Simpedia

Cindy B, Illinois

I have the same problem, Shelly. It’s like, within 15 minutes they aren’t listening to me, they’re just looking at me, smiling, and nodding their heads. And then, in the following months, I find that they’re clueless about something I told them already. I have a very hard time with the foundation sessions if I do all the talking – so I’ve learned to get the parents and kids involved by asking questions a lot, like when I touch on the relationship conversation, to ask the parents, “what will you do when your child says they don’t want to practice today?” Then proceed to tell them what they will do. Or, “Do you think that performances are important to this process” and then explain why I think they are.

Do you see what I’m getting at? Interaction

Georgia H., Australia

Sorry to hear you weren’t happy with the foundation lesson.  I do the Basics in the first lesson as well. This gives you a chance
to teach them how to move around the piano as well as see how their fingers work.  It also gives them something to practice for the week and get them ready for Dreams. If I don’t get the whole ‘conversation’ finished I weave it into the following lessons.

If you break it up a bit by doing some talking in between, it helps to keep them happy.  Hope this idea helps.

Janita P., Nebraska

Good for you that you had a solid Foundation Session. They’ll get easier as you do them. You won’t have to quote Neil verbatim! 😉
I always have a solid Foundation Session on the first lesson, but I do tell them that at the FIS.

I do go over all the points. in the FNDTN session, hit it hard on the consistent practice times and LTR, but I do give them an assignment the first week of class after I hand out their SHMs.  Usually the students do not get on the piano, but I explain the Basics which they watch on the tape, along with the Intro session Neil has with the audience.

They come back the next week already having practiced the Basics and then I review it all with them. There is an excellent First Weeks’ Practice Schedule, which I borrowed from an Aussie, which helps with making sure all the Basics are covered in the beginning weeks.

Mark M., New York

As you say, you have to let people know ahead of time that it’s a talk. And more generally, this is all about managing expectations.

Did you see what I wrote, coincidentally just last night, about “Slow to go fast”?  If you make clear *why* you have to start with this and *not* dive in, if you tell people, yes, you may wish we were going faster, especially at first, yes, you may wish we were getting to the content sooner, but it’s all done with a purpose, and it’s all done so that we’ll be able to move as quickly and successfully as possible as soon as possible, then you’re doing all you need. You tell them that in a few weeks they’ll be thrilled with their progress and will barely remember this feeling of anxiousness. And if they are still disappointed, that’s just their feeling, a feeling you’ve just warned them they will have, and you and they must accept that, and you go on and do what you need to do despite it. Just like managing through the valley of a long-term relationship.

You create the expectation, you manage the expectation. Then what happens, happens.

Carrie L., Michigan

Honestly, I do usually teach a song and the basics the first lesson and I cover the foundation materials in 2 lessons. I think it’s important to cover them all, but broken up into two lessons tends to help students remember what is talked about while getting them playing right away.

However, I do know that when I’ve done a class before of other material and they’ve discussed ahead of time that the first week will be talking and that expectation is created, then there’s been no disappointment on my part.

[answer author="Mark M., New York"]

I don’t know where everyone finds all the time to pack so much in 🙂

My groups are so far small — 2-3 people.  Lesson is 30-35 minutes long — as suggested in training materials for groups of these sizes. It takes me a solid 30 minutes to get through the entire Foundation Session content, and that’s leaving out the discussion of my policies — which I’ve supplied to them previously with a link to my website for them to review. That’s also not asking any questions for sake of interactivity, and not demonstrating any pieces.  At the end, I open up to questions about what I’ve just said, SM in general, and my policies. If there’s time, we Q&A, if not, people are free to call/email me with questions.

Except for kids sometimes getting fidgety, so far, there’s actually been really good response to my Foundation Sessions, even with them being so heavy with me just talking. My guess is it may be an issue of public speaking type skills — as well as setting expectations such as “slow to go fast.”

I give them one assignment: to create their practice routine/schedule, and start it immediately, taking that time over the following week to doodle at the piano/keyboard however they like. This helps get them in the groove so that they are more ready to get into the content even better the following week. I do not address SHM at the Foundation Session, because I don’t want them looking through them without my having given instructions.

At the 2nd lesson, I introduce the SHM and explain how they are — and are not — to be used. I do the Basics, and if there is time — and for older students age 8-10+ or so, it seems there is, even with just 30-35 minutes total — I’ll go into Dreams. Dreams or no, we are off and running with a “proper” curriculum-based assignment for them to practice daily. And all remains in the context that I said right at the beginning of the Foundation Session — have patience, we go slow to go fast, within a few weeks your eagerness will be assuaged.

