My Book one class met for its second lesson. And, Ta Da.... a student that previewed the class last week showed up! No call, no advanced notice. She was fully ready to join. Dad had all smiles and his checkbook, a great sign. I had no material ready. No Problem! I had an extra set in my files. Hurrah! We did the class and had lots of fun. This is a good mix of children (with one boy that is acting like a boy of course). After class jthe new student pulled out her book 1 which her parents bought when they tried to put her in my class when she was too young. It was already written in but the parents wanted to use it. No cards, missing practice CD. You get the picture. But I had that Dad with his checkbook. I called to find out what a replacement CD would be and a sibling book. Let's just say it is a good deal to get all new material so Dad wrote that check for the full amount of the class and his daughter loved getting a fresh book so that she could do the homework better this time! Her words.
Hey, if you are teaching MM at the Keyboard and you haven't trained yet, plan to join the next next workshop for Music Makers at the Keyboard . It will be the best investment of your teaching career. You could try to glean ideas from my blog and from gartenloop and ask a million questions from veteran teachers but it simply is not the same. You could try to puzzle over the teacher's guide and try to figure out the value of the singing circle and that 5 part song process but seeing it taught by trainers is priceless and puzzle breaking. You will learn so much at the these workshops. Did you know the trainers are some of the best teachers in the nation? And they are my heroes? So sign up for a workshop today. Start saving the money now. When you start amassing students you will more than make up the money and you will never go back to traditional methods, I am very sure about this.
Ellen
Thursday, September 23, 2010
The art of Overbooking
Overbooking classes can be tricky but it keeps your classes healthy although it may drive you crazy. No class is permanent. I remember my Yoga teacher saying if you want to get a good view of the world, stand on your head. This is what my Fall registration has been like.
This year my MMAH class is particularly popular. I cannot tell you why this is so. Karma? I have 8 active children registered in the class and four families on the waiting list. What to do? I don't have a spot to schedule a second class. I did consider creating a new day (Fraturday) but it doesn't seem to fly too well with google calendar. I refuse to open up Saturday. I need Saturday and Sunday to relax and maintain my health.
So we come to the art of overbooking. It means keeping your ears open and sensing the room. What is happening in each family? How will it affect your classroom?
Byron is registered to attend my MMAH class, at least in theory. The mother is going through a nasty separation so she is distracted. The son refused to enter the room, insisting he will do it next week. He has been this way since the baby's class. His feet never touched the ground in babies, toddlers or COS. We did have a break-through last year when he would burst out with great verbal ideas within the stories. He also loved the drum. My gut wonders if he will ever enter the room independently.
Niya is a lovely child in my MMAH program with a Mom that teaches Yoga and a father that is a physical trainer and major lifeguard at our beaches. As Mom was leaving class she briefly mentioned they would be living in Aspen from December through April because they can find more work there.
OK, suddenly I have, sort of, two spaces. So I offered a spot to a child on the waiting list. I am overbooked by one family.
Until December.
You see the dance? No class is set in stone. Families are committed until they aren't. Parents have agendas and events and drama you can't even dream up. I have learned to use the information to keep my classes healthy and booked.
Now if I could only create a new day in the calendar.....
This year my MMAH class is particularly popular. I cannot tell you why this is so. Karma? I have 8 active children registered in the class and four families on the waiting list. What to do? I don't have a spot to schedule a second class. I did consider creating a new day (Fraturday) but it doesn't seem to fly too well with google calendar. I refuse to open up Saturday. I need Saturday and Sunday to relax and maintain my health.
So we come to the art of overbooking. It means keeping your ears open and sensing the room. What is happening in each family? How will it affect your classroom?
Byron is registered to attend my MMAH class, at least in theory. The mother is going through a nasty separation so she is distracted. The son refused to enter the room, insisting he will do it next week. He has been this way since the baby's class. His feet never touched the ground in babies, toddlers or COS. We did have a break-through last year when he would burst out with great verbal ideas within the stories. He also loved the drum. My gut wonders if he will ever enter the room independently.
Niya is a lovely child in my MMAH program with a Mom that teaches Yoga and a father that is a physical trainer and major lifeguard at our beaches. As Mom was leaving class she briefly mentioned they would be living in Aspen from December through April because they can find more work there.
OK, suddenly I have, sort of, two spaces. So I offered a spot to a child on the waiting list. I am overbooked by one family.
Until December.
You see the dance? No class is set in stone. Families are committed until they aren't. Parents have agendas and events and drama you can't even dream up. I have learned to use the information to keep my classes healthy and booked.
Now if I could only create a new day in the calendar.....
Wednesday, September 22, 2010
MMK Book 3 Lesson 32
I got a call two hours before class from a dad who was withdrawing her daughter from the program. I was gracious and said I feel sad she would not be continuing. But business is business. I reminded him the material was non-refundable, let him know the listening CD has great music and refunded his tuition minus last weeks class and today's class. In my policy I state this. After the second class nothing is refundable. He just squeaked out of the class. When I charge for the two classes I charge full price for each class as if it is a drop in.
Now I am left with three girls that work well together. The class flowed nicely.
I need to review scale fingering. then we went through the improvisational warm ups. I plan to review the third and fourth improvisational warm ups next week. Singing circle centered around songs in triple rhythm. I introduced the green triple rhythm cards. They loved the rhythm dictation. Then we worked on Billy Billy and we first worked on the I IV I chord progression in the left hand. We sang as we practiced progressing from chord to chord. Challenging. then they learned the patterns and used the Practice CD so that they could hear the new component.
After we moved like Kangaroos and Swans. last week I refrained from modeling the movement and they came up with movements that were appropriate but very different from what I would have done. It is always fun to step back and see what children come up with.
