The benefit is two-sided. One one hand, the questionnaires are about me receiving feedback to improve not only my teaching but my business.
On the other side of that, however, is that I think having parents and students both ponder through these questions, helps them evaluate their own efforts/interactions over the past year.
In reflecting, they will feel either a good sense of accomplishment and realization of the quality studio in which they are invested (good I hope!) or awareness that maybe some things need to change. This is a good point for further discussions on practice habits, etc.
I’ve always simply sent a pdf to parents or linked to a pdf in Dropbox so they can download and print the form. This year, I finally got around to doing an online form on my website. My site is built on WordPress and the plugin I use is just a basic form builder – Visual Form Builder.
I wanted to share the form with you today in Word format so you can download and make any modifications you need.
Every year I tweak the forms just a bit depending on what I want to know. I will often include questions at the end of the form regarding special classes I’m thinking about offering to gauge general interest or ask for feedback regarding a specific event I hosted that year.
What’s the one digital item you find trickiest to keep organized?
For me, it’s photos.
A lot of readers have asked about this and when a friend asked the same question just the other day, that was my clue it was time to share.
I have a confession though – I wouldn’t call my way anything special, it’s just what I do for now. I love seeing ideas of how others organize, even if I don’t end up doing it that way, so hopefully, you can find some inspiration to clean up your photo files and share any great tips you have with me! Continue reading
Change. I need thrive on it. I love the seasons, re-arranging my studio annually, and re-doing my student schedule each summer and fall. The latter of course takes time but for me, the idea of never changing my lesson schedule is suffocating! LOL.
Clear start and end points to me, give a sense of relief and rest and in a way, a mental break. When I used to be a choral director I would frequently get sick the week following school being out as my body was letting go of the stress!
The end of the school year for many independent studios is the time take a step back and celebrate the culmination of student’s work and progress through recitals. Not only that, but it’s the perfect time to turn our heads and reflect on the last 30 to 40 lessons and 4,000 plus hours of practice. Did we use our time wisely? Did the student make progress? Did they participate in studio events? Does the student feel they put in their best effort? There are so many questions that can be pondered and progress assessed, that conducting student evaluations has become a part of my annual schedule.
My recital is always the Sunday before Memorial Day. It does get a little crazy having it that time of year, but I love the feeling of having that culminating event where the whole studio comes together to celebrate and make music. The week following the recital, students and parents come to the student’s normal lesson time, but there is no formal lesson. We sit down and hash out the past and the future of the student’s piano studies together. (The last week of May my studio is closed for a semester break then we return for summer lessons the first week of June).
My part of that meeting time is giving the student a formal evaluation and the parent and student’s part is filling out questionnaires I give to them ahead of time. Today we’re focusing on the former. In another post, I will share my parent and student questionnaires.
Today, as I was looking over my Recital Preparation Timeline and Checklist, I thought “hey, my readers might find this useful!” So, today I have a free download for you!
It’s that time of year when preparations for my year-end spring recital are in full-force. Here’s what I have accomplished thus far:
1. Found, booked and confirmed location
2. Presented students with several piece options
3. Confirmed the student’s choice piece
4. Determined plans for the second half of the recital
(Each year the first half is everyone playing their solo then following a 10-minute intermission we do something different. Two years ago everyone did a jazzy style piece, last year we did collaborative pieces, and this year we’re doing a studio collaboration on The Musical Forest: A Narrative Suite for Piano by Nancy Lau. I’ll share details after the recital!)
5. Announced recital location and details in my newsletter
6. Organized and assigned roles for the narrative suite
Next, I have to get all my awards figured out so I can order what I need! Continue reading
This post is the third and final installment of The Varsity Musician’s Playbook written by my good friend and colleague, Christina Whitlock, NCTM. I asked her to write this series for you since, of all the conference sessions I attended last year, it was the one that impacted me the most.
If you missed the first two posts in this series, I would recommend reading them first.
This post second in a three-part series written by my good friend and colleague, Christina Whitlock, NCTM. I asked her to write this series for you since, of all the conference sessions I attended last year, it was the one that impacted me the most.
If you missed the first posts in this series, I would recommend reading it first.
In Post #1, we looked at a few ways to incorporate a sense of interdependence in your studio. Today’s post is going to focus on your studio environment, or, in keeping with the theme of this series, your Studio “Locker Room!”
