Life Coach/Method Coach Help
Found in: Coaches, Studio Management
Janita P., Nebraska
Here is a handout which has been effective in reinforcing the Life Coach’s role and the Method Coach’s role in your studio. Feel free to revise and use away!
Back to Basics Week – Questionnaire for the Life Coaches
When do I practice Monday through Friday?
Is it same time each day?
Do I practice the same day after my lesson?
Where do I practice?
What is the set-up?
When do I watch the video?
Do I watch the video within 24 hrs. of lessons?
Do my parents attend lessons?
Do my parents monitor practice at home?
Can I explain the long term relationship?
Do I keep my play list alive?
Do I mark my play list daily?
Do I regularly make up my own songs?
Do I play for others?
Do I sing when I play?
Do others sing when I play?
Do others enjoy my playing?
Back to Basics Week – Questionnaire for the Method Coaches (you!)
Do I enjoy my own playing?
How big is the picture that I paint for the student, regarding the breadth and scope of the journey they are on? (Em7 chord (son – Christian), play anywhere for anyone, converse with professional musicians, etc.)
What is my role in setting up a relationship to the time that it takes to maximize the likelihood of the student acquiring and retaining music as a life-long companion? (Six to ten years is likely adequate). (Sure, you can quit piano, when you’re 18 and move out of the house!)
What is the ongoing conversation with regard to their Relationship to the process – peaks, plateaus and valleys through brief, sustained or prolonged periods of time? (Sheet displayed, notice students and ask them, speak truthfully about my children, in newsletters, etc. )
What is the ongoing conversation with regard to what this will require of them, student and parent? (Marathon vs. a sprint)
How am I keeping alive the opportunity that it is for students to learn how to navigate their way through long-term relationships?(Piano is so much more than piano lessons, self-discipline, diligence, test scores, self-control, listening, focus, responsibility, etc. )
Am I continually creating a broader context for this, outside of its application to playing piano? (real-life stories)
If so, what is the broader context that I create for the student, and do I relate this to the specific interests of the student and the family at hand – marriage, partnership, parenting, career, pursuits within any particular discipline etc.? (test scores, school subjects, being a minority/specialty, telling stories, etc. )
What am I setting up with regard to the future application? (Picturing a special future for them, 0 out of 20studetns could play piano on Wed. am at Metro)
How am I setting it up and keeping it alive? (Constant education, newsletters, stories, talking o parents weekly, )
Am I always conscious of the fact that, although it is the child having lessons, it is always the parent who is really the student? The parent is the one who needs constant education. (talk to the parents weekly, include them in decisions, ask honest questions, Teacher evaluation required from every level before they can move on, etc. )
Do I interact with the parent from this perspective? (?’s to ponder)
What is missing from how I do this?