Then we played Let us Chase the Squirrel, left hand chords only at least three times. then I had each student play the melody while the others played the chords. Next week they will play hands together.
When parents returned we reviewed Billy Billy with the practice CD.
Home assignments were typed out and ready to go.
One Mom whined about the late hour. She asked if I would teach the class on Saturday mornings. I asked her if she was willing to give up her next 28 weeks of Saturdays (no ski trips, no sleep overs, no trips to NYC, etc.). She stopped whining.
I need one more afternoon (Fraturday) or I need the schools to dismiss school at 1:00. The children could go home, take a nap and be awake for afternoon music. That's my evening fantasy.
Now I am left with three girls that work well together. The class flowed nicely.
I need to review scale fingering. then we went through the improvisational warm ups. I plan to review the third and fourth improvisational warm ups next week. Singing circle centered around songs in triple rhythm. I introduced the green triple rhythm cards. They loved the rhythm dictation. Then we worked on Billy Billy and we first worked on the I IV I chord progression in the left hand. We sang as we practiced progressing from chord to chord. Challenging. then they learned the patterns and used the Practice CD so that they could hear the new component.
After we moved like Kangaroos and Swans. last week I refrained from modeling the movement and they came up with movements that were appropriate but very different from what I would have done. It is always fun to step back and see what children come up with.
Then we played Let us Chase the Squirrel, left hand chords only at least three times. then I had each student play the melody while the others played the chords. Next week they will play hands together.
When parents returned we reviewed Billy Billy with the practice CD.
Home assignments were typed out and ready to go.
One Mom whined about the late hour. She asked if I would teach the class on Saturday mornings. I asked her if she was willing to give up her next 28 weeks of Saturdays (no ski trips, no sleep overs, no trips to NYC, etc.). She stopped whining.
I need one more afternoon (Fraturday) or I need the schools to dismiss school at 1:00. The children could go home, take a nap and be awake for afternoon music. That's my evening fantasy.
Music Makers Book 2 Lesson 17
I have a Book 2 class on Wednesday afternoon that has three boys in it. Two of the boys are 7 year old twins. The other boy is also seven. I have the mothers in the room with me for the entire hour. We do not do parent time. Here is a synopsis of how I prepare and what actually happened in class.
Song Circle - Last week's new song was All the Little Ducklings - I plan to do the motions as a finger play. These boys tend to be silly enough and I don't need three aggressive ducks in my room. I follow with the patterns for the song including a lot of patterns with La in them. I also add some aural recognition of tonic chord patterns. (they do the finger play but when it is heads under water, they can't help themselves...butts are in the air wiggling away, lol)
John Kanaka is a chance to dance and I will review the song right after the dance with an f Major warmup. (this week the younger twin finally got the movements. He could not do the hands motions so I just kept modeling them. It helps that the moms were there also doing it. It cuts down the silliness)
See the Pony was last weeks reading piece so I will review the patterns aurally and visually. I use a magnet board and set up the patterns in F Major and each boy will sing and then sing and play the pattern. to keep them all participating I will have one boy sing while another points and the third plays. then they rotate. (this didn't work as I planned. We sang the song and they ran to the pianos to play the reading piece so I followed them. they all proudly put their books up... and played the piece by ear.)
Mouse Mousie - EEEEEKKKK! they have already begged for this piece. I am including it because it is today's dictation (it is now after class and this was not much fun to play today. For some reason one of the boys always cries and gets out of sorts with this game. the idea of getting caught is so overwhelming for him. Sigh!)
When the Train comes Along - I have decided to not teach this piece at the piano. We used bars last week. However we will play the piece at the bars with chords and sing. i also use it as an ensemble piece with shakers and sticks. (After lesson comment - I am so glad we skipped this piece as a by ear piece right now. These boys are struggling with all the by ear pieces. I am slowing the process down with more warm ups and wiggling exercises. I am saving When the Train for a later book. We spent time working with the patterns in John Kanaka and the reading piece See the Pony and F major position. Chords are still a concept for these boys. I did an ensemble with sticks and rattles and I plan to follow the same ensemble set up as is presented in the revised MM curriculum. These boys found it hard to sustain a steady beat.)
Vocal Improv. - this is week one for them (I left it out by mistake last week) so I will first review the yellow duple cards and then I will verbalize what I am doing as I improvise or make up a new rhythm. I will stick to these cards first. Then I will put them away and continue the game. I make sure the boys have thought what pattern they will share before we begin. (This was a lot of fun. Once they got the hang of it, they all could improvise. Very satisfying)
Since I am not doing Train I will Review John Kanaka and add chords in F and I will ask for the piece in other keys as well. I will be working on the Progression of I and V7. (Didn't get to the chords - there is always this line between satisfaction and frustration. chords would have taken these boys to the dark side. However, we did sing the chords in Singing circle. I will prep them aurally and continue to prepare their hands to move from the simpler I chord to the simpler V7 while singing a song.
Pink cards are fast. (after comment: one twin has major OT issues and pointing to the cards and chanting the rhythm pattern is very difficult. But after three repeats he could actually do it. I slowed down the tempo. His rhythm was improving during the game.
concerto - we just get up and dance (and they were so thankful for this movement break)
I am allotting more time for the Dictation since it is their first. I will review the blue melody cards and have them copy them on the magnet boards. (this worked very well. One boy placed his dots in the wrong spaces. I went to the other boy's boards first and by the time I got to his board he had fixed it himself.) Then we pull out the dictation and I go pattern by pattern, playing the aural rec game, asking them where I should place the notes and then have them copy. I encourage them to work quickly. they sing the song as they point to their dots. Then I put up the four rhythm patterns on the board and we go through the piece adding rhythm. this used to take forever but by putting the rhythm choices on the board, they have a better chance of success.(Success was in the air. One boy with the OT issue was spending a lot of time forming his notes. I encouraged him to draw faster and more efficiently. This made such a difference for this boy. He worked faster and caught up with the boys and was accurate and he was very proud of this. I also spent a lot of time making sure they verbalized where the notes were placed. By the end of the dictation they could state exactly that the Do was "below the staff", mi was in the First space and the Sol was in the second space. At first they wanted to say they were sitting on the line.)
