Simpedia

Cindy B., Illinois

All you have to do is decide what YOU won’t do in response to what HE won’t do. For example. The verbalizations from the very beginning are crucial to this method. So they aren’t negotiable. You simply tell him that if he really can’t do the verbalizations, he’s going to be stuck where he is in the book – that YOU won’t go forward in the book until he learns to verbalize. That means that you get the chance to work on composition, improvisation, and arrangements, at least until you get to something that needs verbalizations!

YOU are the one who has the training – not him. If I was teaching a close family member who wouldn’t follow my instructions, I’d simply tell him that the things I require are necessary if this method is to succeed – that I spent a great deal of money for the teacher training and I know what I’m talking about. If you don’t want to follow my instructions, that’s fine (and this conversation is cheerful, gracious, and courteous) – it’s your life – but I choose not to teach someone who won’t follow instructions.

Francis B., Nevada

Teaching family members can be a challenge in and of itself. It is a great privilege for the student to learn the gift of music, and your brother, as well as any student, will need to recognize and appreciate that as you cultivate this in your teaching.

I haven’t been in the program long, but what I have discovered is that Foundation Level One if well-guided, offers fundamental tools and piano study habits that will allow for greater success in the advancing levels and curriculum in the future. I have discussed with a parent and student that these important instructions may not seem necessary now because the pieces are played with ease or whatever the reason may be, but if followed, it will set up the student with greater success particularly when the pieces become more challenging as they will. The study tools have been carefully designed and if a student anchors the SM instructions, they will in the long run be more satisfied with their progress and growth.

I think of the analogy of the wise man who built his house upon the rock. Being coachable is really the key.  Interestingly for me, the more I trust the method/program, the more I have a conviction in myself that exudes out to others. In turn the more my students and parents trust and respect me.  Hope this helps. Good luck!

Sheri R., California

I would tell your brother that he is right, he doesn’t need to say his instructions aloud because these early songs are very easy for him, and as you both see he is learning the songs without that.  But I would also
tell him that since these songs are so easy for him that you’d like to teach him some tools, that even though he doesn’t need them now, he will be using them in harder songs when he really will need them. If he doesn’t learn how to use the tools in the early songs it will be much more difficult to learn the more complicated songs, because not only will he be learning visually what fingers to play by seeing patterns, shapes, etc., but he will also be having to concentrate on talking aloud, and if he doesn’t already know how to use that tool his learning will be made more difficult. And he will probably also tend to rely more on his ear which is much harder to do in the upper level songs.

I have a lot of students, it seems boys more so, that find it hard to talk and play at the same time but I keep insisting in the lessons that they do so and ask them as well to do it at home. I’m constantly saying in lessons after students have processed something while talking aloud, “that’s exactly how I want you to practice at home.”

There were some letters this past year about how to get students to control the events. Perhaps you could look those up because there were some good ideas about getting students to slow down, from playing tic-tac-toe to wearing a cop badge and giving out tickets for speeding.

It must be difficult to teach a brother–I bet he wouldn’t resist the instructions as much were you not related. Maybe away from a lesson one time sit down with him and have a heart-to-heart about:

• what you know (and don’t know yet, but you are trusting the process!)
• what you expect (the same as you expect from your other students) and
• why (because countless hours of research have proven that when students do the program the way it’s meant they will achieve astounding results and you are committed to giving him the entire potential of what this method offers.

Would love to hear if he starts trying harder to follow your requests!