Without fail so far, by the time Dreams and especially Night Storm are done, nobody is thinking about whatever anxiousness they may have had as we were slowly revving up through Foundation and Basics. We’re learning songs now. Even in shorter lessons leaving out all those other things many of you seem to have the time to get in early on, the valley has been managed, and that’s that.

Nicole O., California

Thanks for sharing your experience:) I can totally relate! When I started teaching this amazing method, I conducted my Foundation Sessions EXACTLY like Neil instructs on the teacher training materials. And yes, the sessions went long and yes, the parents and students were disappointed if I forgot to state what the intention of the Foundation Session is.  Feelings of embarrassment are normal:)

That being said, I had to do all of that and feel all of those uncomfortable emotions in order to get to the point where I am today (almost two years later).

Where am I today? And what do I do differently?

Now, because I think of the Foundation Session as a way for all involved (students, parents and myself) to, basically, be on the same page, I talk about it differently, and the energy behind my words is different. I don’t promise anything, except that we WILL go over specifics: what we’ve inherited in our music culture, what we’re each responsible for (this includes going over my studio policies), how we’ll use the student home materials, when the students will practice and what we can anticipate with regard to our relationship to piano lessons (the ups and downs). If there’s time (my FS’s usually last a total of 40-45 minutes) I’ll introduce the BASICS. I like doing this as it allows the student to use the playlist (checking each day), also the video. Their homework consists of reading the Curriculum Overview, watching the BASICS on the video and practicing at their said time 6 days during the week.

I think my comfort level with the FS has changed over time because after you do a bunch of them, you start to feel more comfortable with it and you learn where you can make changes to fit your style, your studio, your personality. But the purpose of the FS is always the same.

The Foundation Session has keypoints that are VERY important to go over. And you’ll know when you didn’t cover things adequately simply by the way the parents/students “live out” their promises and following your instructions:)   I’ve made loads of so-called “mistakes” in my studio. And I’m glad I have because this is how I learn best:) Trial and error. Hope this helps…

Sarah S.

I do tell my new students that the first lesson will be a lot of talking so they know what to expect. The studio policies are arranged in the outline of the Foundation session with my particulars included. This is my outline and they each have a copy to follow along with and stop me with questions if need be. When I talk about the practice schedule I stop had have the parents and child discuss amongst themselves for a few minutes how that will work. When we get to the section on tuition and fees I pull out the SHM and we go through them. This breaks up the monotony of listening to my voice. We finish up the rest of the studio details and I save the last 5 minutes or so for the Basics.

I want to respect the fact that my students have come to me to learn to play so I want to give them a pay off for being attentive to the Foundation details. We run through finger numbers, chords & 5 steps of sound, and that is their assignment for the week. Then they come in for week #2 raring to go on Dreams. It really isn’t a big deal at all.  Also I feel that if I rushed the Basics then this is a good incentive to have them in the habit of watching the video for backup as this is different from traditional approach.

Mary R., Michigan

My heart went out to you, Shelly, as I have been in your shoes more than once!! I don’t know that I would’ve had the fortitude to be a SM parent and I can relate totally to the feelings parents show on their faces during the Foundation session. I start each one by promising the kids that this will be the ONLY boring SM lesson they will ever have. I tell them I will be talking mostly to the parents but that they are welcome to listen in and they seem to like that.

Another teacher gave me the idea of having them try a round robin trip to the piano and also a run to the bathroom just to get them moving and break the monotony. I also give them 2 minutes to caucus with parents and set a specific practice time right then and there. And I try very hard to get to finger numbers, finding Cs and Five Steps of Sound. We also carefully review the Home Materials which they find exciting. It does get easier the more you do, but some parents will always be rolling their eyes and wishing they’d chosen a drop off program instead!!

Crystal H., Canada

Just thought I’d chime in with my basic Foundation Session (honed through training and trial and error.)

I have a folder in my hands which I casually mention, with a smile, that I need to “keep me on track”.  Inside is an outline of the talk. (I do this with my FIS, too.)

During the FIS:

• I will have handed out my studio policies, briefly touching on aspects such as attendance, recitals, parking, and the “parent lesson attendance” requirement
• I always stress that the first lesson will include “some more talking and a bit of housekeeping”, that “we will try to get to the piano, but no promises. If we don’t make it to the piano for a song, we will for certain the next week.”

Now if the Foundation session occurs fairly soon after the FIS, I mention at the beginning of the Foundation, that I will be repeating a bit, but will glaze over the repetitive parts a bit quicker.

