Running a teaching studio is a business. It takes time and money to attract new students. It is far more cost-efficient to just keep the good students that you have. In addition, having a high rate of turn-over in students may mean that there is a disconnect between you and your students. Here are three ways I evaluate my teaching to make sure I’m focused on keeping students engaged and to keep them coming back.
My students know what I expect of them: I start with general practice guidelines, how long and how often. I post their practice assignments online so they always have access. I set the expectation that they will post a message or call me if they can’t remember how to do something. I use a reward system for my younger students when they keep their online diaries updated and come to lessons prepared. I’m a firm believer that people will rise to the level of expectation that is set for them; an exceptional few will set their own standards higher.
My students feel like they have input into their lessons: I ask young students simple things like “Do you want to tap the rhythm or read the note names first?” For older students, instead of assigning a piece I give a choice of two or three things in the style of or by a specific composer, and then let them choose the one they connect with. I encourage them to bring in pieces they want to do in addition to their regular assignments. I’m still providing the skills and repertoire they must learn, but they have some control over what they are doing as well.
My students are able to recognize their own success: I very rarely give my opinion on a student’s performance until they’ve self-critiqued. First I ask what they think they did well, then what they wish they had done better. We work on what they’ve identified as problematic before I throw in any other critique of my own. Six days a week they have to self-critique when they practice, and they can be more productive if they know how to evaluate their own performance. I give lots of positive feedback but if the student can’t recognize their own success, they won’t feel the long term satisfaction that comes with knowing you are good and getting better at something.
Notice that all three of these things are about empowering students with control over their own success. It requires them to be active learners, not just passively absorbing the information and skills you teach. If students know what is expected, feel confident to offer input, and can evaluate their own success, they can better manage the learning that happens between lessons. Regardless of what books you teach from, methods you use, or rewards you give, I think if you are hitting on these three points, you are setting your students up for success. Students that do well keep coming back and will tell their friends about you!
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