Communicating with Teachers, How? Options

[andante]

Seer green has said I think that most pupils are dropped off at his house. There is a clear way for a parent to speak to him, come to the door with child at the beginning of the lesson. (Not the end, when it would run into the next lesson) But this is very different from a child having lessons in school, particularly at senior school where the children go in on their own and make their own way home.

If a teacher objects to being addressed through the book it is up to them to make it clear at the start of proceedings, after all the parent is the client, not the child. The parent is paying for the lessons and receives information on what has happened in the lesson via the notebook, so the natural way to respond is through the book. I am always very aware, particularly with a new teacher that I must not come across as pushy / interfering.

I can't see how a teacher could object to a comment in the practice diary saying. "Not much practice this week, in bed with upset stomach" or " I'm not sure XXXX understands where to breathe in this piece" Surely a face to face discussion of these things would just waste half the lesson. However it would be appropriate to speak face to face to cancel / rearrange a lesson, discuss payment or things like that.

[Seer_Green]

Gracious me...talk about being shouted down (IMG:style_emoticons/default/ohmy.gif) (IMG:style_emoticons/default/tongue.gif)

I'm willing to stand corrected on this...maybe I'm just old-fashioned about it. Messages written in notebooks are not something I've come across in any of my teaching; I also haven't come across it with any of my teachers over the past 20 years. It's not something I can imagine doing for any of my teachers, but I totally accept that in certain situations (i.e. peri teaching) it obviously works wonders. I am in no way against parents communicating (which you'll see if you read back to my original post); in fact, I wholeheartidly encourage it, and make it clear which methods should be used. I think that in fairness, there's a difference between little notes which say "not much work this week" and messages which are actually asking questions about stuff.

[Halka]

Gracious me...talk about being shouted down (IMG:style_emoticons/default/ohmy.gif) (IMG:style_emoticons/default/tongue.gif)

I'm willing to stand corrected on this...maybe I'm just old-fashioned about it. Messages written in notebooks are not something I've come across in any of my teaching; I also haven't come across it with any of my teachers over the past 20 years. It's not something I can imagine doing for any of my teachers, but I totally accept that in certain situations (i.e. peri teaching) it obviously works wonders. I am in no way against parents communicating (which you'll see if you read back to my original post); in fact, I wholeheartidly encourage it, and make it clear which methods should be used. I think that in fairness, there's a difference between little notes which say "not much work this week" and messages which are actually asking questions about stuff.

I'm not sure having a note book really "works wonders". The teacher with whom we fell out is the only one of daughter's in school teachers who has ever used a note book, and perhaps I should not have looked on it as an invitation to communicate? The other two peris at school did not/do not use notebooks and we have remained on good terms, in so far as we have much to do with each other. I do have the home phone numbers of each of them, and have used these very sparingly. Nevertheless, reassuring to know that, in principle, they are willing to talk to me if they must!!

[Dulciana]

Gracious me...talk about being shouted down (IMG:style_emoticons/default/ohmy.gif) (IMG:style_emoticons/default/tongue.gif)

You're not being shouted down! (IMG:style_emoticons/default/rolleyes.gif) But it's surprising how different all our attitudes are to a simple notebook. I see it as the first line of communication with regard to issues like "Had an unusually busy week" (parent), "Ten minutes a day is not enough for progress" (me), "Struggling to get x to practise that piece as he seems not to like it (parent)", "X can't make it on x week; any chance you could reschedule?" (parent), or "We need to focus more on...." (me) All these messages are read and understood in seconds, whereas a phone call or discussion at the end of a lesson can ramble on for ages.

[barncottagecat]

I nearly always go to at least a part of my children's music lessons, and think that this helped them make more progress than they might otherwise have done.

I really wouldn't have a clue how to help them otherwise, having previously not known one end of a violin from the other. Some might say "oh they will end up completely incapable of practising by themselves" - that isn't the case, it just means that they make more progress because as we know children love to Play their pieces not Practise them and I make sure they play them AND practise the bits they're sposed to!!

Fortunately we have fantastic teachers, who welcome my inclusion - the violin teacher strongly feels that learning works best when there's a strong teacher-parent-pupil relationship, as then when he's not there, I can ensure things get done... The cello teacher expects me to shut up and listen unless spoken to, but that's fine by me!!

Of course, that doesn't work if your child is taught at school - When my children were taught in school, I asked to go the lessons sometimes - I used to go about once a term, which meant at least the teachers knew who I was and it opened up the lines of communication.

