Simpedia

Marg G., Australia

I charge the same rate now at schools because while they provide the instrument and electricity (ie lighting) I have to spend a lot more time timetabling and I have to travel so I think these things balance each other out.

I have never had to pay to teach in schools but I know that some schools charge.
People I know who have been charged to teach in schools have passed that on to the students and it has usually been a nominal amount. I think, because I stress SO MUCH that I wish to be part of the school community that the schools have seen me there as an asset. ER – at least I hope that’s true.

I also try, as much as possible, to have my students play in assemblies and because of the accompaniment program that makes it more than possible because they can accompany a song rather than take up time with a solo/duet, if the staff have a lot to fit in to the assembly time frame.

Last year, for my concert, I had my students play Christmas carols and songs and I was absolutely amazed at how quickly they learned them. I had one little girl who was still on Level 1, but had done Amazing Grace, and I gave her the carol to learn on Friday at lunch time and she performed it perfectly on Saturday morning. I had a mini choir to sing while the children played.

By the way, while I know quite a number of Simply Music teachers teach in schools this is not something that Neil recommends because of the possibility of parents not being able to be there. Just thought I should acknowledge that.

OOPS – sorry I got a bit carried away with my answer but you have me on my two favorite topics
1) Simply Music
2) Teaching in Schools

The only things that can be barriers, as I mentioned in an earlier email, can be the Departmental policies and/or the staff attitudes. Having said that the ACT have had a policy stating that “lessons may only occur during lunch time or before or after school” since about 1988 but we have ignored that and kept going. We have had no problems. The only school I had a problem in was one where there was a new Principal appointed and she insisted on following the Department policy to the letter – I left there. (The policy was forced into place by the teachers union and she was a strong union person) Strangely enough it was at that school that a previous Principal had sought me out…!!!! Sometimes you just don’t know what will happen.

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1) SAMPLE LETTER
Dear Ms Jones
I am very interested in the possibility of teaching piano during school hours at Everyland Primary School. At the end of last year I requested putting an advertisement in your school newsletter, for piano students. I can assure you that if you do select me to teach piano at your Primary School I will be dedicated to give quality service to your students and work cooperatively with your staff.
On a music education level, teaching in schools affords the opportunity to liaise with piano student’s classroom teachers thus enhancing the learning experience. If I am granted the opportunity to teach in your school I will committed to the school community as a whole and not just “running my own business”. For your further information on this I enclose a document on how I would prefer to operate in schools. (OPTIONAL, OF COURSE)
PUT YOUR RESUME HERE – Include your playing history, any performing history (I had none of that), if you have taught in schools, teaching history –make this part dot point so it is easier to read – If you have made the change from Traditional teaching to Simply Music put a brief, but not derogatory to Traditional, what the difference means to you.
Sadly, to date, less than 10% of music students continue playing after they cease lessons. As a piano teacher my aim is to encourage students to continue PLAYING FOR A LIFETIME.
The breakthrough SIMPLY MUSIC program which I now teach will, I believe, help achieve this. Simply Music is a playing based system (reading is introduced after about 30 to 40 songs are learned) while Traditional Lessons are generally reading based.
I have NO MINIMUM number to start at a school and would be happy to start with just one or two students.
My Studio Philosophy is “Music Must Be Fun”.
I look forward to hearing from you at your earliest convenience.
Sincerely,
—–You will, of course, tweak this to reflect your own personality and philosophies.
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2) ACTUAL LETTER

Ms Vivien Palmer
School Principal
Richardson Primary School

Dear Vivien,

I am very interested in the possibility of teaching piano during school hours at Richardson Primary School. At the end of last year I requested putting an advertisement in your school newsletter, for piano students. When talking to Cheryl, in your office, I discovered that you had prepared for piano lessons only to have the teacher not come. Consequently making you somewhat concerned as to whether another teacher may, indeed, do the same thing. I can assure you that if you do select me to teach at Richardson I will ABSOLUTELY turn up.

Having begun teaching at Taylor Primary School in 1985 I continued there for 21 years during which time I also taught at Kambah High, Urambi Primary, Bonython Primary, Wanniassa Hills Primary and Trinity Christian School. On a music education level, teaching in schools afforded the opportunity to liaise with piano student’s classroom teachers thus enhancing the learning experience.

