When Students Have Not Much Time to Practice
By Merlin B. Thompson
When my student Albert recently mentioned that he hadn’t had much time to practice that week, it struck me that music teachers may respond from two possible perspectives in such situations. The first, a traditional response passed down through generations of teachers, is to dismiss the comment by enforcing a “no excuses” policy and proceeding as though nothing is amiss. The second approach involves respecting students’ busy lives and inviting them to share more about what’s happening.
Understanding Music Students
Similar to students in previous generations, today’s music students face a multitude of daily demands. From academic pressures to extracurricular activities, social obligations, and family responsibilities, students’ lives are layered with complexities. Add to this the fact that most students are still developing organizational and time-management skills, and it’s no surprise that practicing music sometimes falls lower on their list of priorities. Albert’s comment about limited practice time is a prime example of how these realities manifest in the music studio.
For music teachers to understand the meaning behind what students are saying can be a challenging process. Often, it requires teachers to read between the lines. So when Albert told me about his lack of practice, I immediately started asking myself questions:
– Does he need help organizing his schedule?
– Does he simply need a supportive ear? Perhaps he isn’t looking for solutions but wants to share his situation.
– Does he need adjustments to our lesson plans? Has he lost interest in the goals we set? Are they too difficult, too easy, or simply not his style?
Conversations are Important
My goal is to initiate supportive conversations that respond with understanding relevant and appropriate to students’ needs. By helping students set realistic, achievable goals and breaking practice into manageable chunks, we can address their challenges constructively. Teaching effective time-management strategies can yield far better outcomes than merely pointing out students’ shortcomings. Often, the true barrier to practice isn’t a lack of motivation but rather uncertainty about how to integrate practice into an already packed schedule.
Encouraging students to start with just five minutes of focused practice can be transformative. This practical step can build confidence, making practice feel less overwhelming and more rewarding. It’s also crucial to reassure students that showing up to a lesson without much practice isn’t the end of the world. We’ll always be able to find something meaningful to do no matter students’ home preparation. Supportive and understanding conversations can make all the difference.
Trust and Motivation
Over the years, I’ve found that students are more likely to open up and engage meaningfully when they feel accepted and cared for. When Albert knows his time constraints are acknowledged rather than dismissed, he’ll be more inclined to trust me and share his struggles honestly. This trust allows us to work together to overcome obstacles, ultimately strengthening the teacher-student relationship.
By showing genuine concern for Albert’s situation and adapting my teaching to meet his needs, I can create an environment where he feels encouraged to continue his musical journey. Whether it involves adjusting the lesson content, offering a listening ear, or helping him devise a realistic practice routine, my role is to support him in ways that empower and inspire.
How do you respond when students tell you they haven’t had much time to
practice?
Are you a “no excuses” teacher, or do you invite them to share more about
their circumstances?
How does your approach reflect your teaching philosophy?
How does your teaching impact students’ musical journeys?
When students feel supported, I think it’s safe to conclude they’re more likely to take ownership of their learning—not out of obligation, but because they feel respected and valued. As music teachers, creating an environment where students feel accepted helps ensure that music remains a meaningful and enduring part of their lives. Let’s help our students navigate their challenges while fostering their passion for music.
