We are all wondering if we are doing a good job at home coaching our kids in piano.  In this article, I will try to give you an idea of what could be the optimum environment, approach and techniques to guide your kids in the right direction.

First and foremost, I think setting aside a daily time that is dedicated for piano practice is very important.  The kids need to know what to expect. Some kind of weekly routine seems to work best.  To accomplish that, I suggest you make a timetable of what is happening when, so you can start allocating that time for piano in your daily schedule.  I think this will help alleviate resistance to getting your child to the piano.  If the schedule is written down and posted in a place where it can be seen then usually the kids will comply.

The time is set, now it’s time for the practice. What you need from your child is his undivided attention for about 15 minutes at the beginning and as she progresses the time will lengthen.  But to get that focus you need to make sure there are no distractions in the environment whatsoever. This includes no TV, no siblings playing with toys in sight, no active pets, no adults talking around, and no siblings wondering around the room. Also, it is important to make sure that you have taken care of all the personal needs before starting such as getting a drink, using the bathroom, washing hands, having a snack, and whatever else you can think of that would be an excuse to get off the piano bench during practice time. Also it might not seem important but an optimum environment also means setting the appropriate room temperature and proper lighting. All in all, you know what is best for your children to give them an optimum environment.

Remember that YOU the parent are the MENTOR for your child. So, YOU run the practice in that you decide when it should start and end. There can be no room for bargaining or discussion about that. Always start practice with the writing assignments (and make sure you have a pencil and eraser ready before you start). Read the instructions aloud and show her how to proceed. Usually while my child is working on her writing, I will fill in the time we started and look over the rest of the assignment form to know what needs to be done next. Then once she is done I will move on to the next phase of the assignment which is sightreading. Make sure the child is actually counting the rhythm aloud (not in a whisper). After your child has placed their hands into position, cover their hands with a book so they cannot look at the fingers. The next portion of the assignment is technique. Always be sure to work on your child’s technique with the exercises (5-finger patterns, etc.) We all have a tendency to skip the writing, sightreading and technique parts of the assignment. But don’t get tempted…just do it! Finally, we reach the performance part of the assignment (what the child has been waiting for). Be sure to have your child play with the MIDI accompaniment when instructed to do so. If your child cannot play along with the MIDI at full tempo, try slowing it down (that’s one reason why we use MIDI in the first place). Do NOT show them the notes. Learning by rote defeats the purpose of our program; helping them work with the recording to figure out by notes “by ear” is far more effective. We are building their ear by providing recordings, daily listening assignments, and having your child play pieces along with the MIDI recording. Doing all of the above goes a long way toward establishing the ideal practice situation at home.

Here’s a partial list of child problem behaviors parents often stumble upon at home:

• Not wanting to come to the piano
• Making excuses to delay the piano practice
• Taking “forever” to pick out a sticker
• Arguing about the assignment with you
• Saying you did not understand the assignment
• Saying the “hate” piano and they want to quit
• Complaining about hurting hand, arms, fingers, etc.
• Saying they are too tired or too sleepy to practice.

If the expectations are set forth from the beginning then it will greatly alleviate many of the problems you’re running into. If your child understands your role as mentor means that you are the one in control, then she is more likely to follow your instructions. Furthermore, if you have issues with your practice at home it is important to let your teacher know immediately. Covering up for your child’s problem behavior is not the solution and will only make matters worse! Keep in mind that these issues happen to all parents with kids in lessons, so do not feel ashamed by it. After all, we are all human. Know that it is better for your child to express their frustration so we can help them deal with it. The kids are too young to deal with it on their own. But remember that “effective” practice make perfect!