Tag Archives: Manage parents

The Value of the Parent in a Toddler Music Class

Early Childhood Music, Musikgarten Teachers, Piano Teachers, Uncategorised, , , , , , , , , ,

The time to start experiencing music is in early childhood; the place is in the family. Home is the first and most important school for children, and involved parents are the most effective teachers. Adults are learning how to interact effectively and easily with children through music, and families are growing together musically. This is good for children and good for families. (Musikgarten, Family Music for Toddlers, On a Trip, 2016)

When I teach a music class for toddlers I must acknowledge the elephant in the room.

elephant

Next to, or nearby, every toddler attending class is an adult. This adult could be a parent, a caregiver, an uncle or a grandparent, but what do they all have in common? They are no longer toddlers and therefore have completely different musical needs from a toddler. They may be agreeing to sit in a toddler class but does that mean they need to sing along, dance along and play along? Wouldn’t they rather grab their cell phone, find a corner and start Facebooking? What can you do to keep those parents from herding into a corner and starting a gossip circle?

News Flash! You are not only about to teach a toddler music class, but also teach music to adults. So let’s first address the question,

“Why do Musikgarten family toddler classes include a loving adult for each toddler in the room?”

  • The adult links you, the teacher, to their child. For instance, you will demonstrate a steady beat by bouncing your stuffed animal and the adult will bounce their child the same way, instilling that steady beat.
  • The adults join in a community chorus of singing and participating that surrounds the toddler with hopes that one day s/he will feel comfortable joining.
  • The adult creates a space that becomes a safe zone for the toddler. Within that space the child feels most comfortable; in their comfort space they can best learn.
  • The adult makes logistics easier in the classroom. Imagine walking into a classroom filled with 12 roving toddlers and no adults. Bounce along? Maybe one at a time if you can catch one. Sing to them? They won’t sing back and will stare at you with a lost look. Sit in a circle? What’s a circle? Hand out sticks? Could be dangerous. Ask them to Walk and Stop? Good luck. Try pulling out that drum. Bam, oof, watch out!

Teachers agree: The parent is the channel through which you instill the heart and life of the Musikgarten program.

When the parent participates in class, the class is moving and grooving. When they sit back and watch or zone out your class is compromised. So your parents need to know this and you need to acknowledge their presence and worth. They already have a clue that music is wonderful and significant for their children. They have heard that music is part of a well-rounded education and it makes a significant difference in the lives of children.  Now the participating adults need to know they are the magic key to accessing the music education in your classroom. So what can we do as teachers to help the parents feel their value?

  1. Make sure you have spoken to every parent that plans to attend either on the phone or at a parent’s meeting. Besides reminding them about arriving on time, washing hands, and taking off shoes, they need to learn to enter the studio with excitement and anticipation, leaving the worries and cares outside the door, along with their cell phone.
  2. Before class begins, set the mood by having the CD for the program playing softly. So often I have parents walk in and begin to sing along with music. This is marvelous proof that they have been doing their homework and playing that recorded music often enough that they know the words.
  3. Room should be free of clutter and all toddler distractions put away. Remind the parents to leave all toys and food outside of the room. Stuffed animals that sneak in under a child’s arm gets invited to watch on my piano. Invite them to sit on your clean carpet or floor. Maybe have a drum or other classroom instrument to explore. Note: I keep that instrument with me at all times.
  4. Begin the class on time. I can’t emphasize this enough and tell the parents that we always begin on time. Note: I say this every week and also mention this at the end of class.
  5. Ask the parents to gather up their wandering children to form a close-knit circle.
  6. Quietly remind the parents that you are modeling all movement and they are expected to sing and move just like me. Mention this for many weeks – not just the first week! Note: I do not go into the discussion of “But I can’t sing” at this time.
  7. Sing the opening song quietly with a smile.
  8. Keep a slow tempo and make sure you have had eye contact with each parent and hopefully with each child.
  9. As the class progresses you will deal with individual needs and issues: roving toddlers, toddlers that need some quiet time in the waiting room, chatty parents, non-participating parents, etc.
  10. End on time, acknowledge the class, and invite them back for next week’s class.
  11. As parents leave, take care of any business. Note: I sometimes choose to call or email business related items later and keep the goodbyes pure.

