Hellow, I'm Ernie. I'm a piano teacher. I had a twin sisters students. I had taught them for almost a year and I think they had a capability to become a good pianist someday. Their ability to catch what I taught is pretty good. The only thing borders me is that they couldn't find time to practice. I discussed this with their mom and she said, "They are very busy. Got many homework."

In the other hand, I really want them to become a better pianist. Sometimes I even over pushed them. Do you have any advice for me? Thanks..

Hi Ernie

I don’t think I’ve said anything controversial in a teachers’ thread for a long time, and I’m sorry you’re the one to get it (though I suspect with 121 views and no replies others may be finding this tricky too).

My advice would be to think less about what *you* want.

That any parent does not organise their family life to suit you, as in this case, does not make them 'bad'.

Like it or not, you are the hired help (as I am in my profession). Your client is the parent. If they want piano lessons but little or no practise, you are free to explain why practise is important, and how the twins will progress more quickly with practise, but if there's 'no time' you either have to accept it or decline to teach.

What you cannot reasonably do is expect them to ignore their homework and practise piano so they can be the pianists *you* want them to be.

Best wishes

barry

Barry, you're view is not controversial. The line between being a good teacher and a surrogate parent is a fine one that is easily crossed. I have learnt that if pupils want to come to my house and practise for thirty minutes every week and not practise at home that's fine. A parent/guardian always accompanies a minor to a lesson so they see clearly what is going on.

My blood pressure used to rise if people didn't get on with the practice I was suggesting. Now I know that if I deliver my part in the teaching, it's up to them if they prefer to spend any free time they have on computer games/shopping/socialising/sleeping instead of learning how to master the piano. I feel so much better!

Ernie, if your twin students don't want to work, you can't make them. Motivate them as much as you can and then relax!

Agree with Barry and John.

I also agree, but only up to a point: If you are a popular teacher with a waiting list you can perhaps afford to be picky and that may mean letting the less dedicated ones go, or anyone who you feel is not fulfilling their side of the teacher - pupil bargain by not practicing between lessons. You are a piano teacher, not a babysitting service or a social worker. I think you are entitled to be treated as such and to decline to be treated in any other way. Yes, you need to think about what your pupil wants, but if what they want is not a reasonable expectation from a piano lesson you need to let them know this.

However, I don't think that whether to drop them or not is quite what you were asking: I think you were asking how to motivate them. Other than letting them know your expectations in no uncertain terms and encouraging them at every opportunity I don't really know. I suppose one way would be to get them to do a practice diary and check it weekly: Not enough practice and its relatively boring technical work for the whole lesson. If they want to do less boring stuff in lessons they meed to demonstrate that they've practiced in between.

If you ever find a foolproof method of motivating people I suggest you patent it!

Sorry to quote the lot. But I'm not sure I do agree with Barry and John! It's understandable for teachers to want their pupils to get better, and I think it's a bit unfair to imply Ernie is being selfish to say this. I don't think it's unreasonable to tell your pupils that practice is obligatory for progress - cos it is! And isn't it prostituting your art a little to just do what the 'client' wants? The job at hand is to teach, and that really can't be done properly if the pupil doesn't practise. Personally I think a diplomatic ultimatum is what's needed! It works wonders sometimes in dispelling apathy.

I have had a couple of experiences where my knuckles have been severely rapped by the parent for not NOTICING that the child was not practising. Of course, I do notice when a pupil has stopped progressing or has obviously not done enough work between lessons - I find the problem is in knowing how best to deal with it. I would hate to be instantly reactive to the pupil - just in case I might be wrong in my judgement. Maybe the pupil had tried very hard in the week but had difficulty, other problems in the way etc. I like to assess the situation over a couple of weeks and then if is doesn't improve I will phone the parent out of earshot of the pupil. The call must be handled very carefully though as the parent might think we are making a complaint about their child!
One parent got there first and phoned me to ask why I hadn't phoned her to discuss her non-practising child - after one lesson with a problem.
Last week - parent walks in and says pupil is not practising - after I was told to let him just enjoy and not to be too intense - now wants a change of emphasis.