I look at page 7 - homework - listen to any shares and hand out home assignments. We don't have time to write them in the book so I have them printed out. I leave spaces on the page to add pieces and customize the work for each child. I write in anything I need to add. (after class - my boys just can't sit through a home assignment writing event. Handing out the assignment closes the class quickly. It also gives the class more time for sharing which they all did)
I hope this gives you a good idea of how to prepare for a keyboard class and how it may differ in the actual class but that is OK because there is always next week.
Song Circle - Last week's new song was All the Little Ducklings - I plan to do the motions as a finger play. These boys tend to be silly enough and I don't need three aggressive ducks in my room. I follow with the patterns for the song including a lot of patterns with La in them. I also add some aural recognition of tonic chord patterns. (they do the finger play but when it is heads under water, they can't help themselves...butts are in the air wiggling away, lol)
John Kanaka is a chance to dance and I will review the song right after the dance with an f Major warmup. (this week the younger twin finally got the movements. He could not do the hands motions so I just kept modeling them. It helps that the moms were there also doing it. It cuts down the silliness)
See the Pony was last weeks reading piece so I will review the patterns aurally and visually. I use a magnet board and set up the patterns in F Major and each boy will sing and then sing and play the pattern. to keep them all participating I will have one boy sing while another points and the third plays. then they rotate. (this didn't work as I planned. We sang the song and they ran to the pianos to play the reading piece so I followed them. they all proudly put their books up... and played the piece by ear.)
Mouse Mousie - EEEEEKKKK! they have already begged for this piece. I am including it because it is today's dictation (it is now after class and this was not much fun to play today. For some reason one of the boys always cries and gets out of sorts with this game. the idea of getting caught is so overwhelming for him. Sigh!)
When the Train comes Along - I have decided to not teach this piece at the piano. We used bars last week. However we will play the piece at the bars with chords and sing. i also use it as an ensemble piece with shakers and sticks. (After lesson comment - I am so glad we skipped this piece as a by ear piece right now. These boys are struggling with all the by ear pieces. I am slowing the process down with more warm ups and wiggling exercises. I am saving When the Train for a later book. We spent time working with the patterns in John Kanaka and the reading piece See the Pony and F major position. Chords are still a concept for these boys. I did an ensemble with sticks and rattles and I plan to follow the same ensemble set up as is presented in the revised MM curriculum. These boys found it hard to sustain a steady beat.)
Vocal Improv. - this is week one for them (I left it out by mistake last week) so I will first review the yellow duple cards and then I will verbalize what I am doing as I improvise or make up a new rhythm. I will stick to these cards first. Then I will put them away and continue the game. I make sure the boys have thought what pattern they will share before we begin. (This was a lot of fun. Once they got the hang of it, they all could improvise. Very satisfying)
Since I am not doing Train I will Review John Kanaka and add chords in F and I will ask for the piece in other keys as well. I will be working on the Progression of I and V7. (Didn't get to the chords - there is always this line between satisfaction and frustration. chords would have taken these boys to the dark side. However, we did sing the chords in Singing circle. I will prep them aurally and continue to prepare their hands to move from the simpler I chord to the simpler V7 while singing a song.
Pink cards are fast. (after comment: one twin has major OT issues and pointing to the cards and chanting the rhythm pattern is very difficult. But after three repeats he could actually do it. I slowed down the tempo. His rhythm was improving during the game.
concerto - we just get up and dance (and they were so thankful for this movement break)
I am allotting more time for the Dictation since it is their first. I will review the blue melody cards and have them copy them on the magnet boards. (this worked very well. One boy placed his dots in the wrong spaces. I went to the other boy's boards first and by the time I got to his board he had fixed it himself.) Then we pull out the dictation and I go pattern by pattern, playing the aural rec game, asking them where I should place the notes and then have them copy. I encourage them to work quickly. they sing the song as they point to their dots. Then I put up the four rhythm patterns on the board and we go through the piece adding rhythm. this used to take forever but by putting the rhythm choices on the board, they have a better chance of success.(Success was in the air. One boy with the OT issue was spending a lot of time forming his notes. I encouraged him to draw faster and more efficiently. This made such a difference for this boy. He worked faster and caught up with the boys and was accurate and he was very proud of this. I also spent a lot of time making sure they verbalized where the notes were placed. By the end of the dictation they could state exactly that the Do was "below the staff", mi was in the First space and the Sol was in the second space. At first they wanted to say they were sitting on the line.)
I look at page 7 - homework - listen to any shares and hand out home assignments. We don't have time to write them in the book so I have them printed out. I leave spaces on the page to add pieces and customize the work for each child. I write in anything I need to add. (after class - my boys just can't sit through a home assignment writing event. Handing out the assignment closes the class quickly. It also gives the class more time for sharing which they all did)
I hope this gives you a good idea of how to prepare for a keyboard class and how it may differ in the actual class but that is OK because there is always next week.
Tuesday, September 21, 2010
The Daily Prep
Each day I must recreate my studio to meet the needs of each class. Because I also teach piano lessons I have to move furniture. So I finally got my act together and this year I booked all my non piano classes on all day Monday and Tuesday morning. This way I only have to put up my digital pianos early Tuesday afternoon and then break them down after Thursday evening.
