One of the most helpful practices that I’ve implemented in my studio is conducting interviews with prospective new piano students and their parents. This is the second element of my self-weeding-out process (for lack of a better term!). The first is that I send them to my studio website and email them a copy of my studio policy. I ask them to read over my policies and get a feel for my studio environment, then contact me if they are still interested in pursuing lessons. Sometimes I never hear back; on a few occasions I’ve had a parent email back and let me know that I’m not the kind of teacher they were looking for. Perfect. This is exactly why I use this approach. I would much rather have someone determine that before moving forward than spend time interviewing or even starting lessons and then realize that we’re not a good fit for each other.
If the prospective student or their parent reads over the studio policy and is interested in pursuing lessons, then we set up an interview and evaluation. For beginning students I asses their musical aptitude and readiness for lessons; for transfer students I evaluate their playing ability and their understanding of musical concepts to get an idea of what their music education has been like thus far. I also strive to gain a clear understanding of their musical goals and determine whether I will be able to help them achieve them. I use this free Interview and Evaluation form and take extensive notes along the way as I make observations or have ideas for resources that might be helpful.
By the end of the interview and evaluation, I usually have a good idea of whether the student and I are a good fit for each other, so if they are interested in moving forward I make sure that the parent has completed their questionnaire and signed the studio policy, we go over any questions they have, and I officially offer them a spot. Then I set to work developing a plan of action for them so we can start working toward their goals (and my non-negotiable objectives) right away. More on that in Part Three!
This is part of a series on Teaching Transfer Students. Read: Teaching Transfer Piano Students – Part One
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