How to react when the student hasnt practised ??

[lallasvensson]

Hello!
I have a student who is normally very serious, hard worker and dedicated but lately i feel she is trying to test me. It is the second time i give her a piece and when she comes to the lesson she hasnt started with the piece at all! the piece is not specially difficult, quite short and should by no means be problematic for her to learn. Anyway the first time i showed her exactly how to practise and i asked her whether it was ok now but the following week she still had not started with the piece at all, which is very unusual from her.
I want her to understand that she must do what i decided but i dont know what to say or how to react.
What do you do when this happens ?

[bernhard]

What is the outcome you are after?

Once you decide on that, keep changing your behaviour until you get that outcome. The main problem with this approach can be summarised in three items:

1.      People in general do not know what is the outcome they want.

2.      Even when they know the outcome they want, they lack a large enough repertory of behaviours so that they can change it.

3.      Many times people know what they want, they hit upon a behaviour that gets them the desired outcome, but they don’t notice it.

So it’s up to you to figure out what you want, and it is up to you to notice if and when you get it. But I can suggest a number of behaviours you may be willing to try.

She arrives at the lesson. She sits at the piano. She has not practised.

1.      Finish the lesson there an then. Tell her: I am waiting for you. Come back nest week with the material ready so that we can proceed. I would love to proceed, but there is really nothing that I can do. Don’t be angry or upset. Be matter of fact. You are dealing with a law of nature, not a moral or ethical issue. Next week, if again she has not practised, send her back again with a letter to the parents explaining the situation.

2.      Leave the room (go read the newspaper, watch TV, post to the forum, you name it) and tell her to practise the piece. At the end of her allotted time come back and see how she is. Repeat next week if necessary. Again, no anger or reprimand is necessary. Just a matter of fact attitude that this is how the Universe works and there is nothing anyone can do about it.


3.      Instead of a piano lesson do a therapy session. Enquire what is the problem. Is she having trouble at school, family problems. Get to the bottom of the question. Be compassionate and understanding.

4.      Sit down with her and practice with her. Go through all the steps. Playing everything two octaves above her so that she has to follow you. You will be teaching by imitation. The attitude here is of infinite patience. Pretend she has severe learning disabilities. Feel sorry for her.


5.      Repeat your last lesson as if she had never had it before. Again be patient and enthusiastic. Pretend she is a new student who has never heard any of this. Repeat the next week. Keep repeating until either she learns or she can’t take it anymore. Explain that there is nothing you can do about it, since for the lesson to change and the matter to advance she must come up with the goods.

6.      Encourage her not to practice. Say to her: I myself don’t really like to teach the piano. Should we play cards instead (and do just that). Please don’t practise or I may have to teach you something new, which I dread. Please come back next week not having practised again.


7.      Sit at the piano and ask her to sit on your chair. Then spend the whole lesson practising the piece yourself. At the end of the lesson tell her, there, I practised it for you. At this point offer her a glass of water. If she accepts, bring her a glass of water, and drink it yourself. Then ask: What are you still thirsty? But I just drank all that water, how can you still be thirsty?

8.      Tell her you are bored with having to teach her the same thing week after week. Tell her you don’t mind her being bored when practising, but by escaping her boredom she is making you bored. And that is definitely no no no.


9.      Tell her that the main point of learning the piano is to have fun, If she is not having fun then maybe you should assign her a different piece.

10.      Scream at her. Tell her angrily that you are not going to have any of this nonsense anymore. Act possessed.

11.      Be extremely nice. Tell her it does not matter, and that we all had bad weeks, then proceed with the lesson as if nothing had happened.

12.      Tell her practice is exciting and fun. Then prove it. How? I have no idea. I never tell my students that practice is fun. I always tell them it is hard work. But if you believe it is fun, and you can prove, then go ahead and try this option.

There are many more options, but you get the idea.

Now the really important question is this. Did any of these options shock you? Did any of these options go completely against your philosophy of teaching or your moral and ethical principles? If your answer is yes, you are severely limited in what you will be able to accomplish.

The fact is, I have no idea which of these behaviours will get you the outcome you want. But it might just be the behaviour you could not bring yourself to do. Does that make sense?

Finally. How would you know which behaviour would be appropriate? Simple answer: Good judgement. And how do you get good judgement? Experience. And how do you get experience? Bad judgement!

