When my student Patrick recently told me that he didn’t much time to practice that week, it occurred to me there are basically two ways music teachers can respond. The first way, which we’ve inherited from previous generations of music teachers, is to tell students that “excuses” aren’t allowed and continue as planned. The second way is to be respectful of students’ busy lives and continue by inviting students to share more information about what’s going on.
Music lessons today, as they always have, occur in an entire plethora of daily demands. Today’s music students juggle many layers of personal interactions, academic pressures, extracurricular activities, social obligations, and family concerns. And similar to all of us when we were students, they most likely haven’t developed the organizational skills or time management strategies to navigate all these demands, and as a result, like my student Patrick, practicing music might fall lower on their list of priorities.
For students to communicate what’s going on in their lives can be a challenging process. I’ve noticed that some bits of information may require reading between the lines on my part. So when Patrick shares information as above, I’m immediately asking myself a whole series of questions. For example:
Does he need me to help organize his schedule?
Does he need me just to listen and support his current state? It could be that he’s not looking for solutions. He just wants me to know what’s going on.
Does he need me to alter our plans for the coming months? Maybe Patrick discovered that he’s no longer interested in the musical goals we discussed. Pieces are too hard. Too easy. Too not-his-style.
My goal is to help Patrick by reframing our conversations to focus on finding solutions together. Helping students set realistic, achievable goals, break down practice sessions into smaller, manageable chunks, and improve their time-management skills can lead to far better outcomes than simply pointing out their shortcomings. Often, the true barrier to practice isn’t a lack of desire or laziness, but rather a lack of understanding about how to fit practice into an already packed schedule. As educators, we can guide them in creating practice routines that feel doable and even motivating. For some students, knowing they can start with just five minutes of focused practice can be a game-changer, helping them build momentum and gradually overcome the challenge of finding time. And it’s also important for students to know it’s not the end of the world to show up having barely practiced at all.
Over the years, I’ve notice that when students feel accepted, understood, and cared for, they’re more likely to open up and engage meaningfully. If Patrick feels that his time constraints are acknowledged rather than dismissed, he’s more likely to trust me with the challenges he’s facing, and perhaps even share his struggles honestly. When I demonstrate how I care about his situation and take steps to strengthen our teacher-student relationship, one based on mutual respect and understanding, I make it easier for Patrick to continue his musical journey.
Whether it's helping music students be comfortable with their challenges, adjusting the lesson to better fit their needs, or simply offering a listening ear, music teachers can create environments where our students feel empowered to take ownership of their learning, not out of obligation, but because they feel supported and inspired in doing so. Ultimately, when students know that their teacher genuinely cares about their wellbeing beyond just their progress on an instrument, they’re more likely to remain motivated and engaged with music making. After all, we’re sowing seeds for their lifetime of music making that goes far beyond what they’re doing this week.
How do you respond when music students tell you they’ve not had time to practice?
Are you a “no excuses” teacher?
Do you invite students to share information?
Which way is reflective of your teaching approach?
