No, it’s not just you.

All the studio policies in the world won’t prevent students from over-scheduling, coming late to lessons, or falling behind on payments.

By nature, we teachers are generous. We teach because we are passionate about sharing our knowledge and nurturing our students in their growth and love of the harp. We also understand the complexity and juggling of schedules and responsibilities. After all, we have to do that same juggling ourselves.

The way you manage your teaching studio is a reflection of your commitment to your students and the harp.

There comes a tipping point, however, when our generosity reaches its limits. When a student’s over-crowded schedule or poor budgeting makes our own circumstances difficult, we know it’s time to take action. Unfortunately, by the time things have reached this point, it’s very difficult to do. It would have been better to deal with this much sooner. The questions are when and how.

Here is my “Four C” system:

Clarity

Clarity starts with your written studio policies. They must be written down; you can’t skip this step. Having them on paper will reflect your professionalism and commitment to all your students. In addition, it will help you feel confident if you need to address a problem later on.

You don’t need to create a lengthy and comprehensive document. One page will suffice. Just cover your policies about the few circumstances that cause the majority of problems: cancellations or no-shows, non-payment or late payment, and lateness for lessons. If you have other items that are important to you, include them as well.

Then, read through and discuss them together with your student and the student’s parents, if applicable. Indicate that these are not just words but important requirements for study with you. This is best done before the first lesson.

Consistency

Apply your policies for every student all the time. Each time you break your own policy, you weaken it. If you expect payment at the first lesson of the month and the student doesn’t bring it, mention it right away. At this point, you don’t need a long discussion, simply a reminder of your policy and agreement with the student on when they will get payment to you.

Also, students are quick to pick up on the other ones who get special treatment. You can and should allow for unusual circumstances, like family emergencies, but you must be prepared to face comments from others in your studio. Clarity in your own mind and the courage to accept criticism calmly without needing to explain, defend, or justify are important here. Be careful not to share private information with other students, but you can say that special allowances occasionally need to be made. After all, you would do the same for them, if they needed it.

Conversation

When students break your studio policies, you must talk to them about it. Be prompt; don’t put off the conversation, even though it may feel uncomfortable or awkward. Start by reminding them of your policies and expectations, review the current situation, and ask them if there is something you need to know—family crisis, job loss, health problems, etc.

The purpose of the conversation is two-fold: to bring the matter into the open, and to reach a resolution. Your calm and professional demeanor will help keep the conversation from devolving into an emotional event. This is a discussion, not a confrontation.

This conversation can be particularly difficult for teachers who are much younger than their students’ parents. If this is you, you needn’t feel intimidated. You can and should stand your ground firmly, respectfully, and professionally.

Consequences

Based on your conversation, you will need to discuss consequences, either the ones written in your studio policies or an accommodation that you and the student feel resolves the issue. If you reach an accommodation, be careful going forward to hold yourself and the student accountable. Don’t let this be the first step down a slippery slope.

If you have not been able to reach an agreement or even have a calm discussion, you may need to “fire” the student. If you suspect that this is the only solution, do it quickly—don’t wait until you grit your teeth every time you see the student, and do it as simply as possible: “I’m sorry but I need to make some changes in my teaching and I won’t be able to teach Jane after this week.” At this point, less conversation is better. Stay calm and don’t explain. All the discussion has already happened. This is merely the natural consequence of your previous conversations.

You may have noticed that the common thread among each of these steps is professionalism. The way you manage your teaching studio is a reflection of your commitment to your students and to the harp. Your professionalism will provide you peace of mind, give your students confidence in you, and provide a framework for productive study and musical growth. •