Positive Report Writing

It’s that time of year again where I somehow spend about three times longer than expected at doing a task that should be straight forward. I’m never sure why but I spend many hours writing reports for just 13 students.

I’ve written about writing student reports before but in that post I was quite general about the topic. In this post I’m going to hone in on a very important aspect of report writing; how to keep them positive and constructive.

The objective is to get a message across by using positive inflection when it’s really easy to inadvertently use a negative one; basically avoiding stating what the student is doing wrong and instead merely implying it by suggesting what a student should work at in order to better themselves at some aspect (technique, tone etc).

Eliminating the negative

Often there are cases where the student is really struggling but there are way to express this without inflicting self-esteem killers. Here are some examples:

The student doesn’t practise enough

“…Regular practise will allow <student> to make greater progress.”

No tonguing (too much slurring)

“…be mindful to use more tonguing; articulation brings varied character to the music.”

The embouchure is weak and the resulting tone is poor

“…a little more embouchure strength will allow <student> to achieve a darker, richer tone.”

Note accuracy is poor and there are too many mistakes

“…it’s important to practise at a slow, controlled tempo in order to get the fingers used to going to the correct places.”

Sight reading is bad

“…sight reading is proving a challenge but continued practise will allow note reading and rhythmic interpretation to become much easier and faster.”

Phrasing is poor

“…remember that phrases are like musical sentences; continuing to push air until the very ends of phrases will allow for greater shape and musicality.

Student is going through the motions and not pushing themselves

“…music is as much a performance as it is a technical pursuit. Embracing the theatrics of performance and embracing some eccentricity will bring much more life to <student’s> playing.”

How are those for euphemisms?

Putting in the truth

For kicks and giggles, here’s a comment from my report written by my university clarinet teacher back in 2003.

Glenn gets good marks for flair, energy, versatility and natural ability and for what he achieves on so little practice. If he worked hard he would be a phenomenal player.

In certain aspects of music he is intensely motivated but the wider picture fails to motivate him and this results in a narrow and limiting attitude which manifests itself in bouts of extreme negativity, even while he is playing, and this makes for very uncomfortable listening.

You could say that I had a differing opinion on how lessons should have been constructed.

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