If you’ve ever caught yourself thinking, “My students this year just don’t seem to be as committed as a couple of years ago,” you’re not alone. These days it feels like I routinely hear from music teachers who wonder why today’s students seem less focused, less prepared, or less resilient. At first glance, it might be tempting to conclude that something fundamental has changed in students themselves—that attention spans have shrunk, motivation has evaporated, or families no longer value music lessons the way they once did. But that assumption leads music teachers to a dead end, because it places all the responsibility somewhere outside our studios, where we have the least influence.
Teacher Awareness. Helping our students make meaningful progress begins when music teachers shift the focus from student shortcomings to our own awareness. Awareness doesn’t mean blaming ourselves. It means recognizing that what we notice, emphasize, and respond to shapes our teaching environment far more than we realize. When we slow down to observe how we respond during lessons, we may discover subtle opportunities to change what we do. This kind of awareness acts like a hinge—it opens up new options that aren’t available when we assume the problem lies entirely with the student.
Teacher Ownership & Action. From there, the next crucial steps involve teacher ownership and action. Ownership is the difference between asking, “Why aren’t my students committed?” and asking, “Given who my students are right now, what can I intentionally do to help them engage?” Action follows when we translate that mindset into tangible choices. It means using clearer language. It means engaging students in reflective processes so that they also see what’s going on. It means choosing feedback that highlights what’s working. I appreciate how ownership empowers teachers to lead with curiosity rather than judgment, and action turns that curiosity into practical adjustments that students can immediately feel.
My impression is the best thing we can do is figure out what we might be taking for granted. Does a beginner student need to sing the next few songs with me in the lesson? Does the teen student need me to model how to organize a new piece before they attempt it on their own? Does the adult learner need reassurance that slow progress is still real progress? Sometimes the smallest assumptions we make—about readiness, confidence, or comprehension—are the very things holding students back. When we take responsibility for shaping the lesson experience, we stop waiting for ideal students to walk through the door and start building the conditions under which students can develop their own musical journey.
Strategies for the Turn Around. Here are five strategies music teachers can use to turn things around:
#1. Be the music teacher who gathers fresh information all the time. Remember that what we see on the surface doesn’t tell the whole story of who students are and getting to know our students doesn’t happen over night, it happens over time.
#2. Get in the habit of pointing out where students are successful. No matter how big or small, highlighting students’ success creates a desirable momentum.
#3. Involve students in naming things they notice in their own playing to strengthen their awareness and ownership. Learning to play a musical instrument goes much better when students are consistently involved.
#4. For things that aren’t working, go gently. Providing scaffolding is a super strategy to use when students get bogged down. Let students know what you see about their development. Make space to find out how students feel about making progress and their impressions of what may be holding them back.
#5. Use the lesson period to build practice habits by rehearsing short, repeatable practice routines together. Revisit those routines as often as possible during the lesson period and make sure to follow up at the next lesson.
The Point Is. When music teachers shift our perspective from “What’s wrong with students?” to “What can I do right now?” we accomplish something most remarkable for ourselves and for our students. Each step we take in awareness, ownership, and action becomes an invitation for students to find their own rhythm in learning to sing or play a musical instrument. And that’s a very special achievement.
What do you see of yourself in the above exploration? How do your expectations shape the way you see your students? For the better? For the worse?
How does your awareness, ownership, and action influence the learning environment you create? What’s one intentional step you could take in the very next lesson?
Do you know a music teacher who might appreciate reading this blog? Please feel welcome to share it with them.