In music, teachers don't always "relish" the "hot dog". (Sorry). Like in sports, the hot dog is that student who goes over and beyond what your instructions are. Sounds like the ideal student? Not when they do it DURING the lesson, when you want them to work on something else. Not when their opinion or themselves, rightly or wrongly, is hugely over-inflated to the point where they think they know more than you do. Not when they argue with your point of view. Not when they totally question your instructions and compare you to other teachers they might have (you know, the hot dog with multiple instruments?) Course, during their other lessons, they're comparing THOSE teachers to you. Not when they start playing stuff while you're trying to give them directions (especially when it has nothing to do with what your curriculum is for them).

In many cases (although it doesn't seem like it), hot dogs are a deep-seeded feeling of insecurity that needs to be stroked the right way. In other cases, their parents have SO overly-inflated their egos, rewarding them for every little tiny thing they do, that they see it as their right to rule the world. The touchy situation a teacher has is to figure out which one it is, because each needs to be dealt with differently. You can get a clue on this just by seeing how family members interact with this student.

• Does the parent insist on doing everything for the child, to the point of where the child doesn't have to think for himself or herself? Then, the child might be feeling insecure, and showing off their musical skills is a way of establishing some sense of independence.
• Does the parent criticize you in front of the child? Brag about how many civic organizations and competitions they put him or her in? Talk about how they were in the municipality's outdoor theatre production of "Music Man" when they were only 3? You have an ego problem.
• Does the parent criticize the child's performances? Tell them it's never good enough? There's an image problem.
• Does the parent compliment the child on every little thing? That could be both (gee, thanks!) Overly complimenting a child gets to the point where the child doesn't really know whether or not he's earned the compliment.

Once you get a feel for where this child's attitude might be coming from, you can start dealing with it. First of all, establish yourself and your expectations right away. Explain in general your set-up and plans to both parent and child, and in GENERAL, why you have the materials and teaching style you do. (You DON'T owe them any details, because they hired you to be the expert). If they've come from another teacher, there are going to be comparisons. This up-front explanation MIGHT ward off any verbal comparisons. If it doesn't, and the child says "So-and-so did it this way," you can explain that your style has worked for a number of years, but that you are open to try the other way later, IF your way isn't working. (Of course, with this kind of child, chances are they left the other teacher because HIS way wasn't satisfactory).

During the course of the lesson, the student might want to start playing all the glorious things he has taught himself by ear or has learned in the past. During the first lesson, this is actually beneficial, as you can get an idea of what the student can truly do. Make sure, though, that the student has the material for what they are playing handy, even if they are playing by memory. Then, you can more accurately assess what the child's reading level is. Many of these "hot dogs" are great at improvising and might actually be sugar-coating a Level II song to make it sound Level 4. Or, it might be a Level 4 song, but they've been working on it for 6 months.

No matter what you've established as the child's true ability, letting them show you what they've known so far gives them an opportunity to show off.......which is what the hot dog wants. It shows you as being flexible enough to realize that you care about the child's ability and won't try to hone him in a certain performance box. It gives him a chance to get that show-offiness off his shoulders, which might open him up more to your suggestions.

Once you start in on your own material, the child might start playing his stuff again. Again, explain to him the reasons why you would like to try your material, but leave open the possibility that if there is time at the end of the lesson, he can choose what to play. These kids are usually very creative, and you don't want to stifle that. You want to teach them WHEN to use it.

What if the student starts arguing with you? Don't make it a battle of the wills. Even if you win, you lose, because you will come across as heavy-handed and stifling. (Remember, to the student and this parent, in many cases, he can't do any wrong). Ask him point-blank, "Why do you feel my method isn't working?" If he can't come up with a good response, say, "Well, let's give my way a try. I'm sure you know that music can be interpreted in different ways." If he does come up with a good response, LISTEN. Even if his response won't work, you're getting the brain cells and creativity flowing with that child. LET him try it his way. If he sees he's wrong, he'll probably be smart enough to understand it. Tape record him doing it your way and his way. And, concede if his way is actually fine. Remember, you don't want to stifle this creativity, and you don't want to make it a battle of the wills. There are some absolutes in music, but not always. Have recordings handy of some of the works you want him to do, and let him see how the professionals handle it. These kids are often the types of kids who like second opinions.

Speaking of second opinions, if you're getting this student ready for a music festival, and she just doesn't listen to your suggestions, even though you KNOW that you're right (for instance, the student just doesn't want to follow the dynamic markings or tempo marks), let them sink on their own. I don't advocate pulling a student out of a festival unless you know that, no matter how hard they've tried, they just won't be able to do it and it will humiliate them. If this student insists on her own way and wants to perform, let her. THEN, let her read the judges's comments. So many times, I've been able to read the judges's comments with the student and say, "Now, where have you heard this before?". Most of the time, they're a little sheepish and realize that you were right. Be careful with this, though. If the child has an overly critical parent, this method might not work. You will need to use your own best judgment, possibly include the parent in on this decision.

In selecting performance pieces for kids like this, don't force your choices on them. You must play the game of compromise. Select 5-6 that you know the student can handle, let them sight-read these choices for a couple of weeks, and let them select the final composition to be performed. They will be much more cooperative if they feel they've had a say in the matter.

Workshops and masterclasses are great opportunities for these students to get viewpoints other than yours and to find out that, most of the time, your viewpoint has merit. And, in the true tradition of the hot dog, they'll get a glorious chance to show off in front of others! If you live near a large metropolis with a symphony, check to see whether any famous soloists will be performing with the symphony, and whether they will be offering masterclasses. Check with the local university or college and see if the private instructor for your instrument offers them or would be willing to.

When you have recitals, don't insist on having the student perform just from the repertoire you've selected (unless there's a theme to it). Compromise and have the student play one selection you've chosen, and one he's chosen, as long as it's appropriate for the program. Help him explore other, appropriate avenues of performance so he can play what he chooses.

There might come a time, however, that no matter what you've tried, this student just refuses to respect you or listen to you, or the parent makes you and them miserable. This is the time to have a heart-to-heart and say, "This is just not working out. I feel you are not happy with my methods of teaching, and this is just wasting your money, because Junior is not progressing. I'll be glad to suggest other teachers with whom little Junior might feel more comfortable." They'll either take that as a scary threat and straighten up, or they'll take it as a insult and walk off in a huff. Either way, it should take you out of a very uncomfortable situation. And, let's face it (depending on your own skill level).....there might be times where you will have to pass off a student to a teacher of higher caliber. This is not an insult to you...this is for the student's own benefit. It's not an unusual scenario at all. And, rather than coming across as "chicken", the common-sense parent will realize you are doing this for his or her child's own benefit-to help them succeed. I've done it myself a few times, and the parents are grateful that potential is recognized in their child. (And, you'll still get referrals from them!)

There are pros and cons to every level and type of child. The con of having a extremely talented and gifted student might be a battle of the wills. But, if you go at it without an attitude of "besting" the student, you'll both feel like you've come out winners.