Students leaving and using digital SHMs to continue
Found in: Student Management
Leeanne I., Australia
I’m after some advice as to what conversation to have with a student that is leaving to continue teaching himself online. The student is 9 years old and halfway through Level 2. His lesson is tomorrow and I want to have a response prepared to Mum’s email:
“Just a note to thank you for Noah’s first year of piano. But to advise that we will finish up this month. He plans to keep playing and using the online tools from Simply Music. Thanks for the great start you’ve given him.”
I am happy to let this family go as they are struggling financially and I think this is a big part of why they are leaving. I will offer a shorter lesson time at a cheaper rate. What else can I say?
As an aside, all my students that have left this year have gone to their in-school piano programs or teaching themselves. I really want to get my Certification but am worrying that I will never get there. Do I need to be clearer at the FIS that they need to commit to staying with me?
Joanne D., Australia
I would definitely offer shorter lessons or fortnightly, and explain that learning online they will not get half of the curriculum – arrangements, improv, and composition. And as the levels increase, the videos become shorter. Many of my students come in after learning a new song and then watching the video to say they didn’t understand it as the video was too short.
Rebecca G., Colorado
I think this is really normal; it can take a long time before students start staying with you for longer. The more experience you get as a teacher, the more that will automatically happen. I think it took me almost 2 years of teaching before I was able to get my Certified status, and that was under the old requirements (which were much easier than the updated ones). I found I did best by a) recording students along the way instead of waiting until they’d finished a level, for example; and b) keeping my focus on constantly improving my teaching instead of feeling pressure to earn a new status level. A new designation is great, but the best thing is the reward that comes from realizing how much your teaching is improving and benefiting your students over time.
Carrie L., Michigan
I would also emphasize what you as a teacher offer as apposed to learning on their own. Composition ideas, arrangements, and keeping them on track. Parents underestimate this. Also take a look at your marketing efforts and see if you can expand to find students that are looking for long-term lessons and can afford them.
I started teaching in 2002. I had a couple of those students for 6 years and they are still dear friends now. It takes time but you’ll get there. The more students you have, the less of a hit it will feel to lose a couple here and there. I remember when I raised my tuition and lost a family of 3. I was devastated and crying and called Neil. He reminded me that 3 students when you have about 15 seems like a lot, but long term it was critical to have students that were on the same page and valued my time and expertise.
Kerry V., Australia
I also remind students that if they cannot afford lessons, that I offer credits for any new student from them who have paid up for a full term. Their credit is equivalent to a week’s lesson minus $2.50 for ed fees.
Laurie Richards, Nebraska
I strongly encourage teachers to have a conversation about the SHMs up front as soon as a new class starts. They were not created as a self-learning tool but as a support for teacher-led lessons. Joanne is correct – the further you get into the curriculum, the less ‘teaching’ happens on the videos. Many are simply quick reviews with a comment like “your teacher would have covered this in your lesson”.
Also, they cannot learn to read with the online materials. Or learn Accompaniment, Arrangements, C&I, Blues, Jazz, or any other Special Program. The SHMs are not self-explanatory at all.