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.....
Thursday, September 23, 2010
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.
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