Between lessons: communicating expectations clearly
Many misunderstandings arise between lessons. How to phrase expectations about practice and feedback clearly.
Most friction in teaching does not arise in the lesson, but in between: the student practises less than you expect; you get in touch less often than they hope. Both sides have expectations – and usually they stay unspoken.
Clear expectations prevent those silent disappointments. This article shows how to phrase them.
Unspoken expectations lead to frustration
If you expect daily practice but the student assumes “a few times a week”, disappointment is inevitable – on both sides. Nobody is wrong, but nobody said it.
The solution is not to be stricter, but clearer. A spoken expectation is negotiable; an unspoken one is not.
Making expectations concrete
“Practise regularly” is too vague. Concrete means: how often, how long, what. “Try to practise twenty minutes on four days, ten of them on the difficult passage” leaves no room for interpretation.
Concrete expectations are also fairer: the student knows where they stand – and you know what you can measure against.
Expecting feedback – and planning for it
The expectation towards you also needs clarifying: how quickly do you answer messages? When do you give feedback? Whoever says that clearly once avoids impatient follow-ups.
A simple statement like “I answer within a day on weekdays” sets a frame both sides can hold to.
Reconciling expectations regularly
Expectations are not static. What fits at the start may no longer be right after a few months. A short check-in – about once a quarter – keeps both sides on the same page.
That does not have to be a formal conversation: a question like “Does the amount still work for you?” is often enough.
Agree on expectations together
Clear communication does not mean imposing rules unilaterally. Ask what is realistic alongside school, work and other commitments, and explain what you need to support meaningful progress. Bringing both perspectives together helps create an arrangement that is specific but manageable.
Record agreements in positive, checkable terms where possible: instead of “practise enough”, try “work on the passage slowly for five minutes on three days”. Both sides can then review whether the arrangement worked. If it did not, that is a reason to adjust it, not a personal failure.
Set boundaries for response times and availability
Digital messages can create the impression that you should always be available. Agree which questions can be handled in writing between lessons, when you normally respond and what can wait until the next session. A realistic response window protects your time off while giving the student a reliable expectation.
Make clear that a message will not necessarily be read immediately. For urgent scheduling changes, a different, clearly defined route may be appropriate. The clearer the channel and expectation, the less anyone needs to keep checking for an answer.
Discuss missed expectations without blame
If an agreement was not met, begin with an open question: what made practice or feedback difficult this week? Perhaps the goal was too large, the task unclear or everyday life changed. A practical conversation is more useful than a broad judgement such as “you are unreliable”.
Then adjust one concrete point and decide when to review it. Your side matters too: if you cannot provide feedback when promised, communicate that. Mutual reliability comes from clear agreements, not expectations known to only one person.
How MUSIRIS supports clarity
In MUSIRIS expectations are not only spoken, but visible: practice goals and assignments are fixed, due dates are clear, and messages have a place. That reduces the silent misunderstandings between lessons.
You can try MUSIRIS for free. Next time, phrase your expectation about practice concretely and see whether the week feels different.
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