[size=6]I have a teenage girl I teach who I've posted about before. I haven't given her lessons for a few weeks - she's had exams and duke of edinburgh but I'm getting stressed. She is supposed to be working towards her grade 3 piano but I'm not sure how many terms she has on the current music before it runs out. Despite having been learning it for what feels like forever(!) she does minimal practice, her progress is dire, and there is no way I'm entering her for an exam she won't pass. I know it's not me, as it's her parents who want her to learn. Do I give up, do I phone the parents and ask about when she is re starting lessons? Do I wait for them to contact me? The main dilemma is how long I have. Please can someone help. I thought I had til spring term 2013 but the libretto magazine has suffice to say confused me. HELP!!!!!![size=6]

If you are using the ABRSM green cover 2011/2012 you have till Easter 2013



I would also suggest maybe picking out 3 new exam pieces and learning some new material as well so that you both don't stagnate.

A diplomatic email to parents enquiring when their daughter will be recommencing lessons is in order I think. You can emphasise how much work is required to get a good mark in the exam. It might also be a good idea to express concern about practising/progress. Is piano being used as her 'skill' for DoE? In which case you'll be needing to sign her form to say how well she's doing!!

The fact that she's stopped lessons 'because of exams and DoE' rings alarm bells for me.

(Unless you don't want her back of course... )

Are you planning on teaching her in the holidays? If not, I'd say there's little chance of achieving much in the time left this term, especially with her attitude to practice.

I think you need to set aside your immediate concerns about the exam and try to engage pupil and parents in a discussion about where this is all heading. If she really wants to continue and learn to play the instrument, then perhaps a 'fresh start' in September is needed with a new approach, including some new materials from you and a new attitude from her. It sounds as though she has got into a vicious cycle of boredom, lack of effort and progress, and she may never make it to the next exam unless something drastic changes.

Good luck, it can feel like very hard work at times. I wouldn't leave this one hanging for too long, or she will either drift back and continue as she has been, or drift away, and you'll be left wondering whether you have a space or not. Get some sort of clarification and a plan in place by the end of this term or let her go.

I spoke to the mother - it's made somewhat more awkward as the pupil was in the youth group my husband and I ran, and the parents go to our previous church. I did express my concerns regarding the lack of progress, but she does want her to continue with these pieces ( I don't think the pupil has stagnated - I think it may be me!) but I made it as totally clear as I could that I wouldn't be entering her til she was ready. The time off for exams I can understand - they were some of her GCSEs, but I'll see how she is next week and judge whether to abandon these pieces, or plow on. It's not been this hard before. Her potential is there - that's the frustrating part. Whilst I need the work I was almost hoping the mum would say they had decided to give up the fight. stress versus money. the ultimate query. [size=6]

Oh and almost 99% of the impetus comes from parents not pupil. Lovely ( I don't think) And I'll teach her for majority of the summer - think it works out 4 out of 6 weeks. [size=6]She is a lovely girl so far as teenagers go! She made a misguided comment about wanting to do exams several years ago as her friend was, and her dad won't let it go, regardless of anything I say. I tried suggesting she would practice if she was playing pieces she knew - film music type ideas, but he keeps returning to the exam comment. And I feel rather unhelpfully saying that its him who pays so its his decision. Would you not want your child to be happy and if you were going to make her do something make her do it so she did it well? Or am I really off the mark here?


I think this isn't helped by the really enthusiastic junior age pupils I have, 50-70yr old pupils I have who are fab!, and singing exam accompanying I do. This is the one brick wall.