By: Megan Prats

12/12/2014

Because you are working one-on-one with the student, your relationship reaches a deeper
level. Just like with any personal contact, an intangible element can make or break the relationship – chemistry.

Because 2learn® is a business, we cannot match you with the student like Cupid would; thus, more likely than not, you are going to be working with students who you do not click with. A lack of chemistry does not mean that the relationship is destined for failure, but you need to be more astute to the student’s wants in these cases, as the student will value your services more so on
the product that you provide her. For instance, I had a long discussion with a 2learn® piano student who complained that she was bored in her piano lesson. She kept saying that she liked her previous 2learn® piano teacher better because she was sweeter. Thus, it was clear to me that she had more chemistry with the previous 2learn® piano teacher who unfortunately decided to stop teaching for 2learn® than with this one. Another obstacle to chemistry development between this pair was the fact that the old 2learn® teacher left after providing a few of the 20 lessons on this student’s package of 20 lessons. Because the student also felt rejected with the teacher’s absence, the chemistry between her and the current teacher hit a road block.

So now because this student is looking at her teacher with chemistry blinders on, she is biased to things that aren’t working for her in the lessons and is having a harder time seeing what this fantastic 2learn® teacher is doing for her learning.

Another obstacle to chemistry between these two is the student’s and the teacher’s wants from the lessons. This student is looking for a more fun learning situation as she was “forced” to play the piano, and doesn’t see it being anything more than a hobby of hers in the future. The piano teacher, on the other hand, is a professional musician, well studied in music, and has a perfectionist personality. Thus, this teacher is looking for results more so than the student.

In short, chemistry is lacking in this relationship. However, it is not the end of the world as this relationship can end up being very fruitful for both parties. If the two parties continue as they have the relationship will probably end because the student will stop taking piano lessons with this teacher, but if they make some adjustments, a better future is a possibility. In general, the best way to approach a chemistry issue is balance as 2learn® believes that equilibrium is maximization. Thus, it is unjust for the piano teacher to lose her perfectionist personality while working with this student and it is unfair for the student to waste her time with this teacher having “fun” and not making any advancements. Hence, a little less perfectionism from the teacher and a little more results focus from the student will take the relationship closer to equilibrium. Once equilibrium is reached, the two parties should be happier together.

Once a 2learn® piano teacher and her student experienced a love-at-first-sight scenario. The two just clicked and absolutely loved working together. Unfortunately, chemistry like in the aforementioned relationship is rare. Nine times out of ten, you will be working with a student with whom a chemistry rebalancing will be required. Thus, it is important to allow the side of you that caters to the student’s wants and needs shine through more and for the student to also do her part in being open-minded and accepting of your differences. Sometimes, a relationship that lacks chemistry can be better for learning than one that has chemistry because the time spent together is more results oriented and less prone to emotional vicissitudes. But, just keep in mind that with chemistry issues, equilibrium is the ultimate goal!

© Megan Prats 2014