Here is my schedule for preparing my classes on Tuesday.
Check my calendar. My calendar is displayed with all my classes and lessons in the kitchen so I can double check my day. I have already dressed, exercised, and completed my morning routine so my brain is clear and ready for work.
I enter my studio and it is already set for the day. I learned that leaving my studio a mess the night before is not good for a positive, high energy attitude the next day. I have my pianos open and ready for me to practice for an hour and my computer is ready for any business (accounting for any monies received or checking attendance. I also make a note as to who I need to call if they did not attend class and didn't call me.
I pull out my lesson suggestions for the day and recheck my lesson books to make sure they are in order. I make any notes on separate cards if I wish to add any ideas. I add these ideas with post-its although if it is a stroke of genius it goes on the card in ink....
I post my lesson suggestion sheet on the wall and check that I have the track numbers clearly written on the sheet. I check my CDs to make sure they are in order and I PLAY the tracks I expect to use. Nothing like a scratched disk to slow down my class pace.
Next I sit quietly and go through the lesson. This morning I began with a baby class but I knew ahead of time that one mother would be bringing a two year old with her baby. I don't recommend this combination for a babies class. I can manage it but I know it is not ideal. Next week the 2 year old will be in preschool. I make a note to remind the mom that she can preview my Monday toddler class next week. I also write a reminder to let the families know I am going to book a one hour parent education meeting. (during class I announced this and one mother said she has no babysitter for this event. I said I would tape the orientation for her to watch. This is a project i have been planning anyway)
Today's toddler class is a preview. It was supposed to begin last week but I had only one toddler enrolled. Then I go call for two more so I created this preview. Then two more called. Five families. Two of the families have attended the babies program but I know there is a transition from the babies to toddler and I need to work on that. I make a note to SLOW down my pacing and say one or two sentences to the parents to follow me and do what I do. I want to be clear from the beginning that I am running the class and I know what I am doing.I also state my expectation that the parents are doing this class with me.
I check my floor and vacumn. I look around to make sure the room is toddler proofed.
Time to play the piano. Two minutes before the class arrives I cover the piano and put up the gate.
The parents have arrived and I note they are parked all over the place. You would think the direction "park in the driveway so that everyone can fit" would be obvious, yet they have all parked at the end of the driveway so that no one else can park. I run out and re-direct.
As parents enter with the children I greet them and show them where to place shoes. The children are excited.
I open the studio door and we all walk in together. We sit down and start. I like to wait with the parents and toddlers in the waiting room until everyone has arrived for a first class so there is no waiting in the studio.
We sing the opening song and everything is fine. Then we move to Humpty Dumpty and on the word FALLLLL, we all fall to the floor. Toddlers are giggling and squealing with glee. Great.
Ella is crying..... uh oh.... Ella is freaked out. She takes the rest of the class to get over it. Too bad! the rest want to do it over and over again. go figure. We go through the week one lesson suggestion of play with me and I keep adding calming songs to slow Ella's sobs and to follow Pax's movements. I bring out instruments and the focus in the class changes. But I keep it brief. The drum is a definite winner. Lauren is transfixed. Pax is the only boy and he decides that bumping into the other parents is fun. By 25 minutes he is pulling all the mom's hairs....hmmmm..... fortunately Pax's mom is a veteran with three children and she simply stops Pax with a resounding "NO". We ended quickly. Stickers Then I did a NO NO. I made adult talk at the end of class. Chaos ensued at the child level. But all enrolled and all paid.
Time to order equipment.
Lunch, Bank and change over room for MMK book 1 and post MG group piano class. I have already copied out the home assignment sheets and reset the studio.
Will I have time to play another hour at the piano?
Here is my schedule for preparing my classes on Tuesday.
Check my calendar. My calendar is displayed with all my classes and lessons in the kitchen so I can double check my day. I have already dressed, exercised, and completed my morning routine so my brain is clear and ready for work.
I enter my studio and it is already set for the day. I learned that leaving my studio a mess the night before is not good for a positive, high energy attitude the next day. I have my pianos open and ready for me to practice for an hour and my computer is ready for any business (accounting for any monies received or checking attendance. I also make a note as to who I need to call if they did not attend class and didn't call me.
I pull out my lesson suggestions for the day and recheck my lesson books to make sure they are in order. I make any notes on separate cards if I wish to add any ideas. I add these ideas with post-its although if it is a stroke of genius it goes on the card in ink....
I post my lesson suggestion sheet on the wall and check that I have the track numbers clearly written on the sheet. I check my CDs to make sure they are in order and I PLAY the tracks I expect to use. Nothing like a scratched disk to slow down my class pace.
Next I sit quietly and go through the lesson. This morning I began with a baby class but I knew ahead of time that one mother would be bringing a two year old with her baby. I don't recommend this combination for a babies class. I can manage it but I know it is not ideal. Next week the 2 year old will be in preschool. I make a note to remind the mom that she can preview my Monday toddler class next week. I also write a reminder to let the families know I am going to book a one hour parent education meeting. (during class I announced this and one mother said she has no babysitter for this event. I said I would tape the orientation for her to watch. This is a project i have been planning anyway)
Today's toddler class is a preview. It was supposed to begin last week but I had only one toddler enrolled. Then I go call for two more so I created this preview. Then two more called. Five families. Two of the families have attended the babies program but I know there is a transition from the babies to toddler and I need to work on that. I make a note to SLOW down my pacing and say one or two sentences to the parents to follow me and do what I do. I want to be clear from the beginning that I am running the class and I know what I am doing.I also state my expectation that the parents are doing this class with me.
I check my floor and vacumn. I look around to make sure the room is toddler proofed.
