On Communication, Assumptions, and Finding Better Ways to Work Together

Alex dropped by this evening for a quick conversation regarding an issue that came up last week. It was one of those discussions that felt important, though perhaps a little unexpected.

He mentioned that he had heard I was unhappy with the company. I was honestly surprised, as I wasn’t aware that such an impression had formed. Instead of responding emotionally, I asked for clarification to better understand what he was referring to.

He shared that he had noticed some exchanges in the teachers’ group chat and felt concerned about the tone and the topic — particularly discussions about scheduling arrangements and overtime for trial lessons. He emphasized that management hopes teachers can remain flexible at times, as arranging trial lessons can occasionally require slight adjustments beyond scheduled hours. He also reminded me that if there are concerns, it would be best to communicate them directly rather than in group settings.

He brought up a past incident where a teacher left and several students followed, which resulted in legal action due to studio policy. I understood that this example was shared to reinforce how seriously the studio views its policies and professional boundaries.

From his perspective, I believe the intention was to maintain harmony and protect the studio’s operations.

From my perspective, the situation that triggered this discussion had actually already been resolved. I had spoken with Ms. Liew directly, and we were able to make a small adjustment to settle the matter amicably. That’s why the intensity of the follow-up conversation felt somewhat unexpected.

This experience made me reflect on how easily misunderstandings can arise when context isn’t fully explored first. Sometimes, what may appear as dissatisfaction or being “calculative” could simply be an attempt to maintain clarity around time commitments and expectations. As teachers, we naturally value professionalism — and that includes clear communication about schedules.

It also reminded me of last year’s summer recital, which spanned two full days over the weekend. I genuinely appreciated that the studio granted two additional leave days afterward. During the recital, however, I stepped away briefly for a restroom break and received a message asking about my whereabouts and reminding me to remain in the hall at all times. While I understood the importance of being present during events, it also highlighted how delicate the balance can be between accountability and personal space.

Overall, I don’t see these moments as major conflicts, but rather as reminders of how important communication style and mutual understanding are in any organization. Structure and policies are necessary — especially in educational environments — but so is trust.

Perhaps the real takeaway for me is this: when concerns arise, early clarification and open dialogue can prevent assumptions from forming. With clearer communication on both sides, small issues can remain small, and working relationships can grow stronger.

At the end of the day, we all want the same thing — a professional, supportive environment where both the studio and its teachers feel respected.