As rapport grows, encourage parents to sing more and more in class. First encourage the ancient word, “la” and then urge the parents to eventually sing the words. Repeat a verse so that parents can sing along. Note: I make sure I drop out for a verse or sing quietly along, promoting their musical participation.

There are a few ways to communicate to parents between class and this is a great way to smooth out any miscommunications or to continue to educate parents about music class.

  1. A follow up phone call
  2. Through emails or handouts
  3. Indirectly through the encouraged use of the CD or downloaded music at home

By making the parent the most valuable asset, you are investing in your studio because these are the parent who will return next semester and the year after that.  Eventually you will have a base from which you can teach all that Musikgarten has to offer.

Make this your first step towards establishing your music studio.  You will reap the rewards of all your hard work.

Question:  What have you found to be the most effective way to guide your parents into joyful music making in your classroom?

Instruments: In the Classroom and at Home

Early Childhood Instruments, Early Childhood Music, Musikgarten Teachers, Piano Teachers, Uncategorised, , , , , , , , ,

An essential part of a Musikgarten music class is playing simple instruments, like rhythm sticks, rattles, jingles, and drums. Children love to explore these instruments and I want to make sure I have a selection of the highest quality available for my students in the classroom. Since we, as the teachers, are models to the parents, parents often ask me, “What instruments should I have in my home for my children?” Parents value instruments that are not only fun to play but ones that will also last over time and make beautiful sounds. There are lots of instrument choices for parents to purchase on the internet but many of these choices are not appropriate for young children. If it looks like a toy, it is probably a toy.

When I create a list of instruments for parents to choose I consider:

  1. Instruments that have an excellent sound quality.
  2. Instruments that are made of natural materials.
  3. Instruments that are safe for children to handle.

In the classroom I mainly use instruments that Musikgarten offers, including their beautiful and simple drum. It has a wood frame, natural calf skin head, and is sturdy, but light weight. It is perfect to put on the floor and have the children play with their hands, but light enough to hold while standing.  I always make sure I have enough for everyone to have a drum.

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Musikgarten sticks are natural and have no varnish added to them so they can be mouthed by the babies and tapped by all the children.  These sticks need to be smooth and have no rough edges.  I like sticks that are small enough that they cannot become a ‘sword’ and heavy enough for hands to actively tap in various ways and roll on the floor.  Perhaps they may even become letters or houses.  I also have sticks with ridges so we can explore the sounds of insects, trains, rubbing or other imaginative sounds.

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Musikgarten rattles are also made of wood and large enough so they cannot be swallowed by the youngest baby, but are small enough to feel comfortable in little hands.  With these cylinder shaped objects we can tap, pound, and roll and, yes, create towers to crash to the floor in a noisy heap.

IMG_0262rattle crop

A classroom can survive with only these instruments – great news for new teachers on a budget.  As the years have passed I have collected and adorned my studio with ethnic drums, band instruments my own children attempted to play while in school, bells found in antique shops and garage sales and other odd assortments perfect for a play-along time. These instruments are like flavor to a stew and can be used for a fun celebration at the end of class or at home.

I have also found it very helpful to give parents some instruction on how to store the instruments. My favorite suggestion is to collect all those instruments and place them in a music area in your home. As families participate in the Baby and Family music program they receive a home instrument with each unit including a set of sticks, rattles, bells and sand blocks.  These can go into a basket which is separate from the toy box.  Add a music player that children are allowed to control, place the basket of instruments on the floor and you have music time!

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Then when your music time is over, place the basket OUT OF REACH of the children. Why?  I believe instruments should be treated differently from toys.  They are tools to create sounds and are taken out and put away when the activity is done.

Remember, for both your studio and when advising your parents, to keep it simple. Choose instruments that have a great sound quality, are made of natural materials, and are safe for children to handle. I advise staying away from plastic instruments and those 20 instruments in a set deals that you can find on the internet.  Homemade instruments can also be fun as long as they are safe for the children.

