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Julia B., Canada

I have had this problem a number of times, especially with the younger students. (Although right now I have a group of adults, who are all very dear friends!, and NONE of them use their playlist regularly. They just sit there and look guilty. I told them they were going to force me to purchase the “Request vs Requirement” Teacher Audio if they didn’t shape up!)

The first thing I do in this situation is make sure the parents understand that kids don’t usually have the skill set or discipline to form this habit on their own. That means it is the Parent’s responsibility, as Life Coach, to make sure this habit is formed. So the first thing I do is have the 3 legged stool conversation and make sure parents understand this is their job, it’s really important (and why), it is worth investing in because it has value in many other arenas of life.

I hate to take class time for playlist stuff like this too, but you can make it constructive. Here are some things that I do to help establish this routine:

1. First thing all students do when they enter is sit down with playlist open on their lap for a playlist check. I set the expectation that I am going to be looking for checkmarks.

2. Tell them it’s easy to remember all their songs now, but after a year or so they will have so many songs on their list that they won’t remember what they have practiced unless they write the titles down and check off. We are establishing an important habit while it is EASY. I show them my sons’ huge playlists to prove my point. (you could copy a more advanced student’s, or use your own).

I make sure the parents understand that it is essential to establish the habit NOW while it is easy, rather than later when everything is falling apart.

3. If they still aren’t checking off, I ask questions: Where do they keep their playlist? (It needs to be on the piano, not in another room), Why aren’t they checking off?

a) If they forget, then they are playing everything through at once. Their new assignment is to play a song, stop, check it off, yell “check” so their mom/dad hears them, play another song, check, yell “check” etc. (They usually only have to do this for a week or so)

b) If they say they don’t have a pencil, have them attach one to their book

c) Address whatever other issue they have

**In some cases I take the time to have them act out all these things in class. It takes time, but kids remember it better. It also helps communicate to parents that I am not getting off the dime until the habit is in place. Parents do not want to waste class time (i.e. $$$) on these things too many weeks in a row.

4) I find that the life coach will usually need to sit beside the student while they are practicing to establish habits at first. With the little ones, parents often check it off for them for awhile, and with older students they at least guide them in the process. At this stage we are talking 5 to 15 minutes, and I encourage parents to make it a sweet, enjoyable time together. They don’t need to be teaching the piece, but instead enjoy listening to their child play, and teach the playlist habits.

Once students see how their book is supposed to look (full of checkmarks) it helps them keep the momentum, I think.

My own kids go up and down with this habit. They are older and independent with their playlists, but sometimes we still show up at lessons and I am embarrassed as they show their lists to their teacher and they say “I practiced but I forgot to check off”. (I silently glare at them with my best “Are you KIDDING me??” look…) It happens, and each time you have to do things to get them back on the wagon. You can tell this story if you like so that parents understand clearly that, as a life coach for their child, this will be one of the MAIN things they will be working on. You set the expectation, but it is really the parent’s job to train the habit and follow through at home.

I hope this was helpful!

Patti P., Hawaii

Thanks for posting this, Julia. I especially like the verbal confirmation of “check”. I’ll be applying some of this immediately.

My newer students are being much more conscientious about checking their playlists than students who have been with me longer. I’m sure that reflects my own learning curve on explaining, emphasizing, and checking their playlists!

Julia B., Canada

P.S. Just wanted to add that my adult students showed up this week and all sat down with their playlists open on their knee and songs checked off! YAY!

Another observation: one of the things people do find tedious that can hinder their playlist habit is writing the songs in each week. The Playlist Management program [Supplemental Program] may solve this problem, or having students type their list and paste it in each month.