This article originally appered on the Music Teacher Helper’s Blog, where Jennifer appears as a contributing author once a month.
This morning I had a “meet the potential student” interview. You know these types of appointments. The parent brings their child to your studio to meet you and to discuss the possibility of taking lessons. You chat, you get to know each other, discuss books, lesson history, personalities, and the list goes on.
I’ll be honest. These “interviews” are not something I particularly enjoy doing.
While the parent comes under the guise of simply wanting to meet, I know that the real reason they are coming is to check me out; to see if I am a good enough teacher for their child, to probe me with dozens of questions, and sometimes, to get a sample lesson.
The ego inside of me, being the quick defender it is, usually responds to these appointments with a mental “What? They’re not going to just automatically sign up for lessons? I have to prove myself?”
Upon checking my attitude while preparing for today’s interview/meeting, I was taken back to the summer of 1999. I had just finished junior college and was applying to get into a 4 year school. I was about to experience my own such interview, but where I was instead the student, not the teacher…
I was busy working a summer job and awaiting college acceptance letters, and decided I needed to keep up my piano skills – since I would be continuing on as a junior music student, hopefully either in the Fall or Winter semester.
In an effort to do this, I sought out a piano teacher from the college that I was awaiting acceptance into.
Having just come from a junior college where my teacher was the Dean of Piano Studies, I automatically assumed I was prime material for one of the top college professors at my soon-to-be new school.
Oh how incredibly wrong I was.
The following 2 weeks consisted of me placing phone call after phone call to various piano professors in the music department, only to be subsequently directed to another teacher.
“I don’t accept non-students.” or “I only take piano performance majors who are seniors.” or “You could not afford me.” were some of the answers I received. One even told me, in so many words, that while I may have been “big fish” at my junior college I just a small guppy at a 4 year school.
One could say, that I had started at the top of the totem pole and was nearing the bottom, and running out of options. Fast. And I was starting to feel a tad bit of hopelessness.
Then, finally, I made contact with a teacher who agreed to meet with me. Excitedly I scribbled down the directions to his teaching studio at the school. Our appointment was to be on a Friday, late in the afternoon.
The day came, and I gathered my books, drove to the school, parked and started walking up to the Music Building. I walked in the door and looked around and noticed that his studio number was down a level.
So down the stairs I went.
And then another floor.
I passed what I thought was the bottom floor which had the practice rooms. But nope.
I finally reached the basement. I looked down at the piece of paper with his studio number. Sure enough, this was the right place.
I proceeded to walk down a floor-to-ceiling cement covered hallway with bright fluorescent hanging lights. At the end of the hallway it was dark, and I was really hoping that I wouldn’t have to venture down that far. I could hear each step echo as I walked.
Then, I saw a door with a window and a light on inside. I peeked in and saw a small grand piano and a man inside.
Feeling nervous, but excited, I knocked.
“Enter.”, said the man with a thick Italian accent.
I went inside and introduced myself. He didn’t say much, but went straight on to ask me what I was going to play for him. Yep, I already pretty much felt like I was wasting his time.
“The Muchynski’s Scherzo”, I replied as I proceeded to get my music out of my bag.
“You will not your music. Play.” He ordered.
Okaaaaaaay, I thought to myself as I sat down at the piano. Good thing I had this one memorized.
I inhaled a deep breath, paused to realize how much I felt like I was playing for a competition more than a potential student interview, and then proceeded to play my piece.
I managed to get through about half way through my song and then heard, “I have heard enough. I’ll take you. These are my fees. When can you start.” (with no question mark at the end of that).
But wait, I don’t know if I want to take from him yet though…but then again he is my last choice, I thought.
I looked down at the paper he gave me which included his fees. My eyes got extremely large, I gulped, then proceeded to thank him for his time and told him I would be getting back to him.
And that was the end of that. And as you probably rightfully guessed, no I did not end up taking lessons from Mr. Basement Floor Music Professor. It turned out that I could not even afford the very last possible teacher in the school who would teach me, nor did I feel that it would have been a “good fit”.
Yet oddly enough, here I am 10 years later, and find myself in a position not too different from this piano professor I met with.
Conducting student-parent interviews do take time out of my schedule for which I don’t get paid (remember the shortness of the professors conversation).
Yes I would much rather gain students based on my merit alone (He made me prove my skill to him, instead of the other way around which left little chance for me to understand his qualifications as a teacher).
Despite what I think though (or how much I complain), these types of interviews are usually essential and helpful for both the teacher and parent to determine if lessons would be a good fit. And it doesn’t have to be something where either party needs to feel nervous or uncomfortable (like my interview with ‘Mr. Basement’).
Here are a few points to remember when meeting with potential students and parents:
1. Instead of viewing the appointment as the parent interviewing you, turn it around. Remember that this is your studio, and you ultimately choose your students.
2. Have a list of questions ready that you would like to ask both the student and parent. What are their expectations from a music teacher? What are their goals with lessons? Do they want to participate in competitions (you may not provide that, while another teacher does)?
3. Try to make the student as comfortable as possible. You want them to feel that it is a safe and fun environment.
4. Be prepared to listen to the student. Students want to shine, so allowing them to play will not only boost their confidence, but will help them realize it is okay and comfortable to play in front of you.
5. Make sure that they are aware of any studio policies that you have prior to their signing up for lessons.
6. Don’t just assume that the parents knows everything about you. Sure, they may have gotten your name from a friend who said a few nice things about you, but it might be a good idea to at least let them know a little more about your teaching history, style, expectations and maybe even some personal things if you choose (so they can get to know you).
7. Finally, just be yourself! While you may be trying extra hard to gain another student, remember that you want to be sure they are getting an accurate feel for your teaching style and personality. Otherwise, when it comes time for lessons, they may feel you were not the same teacher they met with previously.
Hopefully some of these tips will help you out, no matter if you are a basement teacher or a top of the totem pole one. We could all use a little reminder.
Comments or more suggestions to make Potential Student Meetings more enjoyable and valuable?