Time to play the piano. Two minutes before the class arrives I cover the piano and put up the gate.
The parents have arrived and I note they are parked all over the place. You would think the direction "park in the driveway so that everyone can fit" would be obvious, yet they have all parked at the end of the driveway so that no one else can park. I run out and re-direct.
As parents enter with the children I greet them and show them where to place shoes. The children are excited.
I open the studio door and we all walk in together. We sit down and start. I like to wait with the parents and toddlers in the waiting room until everyone has arrived for a first class so there is no waiting in the studio.
We sing the opening song and everything is fine. Then we move to Humpty Dumpty and on the word FALLLLL, we all fall to the floor. Toddlers are giggling and squealing with glee. Great.
Ella is crying..... uh oh.... Ella is freaked out. She takes the rest of the class to get over it. Too bad! the rest want to do it over and over again. go figure. We go through the week one lesson suggestion of play with me and I keep adding calming songs to slow Ella's sobs and to follow Pax's movements. I bring out instruments and the focus in the class changes. But I keep it brief. The drum is a definite winner. Lauren is transfixed. Pax is the only boy and he decides that bumping into the other parents is fun. By 25 minutes he is pulling all the mom's hairs....hmmmm..... fortunately Pax's mom is a veteran with three children and she simply stops Pax with a resounding "NO". We ended quickly. Stickers Then I did a NO NO. I made adult talk at the end of class. Chaos ensued at the child level. But all enrolled and all paid.
Time to order equipment.
Lunch, Bank and change over room for MMK book 1 and post MG group piano class. I have already copied out the home assignment sheets and reset the studio.
Will I have time to play another hour at the piano?
Sunday, September 19, 2010
Where does the note go on the piano?
OK, enough, I don't want to get into the nitty gritty. Here is what I have found. My Post MG students are superb in reading patterns, but.... they have trouble finding where to start. Often I experience students playing in the wrong register or they sit and wait hoping I will open my big mouth and tell them what the resting tone is and where it is.
So I decided to work on guideposts in my book 4 class and in my post MG group class (notice the cards I chose in the first picture. I call them guideposts and so do a lot of other teachers). First I aurally play them and ask them to find the sound on their piano without looking at my piano. We play this matching game for a while. Then I lead them to discover the key signature of the cards (C major) and explain they are all the Cs found on the grand staff. Then we play games finding these positions. Pace likes to then have them play a warmup in these positions, or a scale, or a chord, or a chord progression. These are fun expansions.
Then I bring out my own flashcards.
There are many ways to play this game. The purpose is to understand that patterns look and sound different in different registers on the piano.
Oh, a great piece to move to would be Kabalevsky's piece, Funny Event from Op. 39. It would also be fun to compose a piece just for the class...
Friday, September 17, 2010
In the Land of the Blind
This is the name of the chapter I am reading in Michael Lewis's book "The Big Short". It seemed to recapture a conversation I had with a parent yesterday.
Here is the story. The parent called last year and wanted to join a book 2 class because it fit her schedule. I said that would not be possible. She insisted so I said her daughter could preview the class. I vaguely remember all her friends were in the class. But as you all know, walking into a Book 2 class with no previous experience and like landing on the Moon. It because obvious to the parent. She then agreed to attend a book 1 class I guess, registered, took material and then dropped out because the schedule didn't work for her. I only know this because I made a note in my control journal. She kept the material and I said she was welcome to call in September if the schedule worked better for her.
Fast foward to yesterday morning. I get a last minute call. Hi, do you remember me? (NO) We would like to join your Thursday MMK1 class. (I had 5 in the class, down from nine, which I split to two classes so she would make it six). I said it would be fine. Then she wanted a full list of all the students in the class. She was very worried her daughter would either be the oldest or the youngest. (Warning sign one) Since she was neither she seemed OK but was worried her didn't know anyone. (Warning sign two). I suggested she preview the class.
Parent and child attend class. I still have no memory of parent or daughter but I have a vague feeling of unease with parent as if I had....I don't know something unresolved.... whatever. So they joined the class and it was a lovely class. As I was handing out material, the child demanded, "Where is my material?" Of course I showed her my copies and said we would talk briefly after class. I said good bye to all and sat on floor with daughter and parent. Parent had brought a Book 1 minus cards and the first three pages completed. I asked where the cards were and she did not know. I asked if she had two CDs and she answered she had one CD. This conversation continued in this line for 10 minutes as we sought a way to replace the missing pieces without ordering a new set (tip: when a parent is rejoining, make sure you have a policy that she shows you the full material with no missing parts or she purchases a new complete set). I pulled out all my donated cards, my enabling self kicking in, suggesting I could spend my valuable time re-creating all the cards, renaming cards, you know the whole scene. A piano student was walking in at this point and I had not reset the studio. Then she said,
"You said this is a preview class. (I did?) We will go home and decide if we want to join."
Got Me!
I did not expect that.... sometimes we get so far in content we forget context. She said goodbye and I was left with a messy floor with replacements cards and piano lesson beginning late and a sour taste in my mouth.
Closing deals are the hardest part of this business.
Remember what Warren Buffet said,
Writing a check separates a commitment from a conversation.
In the future I will remember, no home material discussions until the check is in my hand. Also trust your gut and wait until the parent is on board before investing time.
Here is the story. The parent called last year and wanted to join a book 2 class because it fit her schedule. I said that would not be possible. She insisted so I said her daughter could preview the class. I vaguely remember all her friends were in the class. But as you all know, walking into a Book 2 class with no previous experience and like landing on the Moon. It because obvious to the parent. She then agreed to attend a book 1 class I guess, registered, took material and then dropped out because the schedule didn't work for her. I only know this because I made a note in my control journal. She kept the material and I said she was welcome to call in September if the schedule worked better for her.