Best wishes,
Bernhard.

[lallasvensson]

Thank you Bernhard, that was a gret answer. I agree with you about the word "fun". I absolutely hate making people believe that practising is fun. Practising is everything but fun and i really make a point of that to the parents who are often the ones who ask for fun for their kids....
Well, the first time she had not practised, i showed her how to practise step by step. Actually she started the lesson saying: could you pls teach me this piece, i dont know how to play it. So that was ok.
But the second time i was really upset that she still hadnt started the piece. I told her: what s the problem ?
but i think i am too nice, and now she will probably try to test me again.... let s  see next week....

[pianoannie]

I liked Berhard's reply (except maybe #6 and #10!)
I try to remember that everyone has hectic weeks sometimes, so I don't panic for a dip in practice for a week or two in a normally prepared student.  But it sounds like this student is avoiding this particular piece for some reason.  Have you asked her if she particularly dislikes it?  Or if there is some reason she is avoiding it?

I have an analogy I use with my students if they come unprepared.  I tell them,"Imagine that I am in an art class, and my teacher gives me an assignment for a painting which I am to begin.  The teacher will look at it in a week at our next class, and give me tips on how to improve it, what parts are great, and what still needs done.  Now, imgagine I show up at the next class , and my painting isn't even started!  How in the world is my teacher supposed to help me?!  There is absolutely nothing for him to look at!  Our lesson would have to be spent with me beginning my painting, work that should have been done over a period of several days at home.  Now, (insert student's name), can you tell me how this applies to piano lessons?"  And of course it's obvious, but I make them answer the question anyway.  I think that because music is intangible, sometimes students don't realize the importance of practice, compared to an essay or math assignment or art assignment, which they can hold in their hands and clearly see whether or not it is completed.
After our "little talk" then we proceed to use the lesson time as a practice session, and I point out that they would have been much further along in the piece if all of the work we just accomplished in lesson had been done at home instead.
pianoannie

[surendipity]

I really love the art lesson analogy, I will use that.

[robert_henry]

These are great answers.  I have little experience with kids, so this discussion is really helpful.

Robert Henry

[chopiabin]

I would definitely make sure that she at least likes the piece she is playing. If she hates the piece then it will be very hard for her to motivate herself to practice. I think the art class analogy is very apt as well.

[anda]

well, seems like i've got most experience with students who never practise

it depends why - if it's a good kid, who usually practises, i don't make much of it - happens, make sure it won't happen again, otherwise i'll get mad (all said with a very serious expression ); if the event repeats for the 2nd or 3rd time, i start giving bad marks; last resort is "oh, again? nothing? good bye. you are free to go, see you when you've practiced". if the kid wants to learn, s/he will feel ashamed and start practicing, otherwise, why waste your time? so far, i've managed this way to get them working.

[lallasvensson]

Yes but if you tell the student to leave, you dont get any money either....

[bernhard]

Yes but if you tell the student to leave, you dont get any money either....

Therefore, make it your payment policy to be paid in advance for the whole month/term.

[lallasvensson]

but it does not help. if the parents pay in advance and if i dismiss the kid the parent will probably ask the lesson to be replaced or the money back!
and anyway i cant take money in advance. because of my busy schedule, i cant guarantee fixed lesson times...

[bernhard]

but it does not help. if the parents pay in advance and if i dismiss the kid the parent will probably ask the lesson to be replaced or the money back!
and anyway i cant take money in advance. because of my busy schedule, i cant guarantee fixed lesson times...

My policy clearly states that there is a contract between me and the student: I agree to teach to the best of my ability, the student agrees to learn to the best of his/her ability. A student who does not practise (never mind the reason) is in breach of contract.

My policy also states clearly that there are no cancellations (I will try to make lessons up if the student has missed a lesson for a very good reason) and there is no money back.

If a student comes without practising and I decide that the best course of action is to send him/her home (and this is just one of many many behavioural options I have in my repertory), then s/he has had his/her lesson. The time (my time) had been reserved for the student. The student come around with no practice. S/he still used my time, so s/he still has to pay for it. If the parent is upset by that, then the parent must make sure it does not happen again. (They usually do).