[Dulcet]

I write notes about things that seem significant in the practice notebook that the music service provides - there is a space for parent comment as well as a practice tick box. One peri teacher sent his email address saying please feel free to contact him; the other always responds to any points I make in the book. I don't do it that often - the things I have explicitly put in are to do with, eg, difficulty with bowhold or poor posture - these are issues that I can see but only a word from the teacher will make the child believe me (!) I have these conversations face to face with the private piano teacher. Sometimes I write something in the notebook when there's been a breakthrough, as well - and I do write things in the piano notebook if something occurs to me midweek and I don't want to forget, and I don't want to delay the next pupil - particularly when there's been something that DS won't believe is an issue and reinforcement is needed from the expert.

(and before I am pounced on as an interfering parent, I have never been contradicted on any of the points I've raised...)

[notmusimum]

I write notes about things that seem significant in the practice notebook that the music service provides - there is a space for parent comment as well as a practice tick box. One peri teacher sent his email address saying please feel free to contact him; the other always responds to any points I make in the book. I don't do it that often - the things I have explicitly put in are to do with, eg, difficulty with bowhold or poor posture - these are issues that I can see but only a word from the teacher will make the child believe me (!) I have these conversations face to face with the private piano teacher. Sometimes I write something in the notebook when there's been a breakthrough, as well - and I do write things in the piano notebook if something occurs to me midweek and I don't want to forget, and I don't want to delay the next pupil - particularly when there's been something that DS won't believe is an issue and reinforcement is needed from the expert.

(and before I am pounced on as an interfering parent, I have never been contradicted on any of the points I've raised...)

I for one know exactly what you mean. As parents there are times when we need to communicate small points to the teacher and have to do that in the most economical way.

[saxophile]

Anyone with DSs out there will probably understand the lack of information that comes back with them - "How was your lesson?" - "OK", "What did Teacher tell you to do?" - "Don't remember, can I watch TV now?" (IMG:style_emoticons/default/rolleyes.gif)

(IMG:style_emoticons/default/laugh.gif) Oh yes, I recognise that one - and about 1001 variations on the same conversation! I resort to the notebook a lot as a result.

[jessy]

I think communicating with a school peri is possibly the hardest thing of all.



B1's violin teacher is a Music Services peri. She's a great teacher and a very kind and helpful lady but she isn't her own boss the same way that the others are and, especially in the early days, she was manacled by school and council procedures. For the first 18 months the only contact we had was a list of pieces in a notebook and a termly report where she had to tick a box per lesson for good, satisfactory or unsatisfactory! It was only when a personal crisis arose in her life that we had to get together to reschedule lessons outside school hours in my own home and I got to know her. We now text when we need to and no longer communicate through the school - but I am aware that this is actually not considered 'best practice' by the powers that be. It's a pity that the barriers that the schools and Music Services place between teachers and parents, although they are there for teachers' protection, actually hamper them and their students.

I'm Music Service peri and I think the Music Service is right to tell us not to give out home/mobile numbers and email addresses. If I taught maths I wouldn't expect my pupils' parents to have all these details. I think we are all entitled to our privacy, aside from the protection issue.

That said, if a parent leaves a message with the school, or a note in the child's Practice Diary, which I write in each lesson, I will always ring them if they wish to talk to me. I have to say I have never had any difficulties with this and I don't think it has hampered my teaching or my pupils' progress.

[Louise H]

Also as a Music Service peri, all pupils get a music service notebook which I write in every lesson or have loose backup sheets to give the pupil if they don't bring their notebooks. Loose sheets are a pain because they will often get lost but it is required for me to use them as a record of the lesson to the child. There is space here for parents to write notes to me and vice versa. There is also space in the front of the book for me to provide my contact details - phone number and/or email as I wish. I never get parent contact details unless the parent chooses to give them to me or if I liaise through the music service in the case that I need to contact the parent. I'm always happy for a parent to contact me if they wish to and I tell the pupils this. In reality the majority don't but some do, even if it's not very often, and it i useful to have a direct conversation on occasions rather than "passing notes" though a notebook.

As a private teacher as well, I see the majority of parents every week so communication is easy and those parents I don't see, can always contact me if they need to and I can also contact them.

