Simpedia

Mark M. New York

I have an Excel doc where every project across all programs is listed on its own row. Among other info I have about each project, I have a column for each lesson I give whether shared or private. When a project is partially assigned, I put a \ in it (like half an X). When I’ve completed assigning it, I put an X in there. Because I have different sort fields so that I can group the projects in different ways, it’s then very easy for me to see, for any given program (e.g., Fdn 1) or track (Fdn as a whole or Arrangements as a whole, etc.) what I have assigned and what I haven’t for each lesson.

Once a week, I sit down and update the columns with what I taught the week before and then can quickly and easily see what I would like to cover for each lesson during the coming week, and I note that down and print it out.

Marilyn V. Montana

I’m sure each teacher has their own system of tracking progress and making lesson plans. I have attached a form that works for me. Across the top are headings for Foundation, V/Arr, Acc, Read, Compose and Playlist. This gives me a format to track specific assignments for each group, plus is an incentive to include all streams of learning. I print a sheet for each class. After writing the assignment on my whiteboard at the close of class, I quickly jot down the assignment on the progress sheet in black ink. Then, immediately, if possible, I jot down planning notes for next week in red ink.

Dixie C. Washington

I type up my lesson plans on my computer, putting anything that will be newly introduced in red print. I check off each activity completed during each lesson. Then I copy each week’s lesson plans to a new page & just edit for the next week’s lessons. I’ve attached a page from my recent lesson plans.

Leslie H. California

GREAT point! I three-hole punch the record, the overview, and put them behind each student’s name along with a stash of blank white paper, where, like the canvas, I re-paint the lesson.

Vee S.

I use three sheets in a three ring binder.

1. The record sheet from SM to record payment. I have this under the day of the week the student is coming.

Then in alphabetical under the student name I have

2. A sheet with lines (music staff lines for fun) where I record what we did at the lesson, and then I post it note what I want to do next week. I have the Student Info at the top. I like to write personal things about how the student is doing and what they need to work on.

3. A spread sheet on Foundations, Arrangements, and Accompaniments that I got From Robin T. It is a great guide as to when to introduce the Arrangements. I highlight the songs we will be doing, then check mark next to it once we have covered it.

This seems like a lot but it is very easy and very organized. The key is to at least jot down what that student has done after or during the lesson so you can fill in your sheet later. I keep a spiral notebook at my side during the lesson and I jot down the song we just did, notes, etc.

Elaine F. South Carolina

Here’s the form I created– Under important conversations I note if I mentioned things like importance of practicing same time every day, or Long Term Relationship or if I promised something to them at the next lesson : like I will ask to hear a particular song ,scheduling issues, etc or a note to myself about teaching this student.

Some of the columns are just things I noticed I had been forgetting to do– and this provided me a way of holding myself accountable. I wouldn’t normally type it every time– I was just trying to clean up my act for this one student. It all evolves and I might change it next month! I’d love to hear from the teachers who have been at this for many years.

Sharon R. AU

Hi All,

I use a different form to track weekly lessons than the ones that have been offered. It was first created by the late Patty McGraw, and I have developed it further.

For every level I have a sheet listing all the Foundation pieces and relevant variations and arrangements (and one for Accompaniment clues). As I teach a piece I note the date next to that piece. If a piece takes several lessons to unfold there will be several dates listed next to that piece. If I don’t teach a variation or arrangement there is no date next to that piece. There is space for revisions and notes, and a column for the date I “pass” the student on each piece at the end of the level.

As the student moves into the next level, I staple the new level’s form on top of the previous level.

There may be more arrangements available than the ones I’ve listed – but I haven’t learnt them yet, so no point having them on my form!