Managing an FIS/SIS with SM transfer students
Found in: Student Management
Cheri S., Utah
How do you all manage an SIS (FIS?) with students who have taken SM lessons before? I did one recently, with a student whose teacher is taking time off. I focused on things that might be different in my studio, thinking it would help them know what to expect. Not sure that was the best choice. I wonder if I would have been better off finding out more about what they are looking for. Other ideas? How do you manage an SIS with SM transfer students?
Stephen R., California
I would do some form of it anyway and/or a Foundation Session. Make sure you go over your policy and expectations clearly. I regret not doing a thorough assessment in the beginning with SM transfer students. What I discovered is a lot of bad habits took hold, some parts of the program were not taught fully, and the student had gaps in their learning.
Cheri S., Utah
In the past I had a very successful transfer family, and at the very beginning we discussed all the different streams, Foundation songs they’d forgotten, etc. We made a plan to fill in any gaps. Personality-wise we were a great match, so there weren’t any studio policy issues or anything.
The only thing I would have done differently with that family is something I saw Robin Keehn suggest later: move forward on their current Foundation, even while you’re filling in past gaps and forgotten songs. After about a year, they got that stuck, not-progressing feeling because we’d spent too much time rebuilding all their foundations.
This recent inquiry didn’t naturally fall into a comfortable relationship with me at the SIS, which left me wondering what I could have done differently.
Carrie L., Michigan
If I’m taking a transfer student I usually focus on what it is they know and how to plan moving ahead.
Leeanne I., Australia
I have inherited a new student from another studio from a teacher that is no longer teaching SM. We had a meet and greet session, and I had her bring a copy of her playlist. I did ask her what she was looking for from me and she wanted to know what I was going to teach her. I discovered she hadn’t done any C&I and hardly any variation/arrangements. So that is our initial focus, with moving slowly forward in Foundation.
Stephen R., California
One of my recent transfers was in Level 4 and had barely begun Accompaniment, Rhythm, and variations/arrangements. I told her it’s important to touch on all this. So my plan is to go very wide and go slower through Foundation.
Carrie L., Michigan
Every teacher is a bit different. I’ve learned not to criticize any other teachers and I incorporate anything that was missed slowly and carefully.
Leeanne I., Australia
If the former teacher of my student was still with SM, I would call her and discuss. I think it is important that teachers are all roughly on the same page. We are promoting the SM brand after all and what we do individually does affect peoples’ opinion of SM.