A Lesson That Worked Better Than Expected

I went into this lesson with fairly low expectations.

I’d been feeling a bit under the weather all day, and the music room was still in a state after an ensemble rehearsal. Chairs everywhere. Instruments out. Not the calm, reset space I’d normally want before teaching.

And then a Year 8 class arrived — a class who expect a good lesson.

On paper, this felt like the kind of situation where you push through, do the minimum, and hope it passes without too much damage.

Instead, I decided to lean into the mess.

Embracing the Room as It Was

Rather than spending time trying to “fix” the space, I kept the lesson entirely practical and used the room exactly as I found it.

The ensemble seating was already almost set up in a horseshoe, so we kept it. That semi-performance layout turned out to be ideal — I could see everyone clearly, check in quickly, and make sure nobody disappeared at the back.

It also quietly raised the bar. Sitting like performers changes how pupils show up.

The Musical Focus

We’re currently studying a calypso tune — London Is the Place for Me — as part of our Music and Identity unit. The class are working towards performing the song using voice and ukulele.

Nothing about the musical content was new or flashy. What made the difference was how we approached it.

I leaned heavily on:

• call and response

• repetition

• small, gentle challenges to stretch the group

The structure was familiar. Predictable, even. And because of that, pupils were confident enough to engage fully.

Why It Worked

Every student was involved.

Progress was obvious — both musically and socially.

And when they left, they were buzzing.

Not because the lesson was perfect, but because it worked.

It reminded me of something I think we forget far too easily in music education:

we don’t need to reinvent the wheel every lesson.

Especially on the days when:

• you’re tired

• the room isn’t right

• the plan feels a bit thin

When in Doubt, Go Back to What Works

When you’re not sure what to do — or you’re not feeling your best — don’t be afraid to lean on the fundamentals:

• One clear objective

• Call and response

• Repetition

That combination is powerful.

And sometimes, it’s magic.

Not because it’s clever — but because it gives everyone something solid to hold onto.

If you’ve ever walked into a music lesson thinking “this could be a write-off”, you’re not alone.

Sometimes, the lessons we expect the least from end up reminding us why we do this in the first place.

We. Teach. Music.