Simpedia

Kerry H. AU

There have been some responses to this question that indicate some teachers would discount on the basis of a family. As a licensed method (not a franchise), obviously teachers are totally free to charge whatever they like for lessons. Personally, I very rarely discount for any student. There are several reasons for this. For me, teaching SM is my only source of income. I think it may be a whole different reality for those teachers who do it as a part-time thing or have a partner with another source of income, or for whatever reason, do not depend on it for their livelihood. If I discount, then I am losing income that I could have otherwise received if I’d had paying students in that spot and I simply cannot afford to do that.

The other reason I don’t offer discounts, is that in my experience over the years, I’ve found it is rare for students/parents to value it as a generous gift, or to value my time and expertise in the same way that they do when they pay for it fully. I also believe that if we are to change the culture of music education in the world, we need to change the perception that music lessons are just a nice thing to do on the side, to one where people understand that having a musical education and being able to express oneself musically is just as important as learning to read, write, do math, and exercise the physical body. I believe that includes being charged for what they receive. I feel that discounting sends a subtle message contrary to that. If you have several people in a lesson, you still have to manage the progress of each one and their play lists. Why should I not be adequately compensated for that, just because the students happen to come from the one family? I am not insensitive to the challenges for families with many expenses, but should that be my responsibility?

I DO have a parent attend lessons with their child, but I conduct the lesson very differently to a situation where I interact with the parent as a student. Although I don’t know what set-up conversations Cheryl had with the family above, I would usually set up quite a different scenario to the one described above. I would have a shared class with several children of a similar age and level of prior experience, but with the parents there to understand the process and what is expected of the students at home. When parents are attending as a support to their child, I do actively involve them in the lesson, but I don’t have the parents being coached at the piano. When we are doing something at the piano, I would have one student sitting at the piano, with the other students standing around the piano behind them. Parents would be standing around the piano also, but in a semi-circle behind the students. When they are in their seats, I have each student sitting with their parent and working in pairs in their fingers. If a parent is wanting to learn also, I am more than happy for them to go home and do the practice and be learning the songs at the same time, but I do not coach them, other than as a support to their child. In this case the parent is not being charged for being there.

As usual, I think it comes down to the set-up conversations you have with them. If I have a parent that wants to learn, I would explain beforehand, that they could attend with the child and see how it goes. If the parent feels that their child is progressing faster or slower than they need to go themselves, or they feel they need some coaching themselves, they could at that time be slotted into a class that is purely for adults and is more appropriate for their level of progress. The parent needs to understand that if their child is progressing more quickly than they are, it doesn’t mean anything about the parent’s lack of ability, but that everyone progresses at their own rate. Additionally, an adult has much more on their plate and on their mind than a child does, and may even have less time to practice, all of which may slow down their progress. Then you could just continue to ask the parent at the end of the lesson – how is it going for you? How’s your own playing going? Are you keeping up, or is it too fast or too slow for you? If the parent joined an adult class, I would still have them attend their child’s class, so that they know what I am expecting of the child at home. In the case of a very young child, it is more likely to be that the child progresses more slowly. In fact I find with students that are 5 years old, I would usually have to slow the pace down quite considerably. Unless a parent understands this, the parent could be feeling like they are bored and moving too slowly if you are pacing the lesson based on the child’s ability. Alternatively, if you pace it for the parent’s rate of progress, you run the risk of damaging for life, the child’s perceptions of learning music and their own ability. I think this situation needs to be managed very carefully. This would probably be more adequately addressed in a coaching session or training. Perhaps make a note of it as a question for the forthcoming Teacher Training.

If a parent is attending their own class, then I would be charging them as if they were any other student. For me this applies regardless of how many members of the one family are attending. If they weren’t in the class, I would have some other paying student there.

Having said all of that, I have occasionally offered a discount for a student. Usually it has been in the case of an existing student that was going to have to discontinue due to financial reasons, and I know them to be diligent and conscientious students, who appreciate the gift and who I know would not take advantage of it. I always set it up that I can do that for now, but that we may have to review it in the future if I find I’m no longer able to offer that.