Robin Keehn

Hi Teachers, here is a conversation I had with a few Simply Music Teachers about: parent participation in class, setting up the expectations & agreements, how to help a child when his/her parents are not in attendance (but a grandparent is), do teens need a…

• Last updated 11 months ago
• agreements, coach, coach at lessons, coach missing lessons, coach not coaching, coach responsibility, coaches, coaching, coaching parents, dealing with parents, distracted coach, encouraging parents, expectation, expectations, holding coaches accountable, involving parents in lessons, involving the parent, keeping coaches focused, learning parent, learning without a coach, life coach, life coach roles, life coaches, managing coaches, managing expectations, no coach at lessons, no coaches, no life coach, non-attending parent, parent, parent and child lesson, parent and student in the same lesson, Parent attendance, parent correcting in lesson, parent expectation, parent involvement, parent key, parent learn with child, parent learning, parent review, parent reviews, parent role, parent struggles, parent support, parent unwilling to attend, parental expectations, parental involvement, parental participation, parental responsibility, parents, parents attending lessons, parents attending workshops, parents controlling the lessons, parents taking extra notes, participation, participation in lessons, problem parent, Robin Keehn, role of parent, talking about expectations, teaching parents, teaching without a coach, teens without a coach, unsupportive parent, value of attendance, working with parents, working with parents on how to practice

Have you ever turned down a potential student even though they really wanted to start lessons? 😬 What were your reasons? What questions do you ask potential students either during FIS or during initial interactions in order to get a better sense of whether they…

• Last updated 1 year ago
• attitudes, behavior, behavior in class, behavior issues, challenging behavior, claiming territory, coachable, lesson requirements, misbehavior, negative attitude, negative behavior, prior experience, prior reading experience, reject student, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, Robin Keehn, student attitudes, student behavior, students with prior experience, territory, turn down student, vett student

Feeling a bit disheartened- I did a free information session yesterday and said to the lady there was more Information at Simply Music website and she emailed today thanking me and has enrolled in the free foundation course 😞 I guess I’m just a bit…

• Last updated 2 years ago
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I have a student in her 70’s who is working on Walk at Eleven. We have been over all the clues many times (C to A to D to G, focusing on the notes a half step above or a half step below, etc.); despite…

• Last updated 2 years ago
• adult, adult lessons, adult student, adult students, adults, adults with memory problems, blues, blues songs, coaching adults, FL9, Foundation 9, foundation level 9, half steps, improvisation, improvising, it takes as long as it takes, Level 9, older student, older students, remember, remembering, remembering patterns, Robin Keehn, target notes, teaching adults, teaching half steps, Walk at 11, Walk at Eleven, walking bass

So happy about a droplet of grace that came to my studio today. A mum came up with an idea about which I am so excited that I am instituting next week. An hour long zoom SM Parent Support Session . The structure she suggested…

• Last updated 2 years ago
• coaching parents, communicating with parents, communication with parents, dealing with parents, encouraging parents, involving parents in lessons, involving the parent, keeping coaches focused, life coach, life coaches, managing coaches, mutual coaching, parent, parent involvement, parent questions, parent struggles, parent support, parental involvement, parental participation, parents, parents only, relationship with coach, Robin Keehn, working with parents

I have a potential adult student who suffers from social anxiety. After attending a FIS she messaged me to tell me of her issue. I had noticed something during the interaction. She also told me that she just wanted to try one lesson. I suggested…

• Last updated 2 years ago
• anxiety, anxious, anxious student, claiming territory, coachabilty, coachable, coaching adults, compassion, compassionate, emotion, emotional, emotional limitations, emotional student, emotional students, emotions, managing emotion, reclaiming territory, Robin Keehn, social anxiety, student anxiety, students controlling the lesson, territory, try it out, trying it out, trying lessons

Any advice for grouping students who are in different Development levels? Can this be done, and if so, what does a typical lesson look like? Or, how do I teach the lesson in such a way that gives the most value to the students even…

• Last updated 2 years ago
• development, development classes, Development Levels, Development Program, Development songs, different levels, different materials, different pacing in group, different reading projects, Robin Keehn, students progressing differently

I’m starting my third year, and my studio just grew from 20 to 27. At the smaller size I had smaller classes, designed not only around age and ability but also around each family’s schedule. My scheduling process has been to ask each family what…

• Last updated 3 years ago
• forming groups, group, group by level, group lesson, group lessons, group lessons scheduling, groups, keeping groups together, Laurie Richards, lesson scheduling, managing groups, managing shared lessons, Robin Keehn, scheduling, scheduling families, scheduling groups, scheduling lessons, scheduling shared lessons, scheduling sibling lessons, setting up groups, shared, shared lesson, shared lesson management, shared lessons, shared lessons management, starting groups, teaching schedule

I am going deeper into “scale” with my more advanced students in the Development Levels and in Accompaniment 2. Having come from a very extensive classical musical training, I understand scale, key signature, and advanced theory. However, a student has asked me, and I ask…

• Last updated 3 years ago
• comp & improv, comp and improv, comp/improv, geography, geography of keyboard, Gordon Harvey, improv, improv ideas, improvisation, improvisation ideas, improvising, integrated theory, key, key signature, keyboard geography, Laurie Richards, naturally occuring 3s and 4s, NO34, Robin Keehn, scale, scale fingering, scale journey, scale maps, scale theory, scale tone chords, scales, teaching scale, theory

Hi everybody – is there an optimal/preferable way to process Jazz pieces and JC 1-4? Option 1: start with the Mirron and process all 4 Jazz Clues, then move on to the next piece, all 4 clues….vs. Option 2: Learn each song with Jazz Clue…

• Last updated 3 years ago
• jazz, Jazz 1, jazz clue 1, jazz clue 2, Jazz Clue 3, Jazz Clue 4, jazz clues, jazz program, jazz program questions, JC, Laurie Richards, Robin Keehn