When Students do not bring their Playlist to Lessons
Found in: Claiming Territory, Coaches, Practicing & Playlists, Student Management
Esperansa L., California
I would like to know what do you say to students or parents when they do not bring their playlist or note books?, or and they bring it but they did not mark it but parents say they practice every day anyway?
Also when students are in a valley is hard that they practice, so what do you say when they practice little and encourage them to practice when they are in a valley?
Also what do you guys says when parents and students start doing the lessons in Simply Music and they say how much they love it and how they practice everyday etc, do you say wonderful but know that also they will be in a valley so you also need to expect that?, or is a turn off?
Carol P.
I’ve started telling people that if they don’t mark the playlist they go home without a lesson (which they have paid for). I’ve had a couple of instances when the playlist was legitimately forgotten during a hectic day with difficult scheduling. I don’t make a big deal out of that.
To point three: yep, that’s what I tell them as per Neil’s advice.
Robin Keehn, Washington
I let students and coaches know at the very beginning of lessons that they will be required to keep a playlist and bring it, marked, each week. Around week four we start that process. We walk through the steps of practicing and recording it on the playlist. I let them know that I will expect it to be open, and on their laps, each week when class begins.
I give people a week of grace and then it’s over 🙂 When they don’t bring it or it isn’t marked (and they say they played all of their pieces), I remind them that this is a requirement of being my student. I am fulfilling my job as a coach and it is required that they fulfill their job by doing as I require in order to get the results that I promised them.
If they come back again with it unmarked or absent, I would likely call the parent after class and let them know that it is not a request but a requirement. If they are unable to do as I ask, it’s no problem but I just won’t be able to have them as a student any longer.
Really, usually I’ve said that in class in front of everyone. It is a bit uncomfortable but it does put everyone on notice that I’m not fooling around.
Regarding the Relationship Conversation, I start the set up at the FIS (SIS). I let people know before they ever enroll that they are going to love this method but as with all long-term relationships, they absolutely will experience peaks, valleys and plateaus that will last for short, medium and long times. When it comes to the actual lessons and practicing, I remind them it’s not really how they feel about things that should direct their practicing, but it’s really about their commitment to their goal. They know that there will be times when they don’t feel like it but they will still do it because the way they feel will change.
Sometimes I used the “brush your teeth” analogy. Parents require that children brush their teeth, even if they don’t feel like it. There is no emotion attached, it is just a simple requirement. Practicing can and should be the same. There is no need for emotion–it is just a simple requirement.
At the beginning, when parents tell me how wonderful it is and how much their child loves it, I always say, “Yes, it is wonderful but, at some point, your child will hit a plateau or a valley. It is a normal part of the long-term relationship and I guarantee it will happen.” Talking about it each and every week really helps. It can be as simple as asking, “How are you feeling about piano this week” and affirming the student at every stage. I personally use “thumbs up,” “thumbs down,” and “anywhere in-between” to give a visual representation of how someone is doing. I always tell them that is normal and ask them to remember where they were a few weeks ago or last year or when they were in a different place.