Fast foward to yesterday morning. I get a last minute call. Hi, do you remember me? (NO) We would like to join your Thursday MMK1 class. (I had 5 in the class, down from nine, which I split to two classes so she would make it six). I said it would be fine. Then she wanted a full list of all the students in the class. She was very worried her daughter would either be the oldest or the youngest. (Warning sign one) Since she was neither she seemed OK but was worried her didn't know anyone. (Warning sign two). I suggested she preview the class.
Parent and child attend class. I still have no memory of parent or daughter but I have a vague feeling of unease with parent as if I had....I don't know something unresolved.... whatever. So they joined the class and it was a lovely class. As I was handing out material, the child demanded, "Where is my material?" Of course I showed her my copies and said we would talk briefly after class. I said good bye to all and sat on floor with daughter and parent. Parent had brought a Book 1 minus cards and the first three pages completed. I asked where the cards were and she did not know. I asked if she had two CDs and she answered she had one CD. This conversation continued in this line for 10 minutes as we sought a way to replace the missing pieces without ordering a new set (tip: when a parent is rejoining, make sure you have a policy that she shows you the full material with no missing parts or she purchases a new complete set). I pulled out all my donated cards, my enabling self kicking in, suggesting I could spend my valuable time re-creating all the cards, renaming cards, you know the whole scene. A piano student was walking in at this point and I had not reset the studio. Then she said,
"You said this is a preview class. (I did?) We will go home and decide if we want to join."
Got Me!
I did not expect that.... sometimes we get so far in content we forget context. She said goodbye and I was left with a messy floor with replacements cards and piano lesson beginning late and a sour taste in my mouth.
Closing deals are the hardest part of this business.
Remember what Warren Buffet said,
Writing a check separates a commitment from a conversation.
In the future I will remember, no home material discussions until the check is in my hand. Also trust your gut and wait until the parent is on board before investing time.
Wednesday, September 15, 2010
The Control Journal
piano student roster (includes child's name, parent name, phone number and attendance)
Lending library - although I am thinking of using Music Teacher's Helper website for this project.
Tabs for each day of the week with rosters of each class. I can add post its and notes to myself. I also mark who received material, what they may still owe, who is absent, who needs a call, the name of the caretaker, etc.
Tabs for individual students, including a journal of what I did in the lesson, what books I am using, notes, compositions, and even copied music for the child that tends to forget their music.
In the back of the book I have practice pages, blank paper , my goals in life (which are fun to look at every now and then) and former students notes in case they return. After 6 months they are gone.
Here is a typical roster.
Accompanying all this is my lap top computer with my accounting software. I also connect to students with google and keep all my contacts there. I use my MG website as well and I love the email blasts.
Hey, another day of teacher swirled by and although the first week of teaching is always so detailed oriented, the results look good in my cash drawer and I know I can sleep tonight because everything I need to know for tomorrow is in my control journal.
time for a beer.
Tuesday, September 14, 2010
Day 2 is done
I have been spoiling you with pictures.. None today. Today I was just too busy teaching to stop and take a picture. Yesterday and today were great days of teaching. My MMAH is a group of 8 gorgeous, sweet 5 year olds and we had so much fun! I love the new curriculum revision. Following them was a small cycles class of three sweet girls with Moms and the children couldn't get over the fact that I could talk to Mr. MacDonald on an imaginary phone. Then I taught an MMK book 4 class and the three children just flowed through the lesson plan. I have been focussing more on beautiful sound at the piano and finding the graceful movements that accompany beautiful sound. These children took to these ideas like birds at a bird feeder. THEN a private lesson with a MG graduate and we made music for an hour and laughed alot.
Today was more about getting my Baby's class going. I had three babies and three mothers, a father and two grandparents. Oh, and a two year old and a three year old. Always a challenge to adapt material. I sweated through that class.
For both my toddler class and baby class I am going to give a parent ed class immediately after the 2nd class. I will have a snack for the children and I hope we can sit out on the lawn and I plan to create a 15 minute presentation. This is crunch time. It is much easier to say it in 60 minutes than in 15 minutes....
This afternoon I started a MMK1 class. Four girls. They were thrilled there are NO BOYS in the room. We floated and danced and sang and giggled through class. I had them making beautiful wrist motions at the piano and we worked on floating up from the keyboards after the end of Debka hora. I have been bothered by the tension child exhibit in their hands and their bodies and I spent a lot of time working on connecting their senses to what relaxed feels like in their arms and wrists. It was hard to convince them to let the tension out of their fingers. I think it comes from holding pencils too much in class.
Today was the first day of my post MG class. Four children signed up and we started with pentascales in all keys playing the rhythm of the first excersize in Book 1 of Dozen a Day. I first worked on 16th notes (using Gordon) and worked back to 8ths and quarter notes. Then we reversed. I worked them up to hands together. Then we went to the floor and I brought out my favorite rhythms cards from Music Mind Games. The cards show each note in relation to the other. We discussed the names and compared the notes and then I had them create to measures of 4/4 time using any combination (include quarter note rests). Then they each spoke their rhythm in Gordon language and then I would speak it with the counting system, which they all exclaimed they learned in public school music class. It was interesting to hear them fluently speak the Gordon and then awkwardly try the counting system. Then each moved clockwise to their neighbors rhythm and sang that rhythm. They moved until they were back to their rhythm again.
We worked on verbally stating the finger for I and V7 chords. That was difficult for them. Remember, we are up to developing grammar. The musicianship is in place. They could play the chords but describing what they were doing was hard. I would supply the words and them repeat them. BY the end they had it down.
