Most Valuable Practice (MVP)

1. Students may earn TOPs for their practice throughout the week and superior performance during lessons.

2. Students may spend their TOPs at the piano store at the end of each semester of study to buy AWESOME prizes. Additionally, students may make suggestions for items they would like to purchase in the store and Mrs. Yarbrough will definitely take those suggestions into consideration.

3. In addition, one student will be awarded the Most Valuable Practicer (MVP) trophy for achieving the most minutes of practice throughout the year! Mrs. Yarbrough will keep a record of each student’s practice charts and total minutes practiced.

Rules for Participation

1. Students may earn up to 5 points for each practice chart they complete for the week. The chart must be an accurate record of their practice and initialed by the student and a parent or guardian to receive FULL points. A chart reflecting 7 days of practice will earn 5 points and a chart reflecting 4 days of practice will earn 3 points.

2. Students may earn an additional 5 points for each lesson IF, and only if, they reach all goals of their Piano Tower. The Piano Tower is an outline of the lesson goals displayed at each lesson. PLEASE NOTE, these points are not easy to earn. The student will be most successful if they have completed their assigned practice for the week and stay focused for the entire lesson.

3. Each TOP is worth 10 points. The TOPs are an easy way for the student to see how many points they have earned, but Mrs. Yarbrough also keeps track of all the points in her student records so do not worry if you misplace your TOPs.

4. Bonus points may be earned for additional assignments in theory, composition, or listening journals.

 GOOD LUCK AND HAPPY PRACTICING!!!

Evaluating Prospective Piano Teachers: Are they the right fit for your family?

A selfie with a sweet student after her last lesson this summer.

Leaving my students behind in Waco has been difficult. I worry about them finding a new teacher. I feel so responsible for their growth and continued success, having been so invested in each student for many years. It’s hard to let another teacher step in and take the reins. As my students move on, I have been giving a fair bit of advice as they meet with prospective teachers. Part of my job as a teacher is offering guidance so parents can make the most of their investment in piano lessons. Thinking through this advice has led me to consider my own teaching philosophy and other teachers can benefit from thinking through these considerations as well. I would tackle the search for a new music teacher much like the search for a gym or a doctor. It is imperative for families to define their goals and expectations as they consider piano lessons. The following considerations can help parents figure out what that means for them.

The teacher’s philosophy is often laid out in a brochure, studio policy, or website. Are your goals similar to the teacher’s goals? Don’t be afraid to ask questions to get to the heart of what you’re looking for and what the teacher is willing to accommodate. Also consider what commitment this teacher might expect of you and your child. For example, 24-hour notice for a cancellation, consistent practice at home, commitment to continued instruction through the summer, and timely payment. What clues do these policies give you about this teacher’s philosophy?

If any aspect of the policy raises a question in your mind, address it right away.  Be willing to ask if you need something different or an extra accommodation.  Perhaps the teacher is willing to drive to your home for an added fee. It’s even okay if you need to negotiate on price. In the worst case, the teacher will just stick with their published rate.  Keep in mind if you are asking a lot of these questions or for a lot of different accommodations, it may be a clue that the teacher is not the right fit.

Second, bring your child to meet the teacher. Most teachers offer a complimentary lesson for the first meeting.  In talking with the teacher can you see what they are committed to providing you? For example: consistent and punctual lesson times, a comfortable studio space with an adequate instrument, and energy and enthusiasm during lessons.  Consider carefully the time commitment of home practice and weekly lessons as well as the monetary investment in a piano, monthly payments, sheet music, and activities.

The new studio in West U! All ready to go except for a few things to hang on the wall.

Each student is unique and every teacher has strengths that work well for certain students.  Over the past seven years, I have learned what my strengths are and how flexible I am willing to be. As a new teacher, the temptation is to accommodate everyone to be as marketable as possible.  Early on in my teaching career, I was too flexible and would say, “You need me to drive to your home? I can do that! You need to take summers off? I’m flexible with that! Your child is too afraid for any public performance? No worries! You cannot commit to daily practice? No biggie! I do what works for you!” 

I found, however, that when I was this flexible, my teaching lacked focus.  My policy was not supporting my teaching philosophy. I realized that every aspect of a teacher’s policy should support their philosophy.  For example, my policies require an acoustic piano for daily practice; continued instruction through the summer; and participation in recitals, festivals, studio classes, or other events because I expect my students to reach their full potential and develop the discipline to play piano with an honest commitment. Another teacher, with a philosophy of maximizing the fun in their students’ lessons, may use more games and group activities and allow off for the summer. Ideally the students who study with this teacher have a lifestyle and commitment that are better suited for that teacher’s policies.

I would encourage every piano teacher out there to be as flexible as they need to be, but stick to what’s important to you. You will attract the kind of students you want to fill your studio.  Yes, you may have a gap in your schedule here and there as you let go of a student who is really not working well with you. But consider you are making room for a student who will work well with you.  Parents invest a lot of time and money in their children’s music instruction and we are responsible for helping them make the most of that investment. We sometimes need a reminder that, even though it’s hard to do, letting a student go can be best for them, their family, and the teacher.    

I hope these suggestions give parents and colleagues food for thought in the coming school year as we all begin interviewing prospective students and teachers and begin managing new schedules.

Happy 100th Birthday TMTA

Attending the 2014 TMTA Conference in Houston has been terrific!

Ran into my favorite teacher, Norman Schack! I haven't seen him in about 9 years. So great to catch up!

Monica Cornetti was delightfully inspiring as the key note speaker.

She sure knows how to dish out the tough love.

Don't leave home without your "sizzle," just check out those shoes!

I'm keeping a look out for Ronald Bennett, my husband's piano teacher from middle through high school. I love teaching Mr. Bennett's music too, especially "Picnic in the Park" which is dedicated "to Jamie Yarbrough."

I've also listened to several middle school and high school finalists in the TMTA Student Affiliate performance contests, and they have been a delight, each and every one. Congratulations to all the hard working and dedicated pianists who are competing this week!  Now I should go practice, I'm feeling particularly inspired. :-)

Mission Statement

Yarbrough Piano Studio Goals

1. Each student should reach his or her potential and set their own individual goals. For some students this is competing and earning the highest scores, for other students this is learning theory and creating their own compositions. Goals vary depending on age, level, ability, interests, family life, and level of motivation. 

2. The teacher will incorporate all aspects of music training into the lesson, including theory, musicianship, expression, and fluent note reading.  All styles of music will be presented to the student, from Baroque through modern music, to jazz, pop, and spiritual.  

3. The teacher will strive to discover new music each semester to enliven studio recitals and her own teaching, while revisiting student's (and teacher's) favorites for the reinforcement of the above goals.

4. Students will participate in recitals, festivals, and theory exams throughout the studio year.

5. The teacher will strive to relate professionally in all communication with students and their parents. She will provide pertinent information in a timely manner. She will respond as quickly as possible to inquiries regarding cancellations, scheduling, and payments.