I follow the Foundation session outline set out by Neil, with a few extras

• Before discussing the Relationships/Roles/Responsibilities, I’ll have the kids practice the round robin at the piano. We have fun with this, because I’ll demonstrate what some “teenagers” do when they stand up and stretch and slink over to the piano. I talk about using our time effectively, not running permitted. We practice with me calling out for them to approach the bench; we rotate through the keyboard, each person playing any note, and practice stepping back as the player gets up, etc. After 3 times up, I’ll ask the parents if they think the kids “have got it”. Smiles always.
• During R/R/R, I’ll ask the parent/child pairs to talk amongst themselves to determine a committed practice time, that I’ll write it down by way of helping them to make the commitment, but if they feel, in a couple of weeks, that it needs to be changed, just let me know…etc. (Dentist hrs, etc) “Look up when you are ready.” I usually give them a minute or so. It’s a nice way for a bit of a break for them.

If there’s still time, then I’ll hand out SHM, classmates exchange phone numbers, REQUIRE promise from parent/child not to look ahead (I always say this with a smile, and deliberate look in their eyes. If anyone is giddy, I’ll kindly say, “This is a real promise, not just smile and say yes, then go home and look anyway. I want a true commitment.” Everyone smiles and agrees.

They I assign printing out the Curr. Overview (unless they have already printed from the request at my FIS.) and watching Neil’s intro. We write out how to use the videos.

If time, then the basics. If we don’t get over much, I just say, “well, we’re out of time, but we did well today, that housekeeping stuff is out of the way, and we’ll be straight to the piano next week.”

Amber B.

I feel your pain. This happens often when the parents have not had music lessons. Recently, I used a practice sheet and went line by line for the lesson and showed the parent how to practice the first few weeks. I crossed out the songs we were not on, yet.

I had a breakthrough with a 5 year old who was attending his 5th lesson. He was still having trouble finding the Cs. I told him to hug the 2 note group of black keys with his hand. Using his right hand he naturally hugged using his thumb on the left of the black keys. His thumb was already on the C when “hugging” the group of two black keys. He immediately loved the idea and found every C on the piano. Who knew?

Crystal H., Canada

I do not hand out an FIS outline to the parents because they have heard me speak it directly twice: 1) on the phone when the appt is made, and 2) it’s the very 1st thing I say before asking for their musical background then offering mine, and launching into the full FIS.

Here’s what I say:

Parent/student: “I’d like to take piano lessons”

Me: “Great! Do you mind if I ask you a few questions? (Where did you hear of me? Who will be taking lessons, how old, previous experience, etc) …..Okay, great! All I ask of you is one hour of your time for a Free Introductory Session. There’s no obligation. Basically, I will explain the program that I teach and how it differs from traditional piano lessons, where this program was created, I’ll play a few songs, then there’ll be a short 10 min video, we’ll discuss fees and lessons, and then go over any questions you may have. I do encourage you to bring your chequebook in case you decide to sign up as there will be an incentive, but (say this slowly and quite clearly) there is no pressure to do so.

Does that sound like something you are interested in?” (They almost always say Yes! If they ask questions about fees or times, etc, I just say, “Oh, we’ll go over all of that when you come.” If they are really insistent, I may “release” my shared rate or possible times, but it’s best to present all the FIS info at once. Those that insist on knowing my lesson rate often don’t bother booking an FIS, but not always. The SM training for FIS is fantastic. It’s when I stray from the set outline then I don’t meet with the same degree of success. Almost always, my FIS attendees sign up for lessons that night to receive 20% off of the 1st 4 lessons. (Of course, that’s just the beginning of the LTR – long term relationship.)

This quite easily rolls off my tongue after so many times spoken = to the new Teachers – it gets easier!!

Also, if this new inquiring person happens to be a friend, I discuss that I have friends who are clients, and clients who are friends. We will need to be very clear about separating our personal and business relationships. (Having said that, in reality it will cross over from time to time, but it’s a slippery slope, and best just to wear 2 hats exclusively whenever possible.)

Btw, I also require students returning after summer break to fill out a brief “re-enrolment” form with a $20 non-refundable deposit by May 1. This guarantees their previous time lesson, unless other arrangements have been made, and scores them the same 20% off of the 1st 4 lessons in the fall. This is a great way to plan ahead for the fall, and is so satisfying to know ahead of time who is committed enough to “risk” their $20. I’ve only had a couple of clients re-enroll then not return. In the fall, all students must fill out a registration form and submit postdated cheques or full payment by the 3rd lesson.

Remember Denise, during the FIS, I have a sticky note on a folder that has the first letters of each FIS topic to help trigger my memory. When I first started, I had the two pages of the outline from training that I’d peak at. Over time, I only needed the small abbreviations. It gets easier. Just keep going, be yourself, and learn from every interaction.