Eventually the question comes up from parents, “When should I purchase a piano for my child?” This is a blog article in itself, so stay tuned for the answer!

 

Mama Mia! 10 Ways To Manage Parents!

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As a music teacher, you’re not just teaching children to play; sometimes you’re teaching parents to play nice! Some parents may be overly involved during class; some may not engage at all. Some parents will push their child too hard; others won’t practice a note after class. Some may have unrealistic expectations of you, the curriculum, or their child’s ability or progress. They may be critical of your teaching methods, the class schedule, or your payment policy. Bottom line – at some point in your Musikgarten teaching career you will come across an unpleased parent. But there are things you can do to prevent and smooth over issues before they get out of hand. After all, parents are your customers and you want to keep them coming back!

Here are a few smart ways to manage moms n’ dads, and keep your Musikgarten humming along in perfect harmony.

  1. Set Expectations Early! Discuss what is expected of parents, students, yourself and your staff. Provide written guidelines, a poster in your studio, or some type of expectations “contract.” Keep rules and consequences clear and concise. For example, how will you handle late payments? No payments? No-shows? Behavior issues? Iron it out now, before you’re put in a tough spot later.
  1. Communicate How To Communicate! Let parents know the best time(s) and preferred way(s) to contact you in person, via email and on the phone. Don’t feel obligated to give out your personal or cell phone number or to answer calls during dinner. If a parent wants your attention between busy back-to-back classes, let them know a better time to chat.
  1. Listen Up! Active listening is critical, especially if there’s a problem. Make eye contact, repeat what you’re hearing and ask for clarification where needed. Make sure you understand the issue before diving in with a solution. Even if a parent is voicing a complaint, wait until they finish to respond. The parent will feel respected and heard, they won’t feel the need to repeat it, and you’ll know the whole argument before you reply.
  1. No Time Like Now! Don’t let little things fester. Address a problem as soon as it arises and nip it in the bud. Encourage parents to voice their concerns promptly, too.

“One of the best tools in my tool box is a studio policy with very clear expectations for students and parents. I also try to keep the lines of communications open. I touch base with parents frequently through email, or one on one. That way we can nip problems in the bud before they become out of control. I have found that the majority of my families are respectful if you are clear about what you want.”  -Paulette Amory, Early Childhood Music School

  1. Do The Math. If you have a problem with one parent, address that parent one-on-one. If you’re having the same problem with many parents (e.g. lots of families in the habit of arriving late or lingering too long after class), then address it as a group or in an email as a “friendly reminder.”
  1. Focus On Facts, Not Feelings. Having a heated discussion? Keep personal feelings out of it. Focus on the facts (“Your payments are consistently late…”) and the impact of those (“So I am not able to pay my staff promptly.”) but not personal feelings (“I feel like you’re taking advantage of me!”). If the problem is with a child’s behavior, focus on the behavior and the impact of that behavior. Then involve mom and dad in the solution. For example, “I had to remind Parker to stop throwing instruments five times today. It’s disruptive to the rest of the class and I know it’s not fun for Parker. How can we work together to help him?”
  1. Follow Up, Fast! Document important conversations and solutions immediately in an email to the parent. Then, if the solution seems to be working, let the parent know and thank them so they know you’re paying attention. If the problem continues, you’ll have a handy record of your attempts to remedy – especially important in the case of payment or behavior issues.
  1. Be Consistent! Don’t play favorites or give preferential treatment such as discounts or allowing disruptive behavior to go unchecked. Even if close friends or family join your class, treat everyone equally.
  1. Anticipate Conflicts. Don’t be surprised – or take it personally – when a parent isn’t happy about something. As the saying goes, you can’t please 100% of the people, 100% of the time. All you can do is listen empathetically and respond with respect and professionalism. So be kind as kind to yourself as you are to your customers!
  1. Ask For Feedback. Once a quarter, ask parents to provide specific, constructive feedback about you and your studio either in the form of a free survey or email. This shows parents that you truly care about their opinions and gives them the opportunity to be heard.

Tell us teachers, how do you manage parents? Share your questions, thoughts, ideas, and advice with us here.