I function a lot like you, Jason.

By targeting, I mean limiting the number of things on the assignment and assigning smaller bits of pieces, but with very specific goals. I try to keep it attainable and, in some sense, measurable.

For instance, one scale and cadence, not 2 or 3. One specific goal for that scale (perfect fingering, perhaps, or convincing legato). I'll assign one 4-8 measure sight reading exercise for each day of practice. Two (or maybe only one) pieces of repertoire, but broken down into a specific number of measures with specific goals for those measures and detailed instructions for practice. Then I will spend a good portion of lesson time doing exactly that.

I also tell them that they are to take at least a few minutes during the week to just mess around at the piano, doing whatever they want. That's very freeing.

Targeting the assignment like this makes it manageable. I also make sure that they know they don't have to do it all in one fell swoop. They can practice 10 minutes here, 5 minutes there. It keeps the busy students practicing and focused enough that they actually accomplish something.

Exactly, which is why I'm not talking about you. You don't live in a metro population and thus are not experienced with what many of the city-suburban teachers deal with, nor *have* you lived in a city at any point when these issues have cropped up across the country since you joined this board 10 years ago. And if you did, you wouldn't be making assumptions or suggesting blame that rates teachers charge have anything to do with the issue.

In the meantime, I've lived in the 4th largest city in the country, a small town in the sticks, and now the wealthy county of a metro that is approximately 1.5 million. The fundamentals are shockingly the same across the board.

The issue is never the issue, which is what this conversation is about.

Yuppers,, which gets back to one of my favorite questions to ask people when they call. "Are you ready to become the mother(father) of a piano student?"

People make choices. And has been said before, we teach people how to treat us.

I didn't say my situation was perfect, but I think having set my tuition as high as I have has settled most of the issues. When it costs enough, they will usually make it a priority.

Just out of curiosity, how much are you charging per month?

I know teachers in my immediate area who have the same complaints Cecilly does who rates vary from $130 - $175 a month. That's quite a spread. I know teachers in another part of the county who can't get the same rates (they are in the $80 range) who haven't shared as many war stories.

I totally agree that the parents play a key role in how successful a student is with lessons. They are the ones that make the schedules and take them to this or that practice. If they don't want to make the commitment, it doesn't matter how much they pay for lessons. It's just like paying for a year membership at the gym...most people will buy it right after the holidays while they are all excited about losing weight. A few months down the road, they won't set foot in that door even though membership fees are being automatically deducted from their checking account every month (yes, that was me!!!). If the commitment and drive isn't there, it is so easy to justify losing that money.

Some parents may feel that, hey at least my kid is practicing every now and then. What they don't realize is how frustrating this is for the teacher at each lesson when there is no progress...we feel like we are just a babysitting service!

I see little relationship in what a teacher charges and how much their students practice.

I just heard a speaker last Monday who said her studio (and the typical studio) has about 4 groups of students:
1) those whose parents "make" them take lessons
2)the largest group who like lessons, but basically as a recreational activity
3) a group that loves playing and is pretty serious about learning all they can through HS
4) and the select few who will go from our studios to major in music in college.
It was her goal (and I see my students this way, too) to take the student from where they are up to the next level. I had never really organized it mentally this way, but this is really what I do. I have students that I wish would practice a bit more, but really have no complaints.

I try to make it the focus of every lesson to actively make music together with the student. I think it was Richard Chronister who said that to the extent we don't actively do this, we are cultivating a drop out. I've come to believe that it is what I do in the lesson and the learning atmosphere that I cultivate, that can make or break the student's practice week.

The subject of motivation to practice is a much bigger issue than how much we charge.

I think the connection (about price) is not about the students, it's about the parents. It's a bigger commitment from the parents, so they are making sure the kids are practicing. I charge at the top of the range for our city. When I charged less, I had more problems.

I understood your rationale, Arlene, but I don't think there's much to back up your viewpoint. Plus, your first post regarding this came across as very "superior" if you know what I mean. I just don't put any stock in this. We will have to disagree on this one.

But see, that's just it. I am not superior to anyone else, so what is the equalizing factor?

My best student runs cross country, plays volleyball, is on the math team, is taking two AP classes, plays in the jazz band and is active in his church youth group. He is at school until 5 most days, yet he manages to come prepared to each and every lesson. My weakest student is in a sport every season and has some after school activity every day to the point where there is really only one time slot she has available for a lesson. She is not nearly the same level as this other student, but practices pretty regularly and makes steady progress.

This is the span of my studio, but I would say that it is the norm of activity level. I know that my expectations are high, but so are many of yours. What is the difference?

That's how I came up with the supposition of tuition cost. Maybe it's wrong, but I'm at a loss to explain it otherwise.