Put the information where it belongs
- 01
Student context
Instrument, preferred name and ongoing interests.
- 02
Lesson note
“Bar 3 rushed after the leap today.”
- 03
Assignment
“Count the join, then play it slowly twice.”
- 04
Message
A conversation about changing next week’s time.
Put information where it will still make sense when you return to it. A student’s ongoing context and an observation from one lesson serve different purposes.
| Information | Best home |
|---|---|
| Preferred name, instrument and ongoing learning interests | Student context |
| The agreed weekly lesson time | Calendar or scheduling arrangement |
| “Bar 3 rushed after the leap today” | Lesson note |
| “Practise the join into bar 3 twice, counting aloud” | Assignment or next-step guidance |
| A question about changing next week’s time | Messages |
| A shared score or demonstration | Library, with guidance linked from the lesson |
Keep descriptions neutral
Write “asked to hear the phrase again” rather than “doesn’t listen”. The first helps future teaching; the second labels the learner without explaining the musical problem.
Avoid unnecessary detail
Keep only what is useful and appropriate for the teaching relationship. Do not copy an entire private family conversation into a note that may be shared with a student.
Try it next lesson
Before saving an observation, ask: “Will I need this as enduring context, or to remember what happened today?” Then check the audience. A clear record in the wrong place can still confuse the learner.