I was in a candy shop on the weekend with my two daughters and their grandparents. It’s a cute shop called “Hansel And Gretel’s”. You can imagine the decor. As we poked around the glass jars and cellophane-wrapped delights I couldn’t help but notice the sales technique of the man behind the counter.
He was relentless. Every candy we happened to glance at came with a flamboyant story, a quick bit of humor, and an aggressive offer of a “deal”. And it worked. We left with more than we intended on purchasing… and I will remember quite a bit about his candies in the future! He had clearly spent a lot of time honing his selling skills. In his industry, it’s all about the up-sell. We came in for 50 cents worth of candy and left having spent $5.00. In the candy-selling world, this was a success!
Piano teachers are often thrust into the world of “sales”. Every time a potential client phones, you are called upon to sell yourself. This is not something that most of us come by naturally. And while the hard-sell technique may work for someone flogging used cars… or candies… it most likely won’t work for a piano teacher. Closing the deal over the phone requires a good deal of skill. If you find that you have trouble getting callers to commit to signing up for piano lessons, try the following suggestions:
Be Very Personable
Of course, you are going to be friendly on the phone to potential piano studio clients… but go one step further and treat the caller as though they are a good friend. Remain professional (don’t discuss the latest gossip in your neighborhood) but do make them feel at ease and as though they could happily get along with you as a person. Erring on the side of being friendly is much more effective than being prim and proper when you are in a profession that deals with children. The most important thing? Remember their first name and use it as you say goodbye. You’ll create a personal connection immediately.
There’s No Question!
Don’t act as though they may be shopping around. Give the illusion that everyone who phones you is in fact calling to sign up for piano lessons right then and there. Answer their questions and then immediately set up an interview (if you do these) or book them into a time slot. Never offer to have them “think about it and get back to you”. Check out our common piano student interview mistakes before heading into that first meeting.
Kindly Put The Pressure On
Don’t give them a mountain of open piano lesson time slots to choose from – it creates the idea that you’re not in demand. Offer just a few times (the ones you’d really like to fill) first. If nothing works for them, then suggest that you’ll give them a call back after seeing what you can arrange for them (and then call back the next day to offer a time that works better). If they insist on calling you back with their choice in times kindly say, “Sure, and I’ll do my best to hold these times until I hear from you” or, “Shall I pencil you into one for the moment so I know what your first choice is when others call?”. This puts a hint of urgency in their mind and prompts them to act sooner than later.
What Sets You Apart?
Never let a caller hang up without giving them at least one bit of information about what makes your studio different than the rest. Don’t waste time talking about your credentials (or your studio policies) – tell them what you will do for their child. What is it about your studio that is unique, innovative, or different? What do you offer at your piano studio that no one else in your area does? There’s plenty of time for the nitty-gritty arrangements (I do these after a sign-up by email so it’s all in writing). Now is the time to sell the program you have worked so hard to create.
If you’re uncomfortable on the phone go one step further and write out a point-form list of things you want to be sure to get across on the phone or key sentences you want to be sure to use. It may seem silly, but an effectively “planned” first phone call can be the difference between a full and thriving studio or a sparse one.
An example of something you could highlight about your studio could be how your students all learn how to compose their own music, right from early primer level! Parents love the idea of their children being creative and gaining this skill. And our story-based, primer-level composing books make this super easy to implement in your studio! Once your piano students are reading in Middle C Position they can embark on these composing adventures. Read more about these books here.
Yvonne Chittle says
excellent suggestions! I’m always hesitant to be pushy, especially when they question my fee. However, I’ve decided that I want students in my studio who are serious about it, appreciate what I have to offer, with supportive parents.
Fall says
Hello, I’m a high school junior, and I’ve been teaching lessons for 4 years not (violin, not piano). I was wondering if you had any tips for high school students interested in teaching. I keep seeing that you suggest telling prospective students what makes you different, but I’m not sure what does. I teach with my area’s elementary strings program, but I’m only one teacher of probably 50 in the valley, many of which are more experienced and older. What suggestions do you have?
Melinda says
Hi! I know this comment is old, but I just noticed you hadn’t received an answer. One thing this blog is very big on is a game based approach to music theory. If you incorporate game based theory, then THAT is something that is probably different than most other teachers and will make you unique. I started teaching at are 16, and I have a 17 year old student (flute) who had just started taking on a couple beginning students since I’m moving. I’ve taught her how to make up games as well as send her the freebies on here which can be adapted for flute by not printing the backside of the cards and writing the equivalent information for flute where the piano concept went. Also, you could teach improv or composition, which would also make you stand out. If you are strictly a violinist, you could take the freebie improv sheets on here and do the Roman numeral analysis of the accompaniment and just drone or play an ostinato on the chord tones, or play just the bass part while your student improvises their part. There are plenty of composition freebies as well. I’ve found that once I start thinking outside the box by using this sure as inspiration, I am able to become more creative on my own in addition to using the resources available!
Amy Clovis says
This was on point for me today, I did something similar this morning, I wrote all the questions I need to know about them, the prices of books I use for each age group (to add to 1st lesson bill). I always forget to ask something and feel so stupid to ask it later. Thanks for the added talking points.