How to address students who haven't practiced piano

When a student comes to a lesson without having practiced at all, a piano teacher can tell in an instant 🥲 lol (*excluding special circumstances)

✿ They are reading the flow of the notes "right now," so they are absorbed in the sheet music while struggling
✿ It doesn't have a rhythm
✿ They start playing timidly
✿ There are no signs that the sheet music has even been opened

Of course, it depends on the student's level, pace, and the pieces they are working on, but a teacher knows the child's usual behavior and level.

"If they have this much time, they should be able to get this far with this piece."
As you gain experience, you can understand this to some extent intuitively.

Of course, everyone has times like that. (Even I do, haha)
Maybe they were busy.
Maybe they just didn't feel motivated this week.
Maybe they are in a rut.
Maybe they were feeling under the weather.

First, I gauge how they are doing through conversation with the child.

However, if I just say "it's okay not to practice" every time, instead of improving, they will gradually regress even from what they can currently do.

So, rather than saying "it's fine, it's fine," I convey what needs to be conveyed during the lesson.

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What I value at those times is not to use a serious tone.

Within the flow and tone of our usual conversation, for example:
"Hey, hey! lol

Don't act like you're seeing this for the first time! lol"
"Teacher knows you're seeing this for the first time right now~ lol"

I might say things like that.

Since I don't usually get angry, the student's expression sometimes changes a little.

What I am conscious of here is not letting "Teacher is angry" equal "scary."

"Teacher is angry (scolded/conveyed something)"
↓

"I didn't practice much this time"
↓
"I'll try next time"
Some children take it this way.
On the other hand, some children end up thinking:

"Teacher is angry"

↓

"Scary"
↓
"I don't want to go to piano"
Of course, this also depends on how the teacher conveys it.
How it is received changes depending on the choice of words, the tone of voice, and the relationship built over time.

And above all, how it is received differs from student to student.

Therefore, there is no single correct answer that says, "If you say it this way, it will definitely get through."
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How did that child receive the teacher's words?
I adjust my approach while watching their expression, their response, and their subsequent efforts.

It's not about "blaming them for not practicing," but making sure they properly realize that they hadn't practiced.

It is important to accept them by saying "it's fine, it's fine," but if you only ever say "it's fine, it's fine," you cannot fulfill your duties as a teacher.
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In the past, there were times when I felt too strongly that I "had to convey it."
But looking back now, I think there was also a part of me where my own desires, like "I want this child to become this way" or "I want them to do this," had become too large.

Of course, there are things that must be conveyed as a teacher.

However, it must not turn into "I want this" instead of "for the child's sake" before I know it.

Currently, I value my choice of words and how I convey things on a daily basis, while thinking about whether the way I am conveying it is actually reaching the student and whether it is a self-centered approach.

Thinking about the appropriate way to convey things for that child is also one of the things I am learning myself through lessons.

In the membership, I post 2-3 times a week, focusing on a bulletin board about events, realizations, and reflections from daily lessons...✍🏻🎹
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