Then I gave them the "A Little Melody" I create for my book 4 class. However, I realized I printed it in landscape mode and it wouldn't fit in their new notebook, so I reprinted it in portrait mode and renamed it "A little Taller Melody". They all need to learn it on their own by next week.
They also gave me a list of the music they want to learn. Mostly broadway songs. I will probably make arrangements . Then the hour was up. So much to do Too little time.
Then I taught two private lessons. Tomorrow I will put up pictures I did take this morning (OK I lied earlier in the post.)
Today was more about getting my Baby's class going. I had three babies and three mothers, a father and two grandparents. Oh, and a two year old and a three year old. Always a challenge to adapt material. I sweated through that class.
For both my toddler class and baby class I am going to give a parent ed class immediately after the 2nd class. I will have a snack for the children and I hope we can sit out on the lawn and I plan to create a 15 minute presentation. This is crunch time. It is much easier to say it in 60 minutes than in 15 minutes....
This afternoon I started a MMK1 class. Four girls. They were thrilled there are NO BOYS in the room. We floated and danced and sang and giggled through class. I had them making beautiful wrist motions at the piano and we worked on floating up from the keyboards after the end of Debka hora. I have been bothered by the tension child exhibit in their hands and their bodies and I spent a lot of time working on connecting their senses to what relaxed feels like in their arms and wrists. It was hard to convince them to let the tension out of their fingers. I think it comes from holding pencils too much in class.
Today was the first day of my post MG class. Four children signed up and we started with pentascales in all keys playing the rhythm of the first excersize in Book 1 of Dozen a Day. I first worked on 16th notes (using Gordon) and worked back to 8ths and quarter notes. Then we reversed. I worked them up to hands together. Then we went to the floor and I brought out my favorite rhythms cards from Music Mind Games. The cards show each note in relation to the other. We discussed the names and compared the notes and then I had them create to measures of 4/4 time using any combination (include quarter note rests). Then they each spoke their rhythm in Gordon language and then I would speak it with the counting system, which they all exclaimed they learned in public school music class. It was interesting to hear them fluently speak the Gordon and then awkwardly try the counting system. Then each moved clockwise to their neighbors rhythm and sang that rhythm. They moved until they were back to their rhythm again.
We worked on verbally stating the finger for I and V7 chords. That was difficult for them. Remember, we are up to developing grammar. The musicianship is in place. They could play the chords but describing what they were doing was hard. I would supply the words and them repeat them. BY the end they had it down.
Then I gave them the "A Little Melody" I create for my book 4 class. However, I realized I printed it in landscape mode and it wouldn't fit in their new notebook, so I reprinted it in portrait mode and renamed it "A little Taller Melody". They all need to learn it on their own by next week.
They also gave me a list of the music they want to learn. Mostly broadway songs. I will probably make arrangements . Then the hour was up. So much to do Too little time.
Then I taught two private lessons. Tomorrow I will put up pictures I did take this morning (OK I lied earlier in the post.)
Monday, September 13, 2010
Getting Ready to teach on the first day
Up by six and dressed by 6:05. Upstairs cleaned up and vacumned. Wash rebooted. Kitchen is ready (I made a soup yesterday for dinner tonight).
Then I set up the waiting room. Almost time!
 |
| Now I set up waiting room with place for shoes. |
 |
| Next, set up waiting area with a pile of toddler friendly books. |
 | ||||
| Mark the bathroom with identifiable sign. |
Read to go! Toddlers are coming.... All I need now is a
 |
| Large Drum. |
Sunday, September 12, 2010
Preparing for class part 2
When first learning the curriculum I felt overwhelmed. So much to learn in so little time. I guess it would have been wiser to plan more than a half hour before class started, lol.
Anyway, now I have learned all the material, how do I prepare for classes? I look at the lesson plans, read all the ideas and my added suggestions, bring up memories, good and bad about the different activities and cross my fingers.
But is this always the best way to prepare for class? I thought about it and decided to come from a different place. What if I put myself in nature? Seems like the best preparation for all of the programs, especially for Music Makers at Home in the World. So my darling husband and I did a 4 mile hike from Amagansett to Springs. Our local trails society completed this all natural trail. We just had to follow the yellow dots. It started in the farmlands of Amagansett and continued through the rolling woodlands into Springs and ended at Pussy Pond (yes with marshes). We didn't get to the Marshes...took a wrong turn somewhere.... but we did go through the meadows and the woodlands. At one point we stopped and had a meadow concert with the sounds of birds, bugs and rustling grass.
Audrey Sillick took us on a Nature walk at a MG Festival a few years back and when a member of group named a tree she shushed her and exclaimed that naming nature separated us from the experience. For more on this idea, read David Abram's marvelous book, The Spell of the Sensuous.
David has just finished his second book that I haven't cracked open yet but it is on my important books to read pile. It is called Becoming Animal. This sounds right up my ally.
P.S. the last picture was some sort of pod and my DH insisted they were from the movie, "The Body Snatchers".
I am ready to teach!
Anyway, now I have learned all the material, how do I prepare for classes? I look at the lesson plans, read all the ideas and my added suggestions, bring up memories, good and bad about the different activities and cross my fingers.
But is this always the best way to prepare for class? I thought about it and decided to come from a different place. What if I put myself in nature? Seems like the best preparation for all of the programs, especially for Music Makers at Home in the World. So my darling husband and I did a 4 mile hike from Amagansett to Springs. Our local trails society completed this all natural trail. We just had to follow the yellow dots. It started in the farmlands of Amagansett and continued through the rolling woodlands into Springs and ended at Pussy Pond (yes with marshes). We didn't get to the Marshes...took a wrong turn somewhere.... but we did go through the meadows and the woodlands. At one point we stopped and had a meadow concert with the sounds of birds, bugs and rustling grass.
