Simpedia

Laurie Richards, Nebraska

Pretty big, if you want her to get the best results and stick with you. My first suggestion is to listen to the webinars available in Simpedia that are related:

LTR: http://simpedia.info/webinar-august-10-2017-trainees-long-term-relationship-conversation/

Claiming Territory: http://simpedia.info/webinar-july-27-2017-claiming-territory/

Request vs Requirement: http://simpedia.info/webinar-05-25-2017-lteachers-request-vs-requirement/

Developing Strong Communication Skills: http://simpedia.info/webinar-series-october-24th-2017-piano-developing-strong-communication-skills/

Creating a Strong Alliance with Coaches: http://simpedia.info/webinar-series-september-12-2017-piano-creating-strong-alliance-coaches/

I can’t recommend these strongly enough. Situations like the one you described are not uncommon, and it is a process getting to a place where you feel comfortable standing for what you require and communicating these things. But it makes a world of difference!

Leeanne I., Australia

I also tell my students that it becomes absolutely crucial to watch the videos each week once they get to Level 4. What they are doing now sets them up for great practice. Sometimes it helps to explain the ‘why’.

Cate R., Australia

I want them to watch the videos straight away, so if they don’t, I stop teaching the tailpiece of the piece. That then forces them to go to the video. If they still don’t, then I pull it out in class and we do it together in the class. I also tell them that they will not be able to get through Level 4 without the video and that there will be other things they can work on with just memory, e.g. arrangements.

Laurie Richards, Nebraska

Another option, since she didn’t watch the video at home, is to use her class time to train her how to watch and use the video at home. Let her and her mom know that watching the videos is a requirement in your studio (if in fact it is).

After using her class time and feeling satisfied that she knows how to use the videos, if they still resist the videos, follow through on your requirement and let the student go. The “Developing Strong Communication Skills” webinar is perfect for helping you have that non-judgmental conversation.

Cheri S., Utah

If students can learn the songs without the videos, then as a teacher I take that to mean that I’m not challenging them enough. I want to be pushing them enough that they need the videos to accomplish the assignments I set each week.

Corinne S., Georgia

So often, they want to sit and go over and over the information in class. This is more like pushing the little chick out of the next to build strong wings!

Cheri’s comment brought to mind for me the image of moving birds out of the nest so that they strengthen their wings in the only way they can: by flying. In SM vernacular, it seems Cheri is pushing them to take the first baby step in being self-generating: to take the responsibility for learning with the SHM as a step toward one day applying those principles to learn on their own (instead of being fed musical bits or metaphorical worms by the forever by the teacher).