Simpedia

Kerry V., Australia

What a great chance to build on SM.

1. If you start a precedent that it is okay to have one parent miss all, or even part, of the lesson, then you invite others to question why they have to be there. If they know their work schedule, then put them in a time that they will be there every week for the full length. It is imperative that the parent is in the class as they are the people who help their child move forward with their musical progress outside of the lesson. One of the wonderful things about this opportunity is that the child and parent can have conversations about a certain aspect of the piece and share their ideas anywhere. So many parents of ‘traditional’ lessons never know what their child is doing, with SM the parents share the experience with others so much more and easily. This develops both of their experiences in the growth of learning about music beyond the keyboard not to mention the bonding that occurs.

2. Most my groups have started from not knowing one another but you have an idea of people, especially meeting them for an FIS and the groups just work as they are all there for the same thing, to learn to play. They enjoy the process and remember too that they always have to readjust when they go to a new school year with different children in the class. Don’t worry so much about it and do it. What I look for is “will this student be too advanced for this group?” “Will they be too slow?”, “Will the times be agreeable?” ” Will I have too many in the group considering the parents involvement?” If the group does not work well together, then you talk to them about it as to where to go from there. It may be one child is more advanced than another, so move them to another group, etc. Sometimes it is best NOT to have friends in a group and new groups share a unique bond even though they have only just met a few weeks before.

3. If the mother already knows they will be moving however wish to have this experience for their child then go for it. You never know that they may be the one who introduces SM into a new area. If they haven’t finished Level 1, look into that when the time comes.

Samali, Western Australia

1. Parent participation

At least one parent of all my students (since I began teaching) has always made the commitment to attend lessons. Therefore I cannot make an experience-based comment on what it is like to navigate a process without a consistent parent present at each lesson.

Nevertheless I can say with conviction that the 8/9 year olds I have taught (and continue to teach) need support with the ongoing learning process. They need gentle reminders to practice, encouragement to watch the video, an interested ear whilst maintaining a long playlist, an enthusiastic singing voice to accompany and a firm embrace when interest naturally wanes and the slope feels steep. It is likely that early on in the learning process when enthusiam is high, students of this age can be quite highly self-motivated but this can be a temporary situation (for some more temporary than others). To manage emerging issues of this nature, I like to keep the parent close and call on their services when I need to in particular situations and generally keep them informed as a matter of course.

Another point to consider here I think is the difference between parent attendance and parent participation. There is much to say here. Perhaps another forum would be better to discuss all that goes with this. But just breifly in my experience parental particiaption is something that I actively need to coach for some. Others are naturals at supporting their kids well at SM and I have humbly learnt from them. One of the best ways I have found in coaching parents is to provide them with good examples (behaviourally, emotionally and verbally) myself in the lesson.

I would encourage you to consider the longer term perspective and find creative solutions for parents that are not able to come to every lesson. As you can see I think the question you have asked is a very important one and is about alot more than whether a parent attends lessons consistently or not. I would like to see more discussion on how to encourage/coach ‘active parent participation’. Parents can make or break a students success with the method. I believe as teachers we need to take their role very seriously.

One last comment on this one Ramona. In shared lessons, students need to take responsibility for their own learning in a different way than those in private lessons. It is difficult to move a group forward if some/one doesn’t keep up. Parents can be useful in facilitating this special aspect of a shared/group dynamic.

2. Combining students in groups
Neil has made some good suggestions about matching students in groups. In addition to that I have never found that putting strangers together ever a problem. Creating a good group energy, playing duets and singing together helps to create connections even between people that seem to be ‘far apart’. A group of 8/9 year old girls sounds ideal.

3. Student moving away
If you can afford to commence the group (in terms of group numbers) knowing that one party is due to leave, then from your perspective you won’t be inconvenienced.  From the student’s point of view, perhaps you could help them find a SM teacher in their new location. If that is not a possible option then remind them that traditional lessons or another method will be exactly that – another method. Continuity can be more of an issue for some people more than others. The learn at home at program could be a way of continuing without a teacher for a short time.

Your sense about not being able to guarantee that the student will cover all of level 1 before they leave town is sensible in my opinion. I am very reluctant to give time frames for completion of levels or predicting when students will commence the reading process etc. Every student is individual, every group is different. It makes good sense to take as long as it takes to get where you need to.