Audrey Sillick took us on a Nature walk at a MG Festival a few years back and when a member of group named a tree she shushed her and exclaimed that naming nature separated us from the experience. For more on this idea, read David Abram's marvelous book, The Spell of the Sensuous.
David has just finished his second book that I haven't cracked open yet but it is on my important books to read pile. It is called Becoming Animal. This sounds right up my ally.
P.S. the last picture was some sort of pod and my DH insisted they were from the movie, "The Body Snatchers".
I am ready to teach!
Time to be a Teacher
The hardest part of being a MG teacher is not teaching the program. It's when I have to change hats and become an advertising exec, an office administrator, an accountant, and even a collection agency. But one day a week I need to devote to preparing to teach. This mean going through my week and thinking about each class. The question I like to ponder is, "What do I want my students to understand?" or, "What do I want my students to imagine?". Of course there are other questions as well. Like, where are those blindfolds I need for the mystery bags? First things first. I have a student joining a book 4 class and she was studying in private lessons due to schedule conflicts but now she is finally able to join a class. However, she has already begun book 4 so the first four weeks of class will be review. So I created a supplementary piece for her similar to Fais Do Do. I can't figure out who wrote the basic melody - this happens to me all the time. Czerny? Probably. I adapted the melody to work here and added I and V7 chords.
Click here to see the piece I create for this student
Click here to see the piece I create for this student
Saturday, September 11, 2010
Organizing my Lesson Plans
This fall I will be teaching every level of MG except for Music Makers Around the World and I will miss that wonderful program. For some reason, every year I get a blip in my schedule - no enrollment in Cycles one year and then the following year, no MMAH and then no MMAW. Anyway, I have to prepare all my lesson books and I want to do it quickly and efficiently. This is not time to rehearse pieces or re-consider content. This is about implementing the program. So here is how I do it:
1. I copy all the lesson suggestions and place them in a Loose leaf binder, one page per lesson. If I make changes as I teach, I put the changes on the copy.
2. I select the lesson plans.
Here are all the plans I will be teaching next week. Now I go to my cards and select what I need and place them in the card holders.
I keep both baskets under my piano. I move quickly through the cards, making sure I put cards back in order each week when I am finished with them. In all the years I have taught I have misplaced one card. (I am sure someday it will turn up). When I am done with this task (which normally takes about one hour) I take a break and read or practice. Tomorrow I will sit with each lesson plan and go through each activity, listening to the CD, singing through the movements or dances, and planning calming spaces throughout the classes. I think the most challenging part of teaching is managing the transitions from activity to activity. In the first week I want to set up rituals in my classroom that work all year long. Here are some to consider
How will the children enter the room?
How do you plan to create a circle?
How do want the children to sit on the floor?
How do you want the children to prepare for listening?
How do you want the parents to enter the room at family time?
I also will make sure I have all the material ready.
Monday will be a big day with four classes (three in a row in the afternoon) and a private lesson at the end. I will be ready.
1. I copy all the lesson suggestions and place them in a Loose leaf binder, one page per lesson. If I make changes as I teach, I put the changes on the copy.
2. I select the lesson plans.
I keep both baskets under my piano. I move quickly through the cards, making sure I put cards back in order each week when I am finished with them. In all the years I have taught I have misplaced one card. (I am sure someday it will turn up). When I am done with this task (which normally takes about one hour) I take a break and read or practice. Tomorrow I will sit with each lesson plan and go through each activity, listening to the CD, singing through the movements or dances, and planning calming spaces throughout the classes. I think the most challenging part of teaching is managing the transitions from activity to activity. In the first week I want to set up rituals in my classroom that work all year long. Here are some to consider
How will the children enter the room?
How do you plan to create a circle?
How do want the children to sit on the floor?
How do you want the children to prepare for listening?
How do you want the parents to enter the room at family time?
I also will make sure I have all the material ready.
Monday will be a big day with four classes (three in a row in the afternoon) and a private lesson at the end. I will be ready.
Labeling Home Material
After writing the child's name on each card last night, I decided to create labels. This saved my hand from cramping and I labeled all pieces in 2 hours.
Because I have labeled all the CDs, they can be placed on a shelf rather than in the cabinet, which is too full.
All that is left is what you see below. I will not mark any material that has not been paid for yet, even if the parent has absolutely promised me they will bring their check by the first class. I am waiting for payments before I will place a label on them. Oh, procrastinators, you know not what you do! or what you will do during the first class! I hope you enjoy sticking on labels.
Friday, September 10, 2010
Organizing Home Material
If you organize your material before you begin classes, you will have less preparation befor each class. I create and label a file for each class. I then put the files in the cabinet and add the material. In the evening as I listen to music or watch an old movie, I prepare my material. For babies, toddlers and cycles I place a label on the box, add my information somewhere inside the material and label the CDs and parent booklets. For MMH I will label the folder on the outside and the inside, label the CD and scotch tape it to the folder. I label all manipulatives and any pictures. MMK is more time consuming. I label the books and fill out the front letter. I separate the cards and label each card with their name. Then I place the cards and material in the files. I can't fit the CDs so I will place them on a shelve and put a label on them with the student's name. . If for some reason, they leave their material at the studio, I always know who left it. When I hand out material, I keep a roster for each class and I write down what I gave them. When I distribute material in class, I don't have to remember who didn't take material (being absent physically is one reason but parents can also be absent mentally.). I can look at the material and see the name. Then I email the client and ask them to come by and pick it up. If it is a piano student and it is part of their homework assignment, I will scan the cards and email them and still ask them to come by to pick up. This way they have no excuse.
Getting Ready for the New Year of Classes
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