Even the most insignificant thing can become a big deal in a lesson.
The result of the “wrong” word can be frustration from the student or some unexpected results from a week home a lone practicing.
Lessons are the Student’s Time
In lessons, it seems fairly obvious that the teacher wants the student to do most of the playing. Why else would a person take lessons? This mindset has unexpected consequences.
How many times have you (if you teach guitar) played a passage at tempo or fast just to get the student an idea of what it should sound like?
It’s probably happened a few times. Just like words can have hidden implications, so does how you play things for students.
Students Go Faster Than They Should
It’s a common problem. Students play something fast, when the should be slowing down or using a practice technique to really nail a passage.
I suspect a lot of this is due to teachers leading by example. We play stuff fast in lessons just to get through it so the student can have more time trying things out. But we’re also saying something about how a piece should be played: fast(er).
How to Teach Your Students to Slow Down
Simple. Slow yourself down. Play at the tempo you’d like your student to use.