I realize we all have varying degrees of control over the physical space we teach in, but I hope this post will inspire you to seek out similar applications that work for you.
Creating Studio Legacy – Tradition
Let’s consider this picture of the Hofstra Ladies’ Lacrosse Team locker room.
The first thing I notice is the statement, “Tradition Never Graduates.” Friends, we all know, sports are ALL about legacy! Why should your studio be any different?
Once my piano students hit middle school, I often lose them to sports.
If this is a statement you’ve either said at least once in your career or heard a colleague say, raise your hand.
Me, me, me!
Yes, you over there, with your hand up – this post is for you!
At every conference I attend, while there are many excellent sessions, there are always one or two whose message sticks with me for good. At this past MTNA Conference (2016 San Antonio), my “sticky” session was by far:
The Varsity Musician’s Playbook: Commitment Building Strategies from Team Sports to the Studio.
Bam! Wow, the title hooked me. As someone who enjoys the business side of running my piano studio – this was my type of session.
It’s called organizational fever; more specifically to this post – file fever – and I don’t know how to stop! Being organized is fuel to my body. It gives me clarity and peace of mind.
My studio gets organized and reorganized every few months and rearranged to some degree once to twice a year. I’m getting to the point where I’ve nearly perfected the arrangement, but rearranging and organizing to me are like a breath of fresh air. I’m a better teacher when everything is in its place. I have my moments – we all do – but I strive to keep my studio and workspace continually tidy for mine and my student’s sake!
Today I’m going to share how I organize my (physical) student files.
First, a quick note on what inspired me to improve my organization even more.
Getting Things Done
A few months ago I finished the book Getting Things Done: The Art of Stress-Free Productivityby David Allen. Ever since I have been working hard to streamline the way I work. Some of the topics he covers include cleaning up the space you work in, setting up the right tools, corralling your “stuff”, and keeping things fresh and functional.
One of the first things I did was purchase a label maker. After several months of using it, I wonder how I’ve gotten by as a supposedly “organized” person without one my whole life. I’ve been label-making like crazy!
My file drawer is one place where my label maker has been put to work. I love my 4-drawer lateral file. All my student files are kept in one drawer. Every student gets a hanging folder. Monday students names are labeled, and the label situated in the slot clear to the left. Tuesday students are in the second space, Wednesday students in the third space and well, I think you get the idea. I love seeing the files laid out this way.
(In case you’re wondering, I used the app “Blur it” to blur out the last names in this photo.) Continue reading
One of my biggest goals and projects for this summer was to develop my studio website. I am proud to say I designed and did all the work myself on WordPress.
I have a lot I want to share with you today about my site including why I waited until 5 years into my business to do it.
This post is NOT a tutorial on what your site needs because, good grief, there are already plenty of wonderful posts out there for piano teachers on what elements are needed for a good studio site. I don’t believe in reinventing the wheel!
What I am going to give you are the best resources I’ve found and used for inspiration to guide me through the planning and design of the site.
This past week I had 13 students from Taylor University observe my studio over the course of three days. These students were taking a beginning piano pedagogy course as undergraduate students as the university offers a minor in Piano Pedagogy. How lucky are they?!
One of my students loves to create at the piano. The pedagogy students were amazed at our improv activity using Forrest Kinney’s Pattern Play – a series which they were not yet familiar. After revealing one of their fellow students in the room as a talented jazz improviser, my student got the privilege to hear him do a quick lick on the keys. Thank you to that university student for inspiring my budding musician!
Over the course of their time with me and after reading follow-up emails from several of the students, a couple of things occurred to me.
While I always try to give my best to my students, having someone right there observing me certainly made me button-up even more! Although it wasn’t obvious to them, I was more energized, focused, and was working to show them what’s possible in a lesson. Let’s always try to teach as if someone were watching.
A lot of the comments and feedback they gave me had nothing to do with pedagogical materials or tactics but with how I related to my students and the environment I createdfor them. This second point is what this post will focus on.
Hey there! Welcome to Piano Pantry where we talk about piano teaching, loving food, and living life. I'm Amy, my husband Drew and I live in Indiana. My favorite things include Mexican food, reading, organizing, and spending time with those I love.