Consider going to a skydiving lesson where the intructor has explained to you that you must bring your own parachute. You turn up at the lesson without a parachute. The intructor is there, the airplane is there, the pilot is there. All the arrangements and expenses have been met. And you turn up without a parachute. Should we send you home? Do you think you would have a case for asking for the money back, when it was you who forgot to bring the parachute? Perhaps we should proceed with the lesson and make you jump without a parachute!

Best wishes,
Bernhard.

[ludwig]

hi Bernhard,

  thanks for sharing your teaching experiences with us, cos I'm not a very experienced teacher and I have often tried and failed and so have found what works and what doesn't, but not anywhere near to what I would like to know, like how kids would react, what options I have, how to treat different kids differently in my methods of teaching, basically what to do in situations such as the one lallasvensson is in. I often apply some of the options you have mentioned in your post but would like to share more teaching experiences with everyone, especially experienced teachers. So If anyone out there have any more suggestions that deals with problems in lessons, such as conflicts between student and teacher, negotiations with students, teaching musical and non-musical values (motivation for acheiving goals in life), resolving students' troubles with practicing etc.... please share with me. It is very helpful.

[pianista]

For a proposal- play something together- like four-hands pieces and have fun

[minsmusic]

Maybe if your lessons were more FUN your kids would be more inclined to practise because they enjoy what they're doing. Kids like doing things they enjoy, have you not noticed? 

[Sketchee]

Maybe if your lessons were more FUN your kids would be more inclined to practise because they enjoy what they're doing. Kids like doing things they enjoy, have you not noticed? 

Although if they hate the lesson where they haven't practiced and love the lesson where they have, they'll be much more encouraged to practice maybe.  Ever recall dreading the consequences of something you knew you could have prevented!

Hey! I just rememember the Arthur cartoon episode about his piano teacher and he didn't practice.  Arthur's teacher completely dismissed him as a student and Arthur eventually came crawling back prepared.

[comme_le_vent]

ive never missed a day of practice, because i have very lofty aspirations, i want to be the best, so these non-hardworking people annoy me. i couldnt stomach teaching.

[minsmusic]

non-hardworking people annoy me. i couldnt stomach teaching.

Don't equate FUN with non-hardworking. It's an insult and not true.

Teacher's whose main priority is money annoys me.

[comme_le_vent]

broadly speaking there are 2 types of students
1 students who really love and want to be great at the piano
2 students who are either forced to learn by their parents or some other social obligation, or students who like the piano but arent that bothered about being great at it

i think fun is the most important thing for the 2nd group, but if i were a teacher i could only deal with the 1st group.

[minsmusic]

broadly speaking there are 2 types of students
1 students who really love and want to be great at the piano
2 students who are either forced to learn by their parents or some other social obligation, or students who like the piano but arent that bothered about being great at it

i think fun is the most important thing for the 2nd group, but if i were a teacher i could only deal with the 1st group.

Well said commelevent!  Not because I agree with you, but because you were able to express your opinion so eloquently.  Thank you.

I'm not interested in the second group either.  That's a sure way to head down the road of burnout for a teacher.  I actually dismiss students who show this attitude.  Fortunately I'm in a position to be able to do this.  In fact waiting lists encourage me to do that.  One of my career goals is to ensure ALL my students achieve a high level of both performance, understanding, how to study and learn.  
Oh, sorry, I think I've hijacked the topic.  
ANyway, commelevent, I enjoyed reading your comment.

[lallasvensson]

You dismiss students because their parents want them to get a musical education ?
how great!!
I was forced by my mom to play, as was my sister, all my cousins, and now my niece (.
And we are all very happy that we can play and thanful to our parents !

[minsmusic]

You dismiss students because their parents want them to get a musical education ?
how great!!
I was forced by my mom to play, as was my sister, all my cousins, and now my niece (.
And we are all very happy that we can play and thanful to our parents !

Yep.  In my area there are approximately 50 piano teachers.  My 'town' has a conservatorium, and a university both offering degrees/diplomas in music.  You can't swing a cat without knocking over a piano teacher!
As you can imagine, competition for students is fierce, so no one in the town has to do without a teacher if they want one.  I suggest to parents to 'shop around' to get the best teacher for their child.  
That's the beauty of running your own business, you can pick and choose your clientelle.  Other teachers in y area even audition students before they accept them.