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Ruth P., North Carolina

First step – have a conversation about it. Ask questions.

Joanne D., Australia

After finding out exactly what the cause of the valley is, I take the pressure off for a while – no new foundation material is added until they get through the valley; keep lessons as light and fun as possible; do more improv and duets during lessons.

Leeanne I., Australia

I talk to them about the feeling and remind them that it will change. Introduce some games to help with practicing their playlist at home.

Laurie Richards, Nebraska

A couple of ideas:

1. I have on occasion agreed to teach the student a song outside the curriculum that they really want to learn (I come up with playing-based strategies) – BUT only if the playlist is kept up, and then only teaching a small bit at a time. This has really helped motivate some of my students.
2. Neil has talked about using the phrase “No matter what, no less than…” and coming up with an absolute minimum that the student/coach will commit to. For example, “No matter what, you will play no less than two songs per day” – it can be whatever you are comfortable with and what the student/coach will do.
3. A phrase I like to use is asking the parent to “protect” their child’s practice time. Also, if you haven’t gone through Neil’s book (Music and the Art of Long-Term Relationships), do! It really drives these points home.