[tonedeafmum]

Really lovely week of good parent-teacher-pupil communication. I read so many threads on the forum which show teachers having problems with parents (and vice versa) but our 3 teachers really are brilliant. (IMG:style_emoticons/default/biggrin.gif)

B1's violin and piano teachers collaborated in order to create a great opportunity to get together with the children taking violin exams next week to practise playing with an accompanist (I provided the drinks and biscuits.) Not only that but B1's teacher is even taking her from school to the exam venue for me so I can get back in time to pick up B2!

My day was made however by my conversation with B2's piano teacher who stopped me in the street to tell me how lovely he is to teach, how hard he works, and what a good supportive parent I am! (IMG:style_emoticons/default/ohmy.gif)

Maybe she could put that in writing for B2's class teacher!

Just realised this doesn't tell you a lot about communication and is probably just me having a gloat. Ah well ....
gloat ... gloat .. gloat. (IMG:style_emoticons/default/blush.gif)

[Seer_Green]

Really lovely week of good parent-teacher-pupil communication. I read so many threads on the forum which show teachers having problems with parents (and vice versa) but our 3 teachers really are brilliant. (IMG:style_emoticons/default/biggrin.gif)

B1's violin and piano teachers collaborated in order to create a great opportunity to get together with the children taking violin exams next week to practise playing with an accompanist (I provided the drinks and biscuits.) Not only that but B1's teacher is even taking her from school to the exam venue for me so I can get back in time to pick up B2!

My day was made however by my conversation with B2's piano teacher who stopped me in the street to tell me how lovely he is to teach, how hard he works, and what a good supportive parent I am! (IMG:style_emoticons/default/ohmy.gif)

Maybe she could put that in writing for B2's class teacher!

Just realised this doesn't tell you a lot about communication and is probably just me having a gloat. Ah well ....
gloat ... gloat .. gloat. (IMG:style_emoticons/default/blush.gif)

I've done all those things on more than one occasion in the past, but it doesn't mean I don't still get the difficult ones!

[Ayshah]

I think communicating with a school peri is possibly the hardest thing of all.

I'm Music Service peri and I think the Music Service is right to tell us not to give out home/mobile numbers and email addresses. If I taught maths I wouldn't expect my pupils' parents to have all these details. I think we are all entitled to our privacy, aside from the protection issue.

I completely disagree! With nearly 20 years of dealing with several music teachers I have always been given, when asked, a mobile phone number and/or an email by a Music peri! Previous to the prolific use of mobiles, I have been given a home phone number with an answering machine attached so that the Music Peri can return my call to discuss my child's progress (or lack of it). (IMG:style_emoticons/default/dry.gif)

As a home teacher myself I have - at the last count - five different email addresses and two mobile phone numbers; one for family and friends and one for parents & students.

[Seer_Green]

I think communicating with a school peri is possibly the hardest thing of all.

I'm Music Service peri and I think the Music Service is right to tell us not to give out home/mobile numbers and email addresses. If I taught maths I wouldn't expect my pupils' parents to have all these details. I think we are all entitled to our privacy, aside from the protection issue.

I completely disagree! With nearly 20 years of dealing with several music teachers I have always been given, when asked, a mobile phone number and/or an email by a Music peri! Previous to the prolific use of mobiles, I have been given a home phone number with an answering machine attached so that the Music Peri can return my call to discuss my child's progress (or lack of it). (IMG:style_emoticons/default/dry.gif)

As a home teacher myself I have - at the last count - five different email addresses and two mobile phone numbers; one for family and friends and one for parents & students.

The difference for peri teachers is that their contract is with the music service, and I can understand why, in the same way it applies to school teachers, peri's wouldn't be encouraged to give out their home contact details to parents.

[saxophile]

I'm Music Service peri and I think the Music Service is right to tell us not to give out home/mobile numbers and email addresses. If I taught maths I wouldn't expect my pupils' parents to have all these details. I think we are all entitled to our privacy, aside from the protection issue.

The difference for peri teachers is that their contract is with the music service, and I can understand why, in the same way it applies to school teachers, peri's wouldn't be encouraged to give out their home contact details to parents.

I'm not sure the analogy with a school teacher is entirely accurate. I don't have to pay extra for my kids to have their ordinary school lessons, plus there are reasonably clear mechanisms in place for me to contact the school to discuss any concerns face to face. I can perhaps understand why you don't want to be giving out personal contact details, but in my view the music service should really be providing its peris with work mobiles or email addresses for parents to use instead. The notebook method is OK, but it does mean in particular that urgent issues - eg exam entries - can't be sorted out as quickly as may be necessary.