How do you deal with enquiries from either prospective pupils or parents of them? I slightly feel that I don't always seem to cope with them very well - nothing in particular - I just feel that we don't really get anywhere.

I was thinking of devising some sort of 'prospectus' or leaflet about instrumental/vocal lessons, which I could send out to those who were interested; however, I'm not sure. I sort of feel that they should know what its all about, the work involved and what is expected of them before they sign up for lessons. Maybe I'm wrong - maybe I should concentrate on signing them up first, then tell them all this when they come?

Most people ring up and ask only two questions: how much is it, and when have you got spaces! Part of me thinks that's OK, but in the main, especially parents, don't really know what is involved which I think can lead to problems with co-operation later on.

Any ideas?

David

I know what you mean.
I always think of things I should have mentioned or asked after I put the phone down.
I suppose I ought to get organised and make out a check list to bring out when needed.

Put it all on your website and give them the address.

Well, when we were arranging work experience (and before you all ignore this because you think it's unrelated) we were to told to write a checkilst to tell our employers like date of birth etc so we didn't forget. So maybe you could have a list like that (but related to your teaching instead!) to make sure that you say when you are on the phone.

If not, you could send out like a newsletter thing, which I get the impression lots of teachers do each term, to tell parents what's involved. I don't think it necessarily needs to be a newsletter that's intended for new students, it could just be the nomal newsletter that you send out which may contain what's expected etc.

That any help?

I have a studio policy that I make them sign and hand in before they have their first lesson. It covers aspects such as when payment is due, make-up lessons (or the lack, thereof), holidays, ect.

I have put together a small booklet outlining details about my teaching, what I offer, what I expect etc. I have a separate sheet on fees so that it can be updated more regularly than the booklet.

I do the "on the phone" chat bit first and if that seems to go ok (and, yes, usually it's two questions from them, cost/available space) I offer to send them more information. I have to say that not all want it and, especially as I have a long waiting list right now, I can understand why.

I do think it can be helpful to follow up a telephone call with a letter outlining your terms and conditions. Then, before they start, when you offer the contract for signature nothing should be a real surprise. (If they haven't had the booklet from before, they certainly get it with the contract.)

Sounds formal? Yes, it is but I'm increasingly realising that we are very easily taken for a ride in this day and age, something that was almost unheard of when I started teaching 30 years ago. I think showing the prospective pupil (or parent) that you are professional and serious in what you do sets the scene that learning a musical instrument is a serious undertaking and not just a "one hour wonder" until "Little Johnny" moves onto his next chosen hobby.

Once on board, it's the pleasure, encouragement, quality of teaching etc that will keep a new pupil hooked but you've got to set the stall out to get them interested and set the scene on how you proceed.

One question that I always ask of parents of prospective piano pupils is "Do you have a piano?" This may sound silly, but several times I have been told that they would like their child to have lessons for a while and if he or she shows an interest then they will get one. I insist that they buy a keyboard at least before the lessons begin.

A very good point Petrat.

I forgot to say that - I do discuss instruments (with would-be pianists and oboists) during that initial phone call.

However, you also have to be careful if they say "keyboard" available as I found out to my cost. I was assured a year or so ago that my new pupil had a keyboard at home to start on. I simply couldn't fathom out why an otherwise intelligent, bright pupil began struggling after about lesson 5 when she'd made an excellent start and seemed to be hungry to learn.

Finally, I asked her if her keyboard was portable and, if so, if she'd bring it to the lesson so I could see what she was practising on. She said she would. Come the next lesson she duly arrived with her music case in her hand but no keyboard. I enquired if it had been a problem to bring the keyboard with her and that's why she hadn't done so. "Oh no" she replied, "it's in my music case" and pulled out one of those tiny mini-keys, put in your pocket, barely an octave range jobs. I honestly didn't know whether to laugh or cry. I did my best to keep a straight face, check the instrument out and then thanked her for bringing it.

All was explained - the reason she wasn't making progress was most of the notes in her new pieces weren't on the instrument! Needless to say, I didn't embarrass her in the lesson but I was straight onto the parents and told them this would not do. They seemed very, very surprised but, two weeks later a beautiful new acoustic piano was delivered to their home and said pupil hasn't looked back since.

Strange what many think will do as an instrument for lessons.