When I go into a school I see myself as committed to the school community as a whole and not just “running my own business”. For your further information on this I enclose a document on how I prefer to operate in schools.

I had taught piano full time for 21 years and needed some “time out”. Now, after a four and a half year break I have returned to teaching piano with great enthusiasm.
A little about my music history:- Having started teaching when I was 22 I eventually took on the role of piano tutor at Taylor Primary School where I taught for 21 years. I also ran a private studio and taught at several other schools during these years. While the Eisteddfods cater for the “high flying” students there has been little to encourage the “normal” student. This prompted me set up the Taylor Music Festival which I co-ordinated for several years before totally handing over to the parents to continue. This Festival is designed to encourage and support students so they will enjoy performing and hopefully continue to play after lessons cease. While
there is an element of competition every participant goes home with a participation certificate and the emphasis is having fun and sharing music. The Taylor Music Festival continues with over 18 years of success.

Piano students have few opportunities to share their music with other music students, unlike
students of band and orchestral instruments. To help fill this void I developed a holiday program for piano students, called “Piano Camps”, which I ran successfully for many years. At Piano Camp students enjoy playing duets and ensembles with each other as well as tons of games and activities. Piano Camps run for a week and parents can choose either the half day program or the whole day program and will be available, again, from the October holidays 2010 and will be run by either myself or Giselle Roberts (a colleague of mine).

Over the years my students have been very successful in exams, with a majority of A and B gradings and a sprinkling of High Distinctions. My students have also enjoyed festival performances with many gaining awards. However, I always stress the enjoyment aspect and my first question is NOT about the achievement but whether they WERE HAPPY with the way they played. Sadly, to date, only approximately 10% of music students continue playing after they cease lessons. As a piano teacher my aim is to encourage students to continue PLAYING FOR A LIFETIME.
The new SIMPLY MUSIC program which I will begin teaching during term 2, 2010 will, I believe, help achieve this. I offer lessons in either the traditional reading based systems and Simply Music which is a playing based system (this does not preclude reading). Further to this application I received two responses from the advertisement I placed in your newsletter and these families are keen to have their lessons at school if this becomes a possibility. The students are Jasmine Slusser and Samuel Sutton.
I have recently discovered that Meave Green, who attended my holiday program is a student at
Richardson and her Mum is keen for her to have lessons at school. I also discovered, on going to your website, that Matt Holdway is your Deputy Principal. Matt knew me when he was a student at Taylor Primary and studied organ with my associate there. Matt and I caught up with each other, again, when Matt came to Taylor to do part of his teacher training.
I have NO MINIMUM number to start at a school and would be happy to start with just Jasmine and Samuel as I believe it will grow.

My Studio Philosophy is “Music Must Be Fun”.
I look forward to hearing from you at your earliest convenience.
Sincerely
Marg (Green)
Marg’s Music Studio
Monash ACT Australia
0407 435 488
marg.p.a@tpg.com.au
www.simplymusic.com
Certified Teacher

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3) HOW I PREFER TO OPTERATE IN SCHOOLS

Marg’s Music Studio at work in the School situation.
My philosophy in teaching in schools is threefold:
1. Ensure that the overall education of each child is respected, at all times, with minimal
disruption,
2. Piano lessons must be fun with a love of music instilled and maintained, and
3. Communication between all those involved, in each students’ education, is maintained at the highest level.

The two main aspects to ensure that this happens are Communication and the logistics of Lesson Timetable Management.
During my over 21 years teaching piano within schools, I achieved very good relations with staff, along with high communications and very positive feedback with parents and enthusiastic students. These aspects resulted in a high retention rate and also many referrals from parents.

