I generally run to the same overall format for each lesson with each student. After a quick review of what went on at home during the past week, according to their practice book that I fill in, I start the lesson off with something to warm up the fingers and get the mind and hands ready for the lesson. This is usually a few technical exercises or scales. I feel it's best to start lessons this way so the student can get rid of the restless energy and distractions from where they've just been and get focused on doing the best they can with the song material that follows.
My students soon learn that I keep a simple check list of what's anticipated for the lesson. I find it is most effective on providing a good lesson structure and helps us not only maximise the lesson time but also keeps us focused on the most important elements of a good productive lesson.
Revision of the current learning repertoire list typically comes first, followed by new material when it is appropriate to introduce a new song to the practice routine (too many songs being learned at once generally leads to overload and slow learning progress, if any). If applicable and where time permits, the lesson is finished off by touching base with a piece of the student's repertoire and/or theory is either done if time is needed in going through it one-on-one, otherwise a quick run through of the theory is given to be done at home if the student is well within their capabilities to complete the theory under their own steam at home.
I teach the elements of theory as applicable during each lesson and reinforce the learning with tools such as flash cards or theory/activity sheets to be done at home to test if the concept has been understood and learned properly.
My students soon learn that I keep a simple check list of what's anticipated for the lesson. I find it is most effective on providing a good lesson structure and helps us not only maximise the lesson time but also keeps us focused on the most important elements of a good productive lesson.
Revision of the current learning repertoire list typically comes first, followed by new material when it is appropriate to introduce a new song to the practice routine (too many songs being learned at once generally leads to overload and slow learning progress, if any). If applicable and where time permits, the lesson is finished off by touching base with a piece of the student's repertoire and/or theory is either done if time is needed in going through it one-on-one, otherwise a quick run through of the theory is given to be done at home if the student is well within their capabilities to complete the theory under their own steam at home.
I teach the elements of theory as applicable during each lesson and reinforce the learning with tools such as flash cards or theory/activity sheets to be done at home to test if the concept has been understood and learned properly.
As you can see above, I've included a couple of images of some of the stationery I've created and that I use during my lessons (click image to enlarge for a better view). I sometimes custom create pages to cover not only how they should go about doing their practice at home, but also elements the students are learning at the time.... chords, music symbol tracing pages, hand position diagrams, really anything to help reinforce what the student is trying to memorise at the time. As I consider myself a bit of a whiz at document production, I'm often churning out new and exciting tools on paper to help students visualise these elements and concepts and they can take these home for later reference.