one at 11 am
2. I check the playlist at every lesson–at least one older piece in addition to the one we have been working on. Any time we find one that needs reviving, we take time for it.
3. When I look at the paper playlist checked off, again at every lessons, I comment on it if they are leaving songs or sections out.

Christine W., Kansas

I’ve done or asked them to do all of this. I’m feeling seriously disrespected at this point, and know I have to do/say something different. I even told one student she is on probation this month and that her actions ONLY will decide if she gets to continue with me as a student, not her words that say she wants to. It will be tough to follow through with, as she is truly very musical and has skated through to development levels with a fantastic memory rather than diligent practice. Now it’s taking her months to get through a new piece acceptably because she’ll only play it a couple of times a week. She is 11 and I have mom’s full support. She sits in on every lesson and agrees 100% with what I say.

Joy O., Alabama

It sounds like you are claiming that territory with the student. I really appreciate the webinar trainings on Claiming Territory and on Request as distinct from Requirement. Follow through on what you say! And remember that the life coach is the one responsible for home practice time. Yes, the student has to do what mom says, but if mom is with you 100%, then mom will get her practicing.

I teach my own daughters, and we’ve really struggled with the youngest. The daily phone alarm, and enlisting dad as her life coach, have both helped get her to practice.

Keep talking to mom in the lesson about her responsibility. Also keep talking to the girl. Ultimately, if practice isn’t getting done, you’ll have to let the student go. Getting new students is hard work, but when your students are practicing consistently, as you require, then their results will be amazing, and you will get referrals. In one of the trainings, Neil says that when you are consistent with requirements, new students will come to you already prepared/trained by their friends: “She’s really strict, but boy, you get results!”

Laurie Richards, Nebraska

Kids love the Decide Now wheel app with their playlist songs on the wheel. It randomizes the song choice. You can ‘deactivate’ a song after landing on it so you get all of them.