Replace a judgement with a starting point
- 01
Too broad
“Improve rhythm.”
- 02
Actionable
“Bars 1–2: count aloud, then play without stopping at the join.”
Feedback is useful when the learner can act on it without reconstructing your lesson. Replace a judgement with a place, action and listening cue.
| Instead of | Try |
|---|---|
| Improve rhythm | Count aloud through bars 1–2, then play without stopping at the join |
| More expression | Let the phrase grow towards its highest note, then make the ending lighter |
| Work on tone | Play the four notes slowly and listen for an even sound |
| Be confident | Count in, prepare the first note and begin without restarting |
Keep one priority
If you heard five problems, choose the one that will unlock the next attempt. A student who is unsure of the notes may not yet be ready to shape a subtle phrase ending.
Add a way to check
“Listen for…” is often clearer than “make sure…”. It invites the learner to compare the result with an intention.
Test it aloud
Ask: “What will you do first when you practise?” If the answer differs from what you meant, revise the instruction while you are still together.