Last Updated on 2022-11-27 | Originally Posted on 2021-01-29
Introduction
As a piano teacher, I find myself doing lots of things besides teaching lessons. For instance, I’ve added sanitizing skills to my arsenal! That includes supplying hydrogen peroxide and clean clothes to make sure the piano keys stay Covid-free! One of the more normal side activities is to speak to parents about teaching their kids. This happens a lot at the beginning of each semester. Turnover is part of the business due to the number of families that move into and out of our area each year.
I spent quite a lot of time on the phone recently to two parents who inquired about lessons. The difficulty in both of these cases was that the children are studying with other teachers. That’s not a conversation I ever enjoy having, even though there’s the possibility I could get a new student. These were two tough conversations!
Don’t Poach
I have no problem teaching a transfer student after a piano parent decides to switch teachers. Yet, I approach that situation with some trepidation. I don’t want to find myself on the short end of the stick as the next disappointing teacher! But, in no case would I ever try to persuade someone to switch to me. This needs to be the parent’s decision. I don’t poach!
First Conversation
The first conversation was with the parent of a 6-year-old child. The parent asked me if lack of performance opportunities might be a negative for her child. I said no, given that at that age, motivation from the lesson itself should be enough. Lessons should be fun and inspiring, which encourages practice at home. That creates a positive feedback loop. Performing is a nice add on for a young child, but it’s not a major focus. That 30-second performance at the end of the semester might be fun, but not a major factor.
There was a separate vibe I was getting that the lessons themselves might be the issue. The parent needs to observe the dynamic between teacher and student and to understand the goals being set. As for why practice isn’t happening, that’s more complex! The lessons might be boring and uninspiring.
Or, the lessons might be fine, but the child isn’t getting enough structure so that regular practice happens at home. The best I could offer, besides the advice that the parent become a more intentional observer, was an evaluation lesson to give better feedback.
Side Note – Structure Comes from the Parent
Regular practice at home for young children starts with the parent. There are some kids who are self motivated, but that’s more the exception than the rule. There are some kids who rebel. Why? Some kids might have too many activities, but other might want to play. Immediately rewarding activities like Legos, Beyblades, or gaming compete hard with piano practice. I can only provide the instruction, not the practice structure at home.
Second Conversation
The second conversation was with the parent of a 12-year-old, who was generally happy with her child’s lessons. She, too, mentioned lack of performances as a reason she might switch teachers. Not knowing the child, I had no idea whether that child even liked to perform.
Regular performance becomes more important as students mature as musicians and as people. That’s still not a reason for me to persuade the break up of what sounds like a good teacher/student relationship. I encouraged the parent to stay with the current teacher for now.
In Conclusion
I do offer lots of performance opportunities for my students, at least in normal times. During the pandemic, we can’t have recitals in person, or visit a retirement home. Performance has gone online for now, and that has pluses and minuses. My two tough conversations didn’t yield new students, and that’s okay.
Perhaps each of these students would be a good addition to my studio at some later date. However, that has to be the parent’s decision, without coercion. Plus, I don’t want to jeopardize my good standing in the local teaching community. Yes, I have a few slots still available, but the right students will find me soon enough!
