Of course it is - did anybody anywhere imply that it isn't? Allowing (or not allowing, or partly allowing) non-students into a classroom is ALWAYS BOTH an important business decision AND an important educational decision. It is impossible for it to not be both. Certainly it's possible to ignore the educational effects or the business effects to some extent, but all the effects are still there.

If a person sees that an educational decision is adversely affecting business, or that a business decision is adversely affecting education, - or for that matter that a plumbing decision is adversely affecting both business and education - then they'll have to solve the problem in the best way they can, taking into account ... everything.

Claiming "it's all business" is a fatal mistake. Countering with "it's all education" is only parroting back that same mistake. Anyone thinking it's "all" anything has missed the boat.

Coming in late on this thread, but want to say that both parents and teachers have a role in meeting the goal of helping our kids to love music/piano and steadily improving playing piano/making music. Parents would do well to find a teacher that fits the child and the parents in learning approach. Teachers will be happiest matching with parents and kids who can accommodate and respond to their teaching style/expectations.

We, like bitWrangler, enjoy music education as a family affair. At least one parent has sat in on piano lessons along with the sib for the past 8 years. Both kids are progressing satisfactorily, love their piano, piano lessons, and their teacher, so things have worked out well. Both are composing their own piano pieces, arranging songs they like, playing pieces that have nothing to do with lessons/assignments -- things that could not emerge from either parental or teacher instigation. We did begin with Suzuki piano so parental attendance was integral to music/piano lessons. Now we are with a retired "traditional" university piano professor who seems fine with sib and parent sitting in. In fact, we are not the only parents sitting in -- we notice that the kids whose parents do sit in on lessons are frequently the ones most happy with lessons and making wonderful music. I sit in only infrequently because I work (Dad is the lucky one going most of the time), but I learn a lot by sitting in on lessons and taking notes (what was that metronome setting the teacher suggested? what was that other piece he suggested we look at? etc.) which guides me in answering questions at home and what I might be able to say when the kids ask us to listen to their pieces at home. We try to say things that will reinforce what the teacher is trying to say/do. I think the kids have made better and faster progress because of parental interest and support. We really heard what the teacher wants in the way of shaping, tempo, rhythm, attack, playing in or out of the keys, weight shifting, etc. and can continue the line of discussion at home. If teachers can find the right way to teach/show parents to understand what they are trying to achieve, then they can create a powerful ally to educate their students and extend their teaching powers beyond the 1/2 hour lesson once a week.

While not all parents and teachers and students will be well matched for creation of the magic triangle, I think that teachers should find the highest hit rate for creating a magic triangle amongst the parents who demonstrate an interest in sitting on lessons for the purpose of advancing the goal of student progress. Obviously there is etiquette and accommodation to teaching styles which is required on the part of all parties, but rather than setting a rigid rule of "no parents, no sibs" in a studio, I'd encourage teachers to give the parents a chance at learning how to team up for a magic triangle. I love our teacher's lessons as much as my kids do.

Well, um..., I think you did, when you said "The customer is always wrong". Perhaps I misunderstood you, but such a statement seems to me to a very firm rejection of the suggestion that you are running a business.