Hi there.
First of all, I become like a politician - I never answer the question of cost directly until the end of the conversation! I turn it around with - well, what experience do you/does your child have? Do you play another instrument, sing in a choir, can you read music? Why do you want singing lessons? - That's a good one - they must now convince ME to take THEM, not the other way around. Then I tell them that how my lessons are structured - theory - yes, you really MUST learn to read music (surprising how many would-be singers think they can get away with not having to do that!) - technical exercises designed around your own voice and it's development, repertoire and performance. I describe also - if appropriate - performance opportunities, exams and festivals - ("Ooh, I didn't know you could take exams in singing as well as instruments!") I don't talk vacancies over the phone, in case I don't want to take them on.
Then I tell them that I recommend a one-off consultation lesson with no obligation on either side, to see if they like the way I work and if I think I can work with them. This I do at the normal fee of £x. Only then will I see if I can find a vacancy - or put them on a waiting list, or if I don't want to work with them for whatever reason, I go through times/days when they are available and won't find a convenient time (to me). If they want to do pop or jazz music, etc., I give them a number of another teacher who specialises in this.
If, after the consultation, they want to start lessons, I then go through my terms and conditions. You can waste so much time doing this before. By the way - this is all done in the consultation lesson time - i.e. you are being paid for it!
Hope this helps.

Ann

Sounds like it's a case of deciding what to tell them before you sign them up, and what to tell them afterwards. I'm kind of thinking along the lines of giving them more information before they sign up. For example, when people ring up, have a general discussion, then take their address to send them the information and tell them that after they've received it, read it and are still interested then to get back in touch to organise a trial lesson (at the normal cost). I feel that in a funny sort of way, that if people are well aware of expectations beforehand, it might stop people signing up with no idea what they are letting themselves in for and then giving up after two or three lessons!

I guess that I'm in a slightly precarious position, as I'm not yet at the stage of having a waiting list. That said, I've increased from 8 to 28 since September last year which I'm pleased about!

David

I also often get off the phone after an enquiry and think oppps I forgot to tell them this and that, its cause the phone calls usually come at a time when I least expect it like when I am having my tea!! I think I will set up a check list that I can grab when I get such a phone call.

On the pupils not buying a piano/keyboard front, I had a pupil in the same boat. She started lessons and when questioned about what she would practise on, her Mum told me she was getting a keyboard for her birthday (a few weeks time) and asked what kind of keyboard she should go for etc. I presumed this had all gone ahead, but a few weeks later when she was not progressing well I asked about the keyboard she practised on and was told that she didn;t have one! I nagged and nagged the parent but only about 9 months after starting lessons did she get a keyboard! It was a tricky situation, I did explain to pupil and parent numerous times that she needed something to practise on and that they were wasting money sending her to me without the ability to practise, but to no avail! Its crazy, I really dont understand why parents do these odd things!

I had a friend who "practised " up to grade 4 on a length of plywood marked out in black felt-tip pen as a piano keyboard...until her parents finally accepted that she needed a proper one. Then they would never pay to get the proper one tuned....

Hazel

Hazel, that is mad! What were her parents thinking! All credit to your friend that she got up to grade 4!!

Gosh, you're all so organised. I usually have a friendly chat on the phone with prospective private pupils, and maybe a trial lesson, or meeting to see if we get on.

Most of my private pupils have well organised parents with at least a keyboard (of a decent size!), but I frequently find that pupils in the school I teach in come to expect piano lessons without even a keyboard at home.

My response is - would you expect your son/daughter to learn the clarinet, oboe, flute, ...etc without having an instrument?

Some of my junior school pupils in 2 inner city schools are NOT allowed to take the schools' instruments (sax/clarinet/flute) home as their parents would pawn them. And some of these parents can't even stump up £1 a lesson. Probably got dosh for fags! Does my head in.

I don't do a "prospectus" as such - somehow I would feel that there was something a little arrogant about concocting a prospectus on yourself! But I do have a standard "note to parents of beginners", which I send out before the first lesson. All this does is outline the importance of parental support, what I expect of them and their child, and what they have a right to expect from me.

My thoughts exactly - Hazel, your friend must have put quitesome dedication into her practice!!

When I learnt the violin in the last two years of junior school there were three of us for each instrument so we each got to take it home two days a week for practice. After I passed my grade 1 with this system my parents bought me my own.

I have an information sheet which I send to prospective parents/students after talking to them on the phone, which takes the form of a list of FAQs. As I have a waiting list I don't discuss vacancies - unless it's an adult who can come during the day, in which case they come for three lessons before committing themselves. I stress the importance of regular supervised practice for children and the necessity to have a reasonable instrument (of suitable size!).

I think the initial telephone contact is very important for both teacher and prospective student/parents - you can often identify the time wasters from this, or conversely, those who are really keen. I reluctantly took on a pupil for recorder, which I hadn't intended to teach, whose mother was very persuasive as the boy was playing at school but not being taught properly and this boy has been one of my most rewarding pupils because he is so keen to get on - he's now doing piano as well. From the other side of the fence, I know from arranging trial lessons for myself that first impressions on the phone have proved to be correct. I'm trying to train my husband to get a phone number when prospective students call when I am out as, especially with adults, it can have taken a lot of courage to make that call and the chances are that they won't ring back even if they say they will.