I think elvaretta is right in that we have to stay in control of these situations as teachers (insist on the practice diary) and I think it is vital that the teacher 'gets there first' with an issue before the parent has to bring a problem to light. However, it can be difficult to spot a pupil who is not firing on all cylinders during the week, and to say outright that a pupil is 'not practising' is potentially a very sensitive issue. I appreciate what John is saying BUT it is crucial that the parents, pupil and teacher have communicated properly and are all in agreement about lesson goals. I think the original poster is right but perhaps chose the wrong title for the thread! It is good to be aware of how the pupil is feeling and to develop a good rapport with pupils and parents to manage all the different personalities and lesson expectations - they won't all be concert pianists!

A very interesting thread.

Like Busy Bee, I am always cautious about accusing a pupil of not practising - however much I suspect that may have been the case - there are often other issues, and the odd off-week doesn't upset things too much as long as it doesn't become the norm. But I also agree that over a period of a few weeks some concern can be - should be, even, gently expressed and that one needs to keep overall progress in mind and not just let things slide. I have a long-term barely-progressing pupil who is having a term off (at my suggestion) to see whether it helps focus the mind on doing or giving up - this is not something I do lightly.

I think it is vital that the teacher 'gets there first' with an issue before the parent has to bring a problem to light..
Yes.

I do to some extent agree with Robodoc - if you have keen pupils waiting to start, you do have to justify letting existing pupils keep their slot. If things drag on so that you feel a pupil is not making good use of their lesson time with you I feel it's important to keep the broader picture in mind.

I'm a bit concerned over your phrase "over pushed them" - can you explain what you mean by this?
Also, you didn't say how old the girls are.

Both of them are seven.

What I meant in 'over pushed them' is I expect them to correct what I had told them last week. I am not tolerant in doing the same thing over and over again. So, they would know if I am not happy if they don't practice.

Thanks.

If they're only seven, you may find that you *have* to repeat the same thing over and over again. They are, after all, still very young.

As others have said, you may have to accept the fact that piano will take a lower priority in their life than other areas of study. Whilst I'm disappointed in my students when they don't practice, I do recognise that they have other interests and priorities and that music does sometimes have to take a back seat - most employers are likely to look at the youngsters' GCSE grades before their music exam passes.

I'm a parent and can see both sides of the coin here. As a teacher you want the child to progress, that's admirable and there's nothing wrong with being frustrated over lack of practice. Sometimes children who are young just don't understand what practice is or they forget. Maybe you need to gently explain to them how to practice, they might be sitting down playing through the pieces but the wise ones amungst us know that is not real practice. Also as discussed elsewhere on the forum most parent contributers are supporting their child in some way, more at this age than you might expect.

Perhaps you could educate the parent in how to help their children practice, maybe they are aware how to do it but find it difficult with twins (especially if they both want attention at the same time). Talk to the parent find out what is going on. If they are only coming to the lessons as a bit of light relief then you either have to persuade them that it would be more fun if they put something in to it between lessons. You might perhaps have to accept that they enjoy lessons but are not ready to practice at the moment (I wouldn't find this acceptable as a parent but others would).

At this stage you need to communicate, gather as much information as possible, talk to the parents and children and find out hiow you can move forward together.

It's true that seven is very young. The self-discipline required for constructive practice without much parental support is unlikely to be there. However the problem with allowing them to drift along on no practice, on the understanding that it will 'kick in' at some stage, is that they might be getting into the routine of just going to lessons without feeling the need to do much in between. At what stage do you decide that it's time for them to start working? On their eighth birthday? Whenever it is, it won't be popular, or easy to enforce. Any sort of routine is better than none, and even if you could agree with the family that Child A does 15 minutes for three days in the week, and Child B does 15 minutes for three days in the week, then that's a start - on the understanding that you want it to increase in a few months.

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I totally agree but in this case it might be better to discover why suitable practice isn't happening and tackle it from there. On a personal front no practice no lessons and most definately no exams unless they are "ready"(on track) by the closing date for entries. Not everyone will have this approach though or even see the need for it especially if they are non-musical parents