Communication
a) Tutor to Parent
✦ I use a note book for each student which is for both practice instruction as well
as a message centre between parents and myself.
✦ In this day and age of emails it is often easier for me to email you with updates
regarding your child music tuition. This means less lesson time taken in writing
in the notebook during lessons. I can email you later knowing you will be able to
access it at a suitable time for you.
✦ Reports are prepared for each student and sent home, usually, at the end of
every semester but always in the middle of the year.

b) Tutor to Classroom Teacher
✦ I endeavor to speak to each student’s classroom teacher no less than once a
term.
✦ If I notice anything that concerns me with a student’s progress I will talk this
over with the classroom teacher, after checking with the parent, and seek their
guidance and wisdom in the situation.
✦ I assure the classroom teacher of my availability to contact me if they have any
concerns regarding timetabling or anything else to do with piano lessons.

c) Tutor to School Management (Assistant Principal and/or Principal)
✦ I endeavor to meet with the School Management at least every semester and,
again, I am always available if they have any concerns regarding my teaching
and /or my timetabling.

Lesson Timetable Management
Each student has a set lesson day but I rotate the lesson time on the set lesson day. So they:
a) don’t miss the same classroom activity each week
– this minimises disruption to their classroom education,
b) don’t miss activities which only occur one a week
– I check with each teacher to ensure I don’t clash with these events,
– this ensures that students always attend either extension or remedial work as
well as the other once weekly activities,
c) don’t have to remember when the lesson is and possibly miss it.
Overview
The parent feedback to the above aspects is that:
✦ they feel there is less disruption to their child’s classroom education
✦ that they appreciate the regular communication I have with them
✦ are happy that I communicate with the classroom teacher.
In Summary
Music Must be FUN and a Love of Music Instilled in Every Student. Every Child’s Education Must be Supported and Encouraged.

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4) HOW TO WORK WITH PARENTS
How I Manage my School Based Students’ Parents.
by Fiona Hughes
As mentioned in the section on the practice power chart, I keep in close contact with parents via email. It is cheaper for me than text messages, and also allows me to do longer emails on the rare occasion that I need to. It is a great way of keeping track of the conversations I have, over time, with each parent.
My email ‘on the go’ is my new approach for this year, and I believe it is more time efficient for me to do so in between lessons, while I’m waiting at traffic lights (using Siri on iPhone), and waiting to get my own kids from school etc. It also saves my own young children from watching me sit at the computer, in those precious times that I am not teaching, doing numerous emails and not spending time with them.
I manage my school based parents by emailing all invoices, communications about lesson progress and changes with school piano lesson time to cater for excursions.
The 2nd point about communication regarding lesson progress is what I am going to outline now. I call it my feedback email. Every couple of weeks, I email 7 parents ‘out of the blue’ as an initiative to keep in touch with how students are going at home, but my deeper reason is to stay connected with the parent’s vibe/feeling of piano progress.
It helps me to gauge how positive the parents are, it gives parents a voice to me, and a degree of involvement over a hobby they pay for but don’t see the delivery of in person. My email also allows me the chance to reinforce the premium/personalized service they get with me as I want to establish a good reputation at this particular school.
In this email:
* I ask how X’s practice is going at home
* I ask for the parent’s opinion on the pace of learning
* I give a small paragraph on what I perceive as the student’s strengths and areas needing attention i.e. some students need exposure to an acoustic piano as they are practicing on small cheap keyboards, highlighting to parents that in the future they will need to consider a weighted key, touch response digital at least. It lays the foundation for setting up parents’ expectations of what is required from my perspective to keep skills progressing.
I have found this email contact invaluable. It is amazing what parents can contribute to the lesson perspective as there are layers of richness happening at home. The lesson is only one part of the journey and I find this contact is critical. The parents are also very ready to pay invoices in a timely manner and respond to other email communication because of the habit I am developing with them. The key thing for me is it has to be achievable and manageable in my time constraints. I thought about how I would do this carefully before my teaching year began. My investment in my communication system (iPhone etc.) has been invaluable.
If there is a need for students to try another stream or book or approach, I also email parents about this with a very explicit low key, ‘no pressure, take or leave it’ vibe in my email. Often they jump at the chance to try what I suggest. It also keeps the parents in charge of the direction of their child’s piano pathway. I do this with Songs For Children. Once the parent says yes, I email the invoice for the book, they pay, I order it in the meantime and then start the child the next week at school. This type of parental contact is outside and above my ‘feedback email’ mentioned above. I think it is important to move ahead with other streams such as Songs For Children provided the parent is ready for it as this program does involve the parent singing while the student plays!