Free Introductory Session- Advice on Wording
Found in: Free Introductory Session
Darla H. Kansas
I am getting ready to do my first FIS this week, even though I’ve been teaching since September. (My first students were previous students and I talked to each family individually about the change. Plus I got a few new students from talking to friends and acquaintances.) Anyway, I recently began advertising for more students and have gotten a couple of phone calls and am doing my first FIS this coming Wednesday. I watched the Introductory Sessions video several times and have taken notes, and re-read other info trying to prepare. One question that I can’t find an answer to, is when and how to first talk about parents attending lessons with their children. Neil talks about how important the order of conversations is, and I’m just curious what others have found regarding this particular topic. And what words do you use to effectively address it? I have done the Foundation Session with all of my current students and had the relationship conversation and talked about roles and responsibilities, etc then, but know that it’s not appropriate to go into all that detail at the FIS. Would love to hear what others are doing.
Mark M. New York
I’d like to second this question. Doing my first (and so far only) FIS in November, I found myself hewing closely to the recommended outline. And then after people enrolled, I found myself saying something like, “Oh, yeah, you’re supposed to come to lessons.” And the parents would be pretty surprised. In the end, it mostly worked out okay, but it would have been *incredibly* helpful to have had direction on an optimal time to introduce this. And from the reactions I got, I think parents would have appreciated knowing it before they enrolled. Not that their wanting that means we have to give that to them, maybe there’s some other way of getting it done effectively even after they enroll. But it’s obviously an issue that requires some sensitivity and honesty and strategic introduction. How do you approach this? I look forward to hearing people’s thoughts on this question. Thanks, Darla, for asking!
Sheri R. California
Talk about everything in order. You can make a memory device with the first letter of each subject and hang on back wall so you can see. I think Kevin M. used to do that. I have the order memorized after doing it so many times and no longer remember the letters. But you’d do
the welcome, questions, breakthrough, four ingredients, traditional, consequences, etc. Just follow the formula!
I talk about parent attendance at end when I talk about fees and lesson structure. I talk about why it’s important as well (communication it makes to student regarding importance parent places on this in their life as well as importance of parental support as life coach). I always also tell parents if they’ve always wanted to learn it’s a great opportunity and it’s free for them!
Desiree K. Florida
At every FIS I inform the parents that piano lessons are not a drop your kid off activity. I do this during the section of the FIS training video where Neil leaves the specifics to each individual teacher to explain their own individual studio policy. I explain that the parents play a more vital role than I play and I enlist them to be part of the process. In addition to agreeing to timely payments, I have the parents sign the studio policy agreeing to:
§ Support and encourage your child’s progress by attending lessons.
§ Commit to making certain the student does the required practicing.
I stick to the order and content of the FIS video as presented by Neil. In fact, the few times that I have slipped from that order, I have noticed a difference in the attitude of those attending. I have watched the introductory session training video, re-watched it, and re-watched it again and again until I could speak freely, confidently, and knowledgably about Simply Music, in that same order.
Most of my students’ parents have complied and attend the lessons. I have two students whose parents do not attend lessons. One is a six year old girl whose mother is a doctor and the father is a lawyer. (The nanny brings her.) The other student’s mother is in law school. Although these students are not progressing at the rate that I know they could, I believe that I am contributing to their lives and that because of Simply Music they have a stronger likelihood of having music as a lifelong companion.
On the business side of the teacher training, I consider the FIS teacher training to be priceless.
Janita P. Nebraska
I address that subject in the “Lesson Fees and Details” section.
I frame it: “another difference from traditional lessons, but effective requirement of SM, is to have parents attend the lessons with their children. You and I together are a team to make it happen for little Johnny. It makes it a whole-family affair and therefore you can learn to play the piano right along with your children, etc. “
I just tell them it is a requirement at the FIS and frame it with all the positives I can.
It won’t be a problem for most folks. Just act as if it is a normal part of the SM life.