Want to help student musicians help themselves? Level-up at-home practice!

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You just need to practice more. That will make you better.

The struggle to get my student musicians to practice more went on for many, many years. Each new school year, I would start out with renewed excitement for what the year might hold for my beginning and intermediate instrumental and vocal ensembles. I’d spend the summer picking out the perfect pieces of music. I’d welcome the students on the first day of rehearsal with eagerness. I’d hear the squeaks, the lack of breath support, the missed notes. I’d see the poor posture, the incorrect fingerings and slide positions. But I also saw my students’ enthusiasm, excitement and a genuine desire to get better and to do the best they could.

And for years, I would tell students to practice more. Spend more time. Log their minutes into their practice logs and bring them to me on Fridays. Surely, that was the secret to getting better.

For those you who are wondering why I let this drag on for so long, I really can’t say. Old habits die hard, I guess. What I do know, however, is that I was wrong. I sure I’m not alone on this one. For many music educators, the biggest challenge isn’t what happens in the classroom—it’s what happens (or doesn’t happen) at home. Practicing outside of class is where students solidify skills, grow their musicianship, and begin to develop lifelong habits that serve them as musicians and beyond. But without guidance, many students don’t know how to practice effectively.

As teachers we can do more than just assign material. We can help students develop strategies that foster reflection, planning, and ownership of their learning. Over time, we can train them to rely on us less. How amazing would that be?!?

Here are some strategies that you can try to help put your students on the path to better practice habits as they practice on their own (even those 10-minute sessions can make a difference!). Making these a key part of how things are done will go a long way.

Bonus: Be sure to scroll to the bottom of this page to grab a student reflection log that can help students work on these important musicianship skills. 😃

1. Encourage Reflection: “What Did I Work On Today?”

Students often think practice is about logging minutes, but real growth comes from mindful reflection. Give students tools to express this in different ways:

• Younger musicians might draw a picture of the piece they practiced or circle an emoji that shows how they think they did.

• Older musicians could keep a short practice journal, recording what they worked on and what improved.

• Students who need alternative formats may prefer audio or video recordings to share their reflections.

The key is consistency—making reflection a normal part of practice rather than an extra step.

2. Highlight Success: “What Went Well?”

Helping students notice their progress builds confidence and motivation. Ask them to identify one specific improvement after each practice session. This could be playing a tricky measure smoothly, remembering a fingering, or even keeping a steady tempo. By celebrating small wins, students see their efforts paying off and are more motivated to continue.

3. Create a Plan: “What Will I Do Next Time?”

I get it. A lot of students want to run through the music and call it a day. Many of them are practicing the same way they have been practicing for years (not necessarily a terrible thing, but this can sometimes be passive). Shifting from reactive practice (“I’ll play until it feels better”) to proactive practice makes a huge difference. Support students in setting small, realistic goals for their next session. This can be scaffolded with:

• Visual templates with checkboxes or icons.

• Sentence starters like: “Tomorrow, I want to…”

• Choice-making so students decide which challenge to tackle first.

Planning ahead helps students approach their practice with intention and builds independence over time.

4. Model Practice in Real Time (Note: This, for me, was key!)

One of the most powerful teaching tools is modeling. In ensemble rehearsals or sectionals, use the same reflection log you’ve given to students. After running a section, pause to:

• Fill out the log together, writing down what was worked on.

• Identify a success the ensemble achieved.

• Create a plan for what to revisit next rehearsal.

This practice shows students that even experienced musicians pause to reflect, recognize growth, and plan their next steps. It also normalizes the process of tracking progress, making it more likely students will carry it into their own practice at home. During the years that I did this consistently, my students regularly reported to me that whenever they were practicing on their own, they could “hear” my voice in their heads, prodding them to do the next thing on the log. Many of them even mentioned it felt strange when they skipped these steps. New habits for the win! 🏆

5. Fostering Agency and Independence

When students reflect, highlight successes, and plan their next steps, they begin to take ownership of their learning. Offering multiple ways to record reflections—whether through writing, drawing, speaking, or digital tools—helps each student find a method that works for them. Over time, these strategies not only make practice more effective but also help students become more independent and self-directed learners.

“More” is not always better, sometimes it’s just…..more.

Helping students practice at home isn’t about giving them more work—it’s about equipping them with tools for reflection, goal-setting, and growth. It’s about giving them the skills and confidence necessary for them to eventually realize that they really can be musical without you. Building confidence through developing musicianship? Yes, please! 🎶