This year we welcomed two brand new families into our studio.

So now we’ve looped through my onboarding process two more times. I’ll share each step below.

Keep in mind I work in a large Suzuki school with a registrar and many other teachers. By the time I talk with families they’ve already had many questions answered by our registrar.

Once assigned to me we move forward with scheduling and parent education.

Step 1: Scheduling, First Call

Once we’re introduced I send our studio lesson schedule. They select a few good times for lessons.

I’ll also use that email to schedule a 20/30 minute phone call.

I’m a big fan of BAMFAM (Book a meeting from a meeting). Usually they’ll also reserve a lesson time on their own between our first email and first call.

Step 2: Call

During our phone call I ask or discuss the following…

1. Why are you starting lessons now?

2. Why Suzuki? What do you know about it?

3. My history and training

I started at 4 with my mom. My parents are not music professionals. Neither play a string instrument. Decided I wanted to be a teacher early in high school. Bachelor’s degree in performance. Master’s degree in performance and Suzuki pedagogy. I’m all in on teaching– this is my only job– and continue to do teacher training. When you come into the studio I commit to your family from now until 18. You can move or step away, of course, but I am committing all my effort to help you succeed for at least the next decade.

4. Set studio expectations

I want to teach everyone but I am limited by time. I ask for THE four things that guarantee learning from every member of our studio. Come to lesson. Come to group. Listen every day. Practice every day. The child needs the full support of the parent (or primary caregiver).

5. Process for getting started.

• Lesson observations
• Start Sparklers (mixed level beginner group class on Saturday morning)
• Attend three director’s parent talks
• Three parent/teacher lessons with me
• Child will start lessons with their body (no instrument)
• They will begin with 10 minute practices every day.

6. Any questions or concerns for me?

We confirm our meeting time, their group class time, and set our first parent/teacher lesson.

Step 3: Studio Resources

If they are still happy to move forward after our phone call I will send an email with our studio resources.

• Studio Lesson Schedule
• Studio Contact List
• Studio Handbook
• Guide to Listening (links to reference recordings)
• Links to video observations

I make sure the office has everything they need and enroll them in our attendance software.

Step 4: Parent/Teacher Lessons

I have three parent/teacher lessons with every new parent before or while we start lessons. I make sure these lessons are not in the pressence of their child– just me and the parent one on one.

Lesson #1: Learn about the child. Plan their practice routine and home environment.

Lesson #2: Guide to recordings, pre-twinkle phases, and lesson behavior.

Lesson #3: Fundamental mechanics of posture and the instrument. How we stack the body, how the instrument works, and how to care for the instrument.

Step 5: Follow Up

I send a few text message within the first few weeks of lessons to see how practices are going.

After about one month I attend or watch a recording of one of their practices. I believe in watching footage of my students practicing!
They then fold into my standard parent/teacher lesson schedule (once per semester).

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This is my 5th year teaching in the same city, in the same school, and working with the same students. I bring in a few students each year with the same process. This process.

Our consistency is compounding. Everyone is on the same page.

Aim for same. Better will happen on its own.