Observation, Readiness, Attention, and Motivation

Before a child starts lessons, many times I will ask that the child and parent spend some time observing lessons of other children. The observations serve multiple purposes:

1) The parent and child become familiar with my teaching style and studio procedures.

2) The child sees other students playing the piano and enjoying the lessons.

3) The child has the opportunity to join in parts of the lesson if she wants to, without being coerced or feeling threatened.

4) The child has the opportunity to visualize herself taking piano lessons and make up her own mind about whether or not she wants to piano lessons.

5) The parent can better assess the committment and involvement it will take to become a Suzuki Parent.

6) I have the opportunity to work with the child and ascertain whether or not the child is ready to start lessons.

Typically, after some number of observations, and discussions, a child will start to ask when she can start piano lessons. This is key! It is important for the child to initiate this interest, so that the child has a sense of ownership in the decision to start lessons.

At the first lesson the child learns correct posture at the piano. In addition, all Suzuki students learn "how to bow."
A child who has watched several lessons will see the students and teacher bow to each other at the beginning and end of each lesson. This simple gesture signifies respect for the teacher, the student, and the process of learning. The student will say "I am ready to learn." The bow at the lesson prepares the student for the bow at the end of play days and recitals. Proper stage etiquette (the bow) is essential and very key to attaining composure, refinement, and self-discipline.