What should a piano teacher actually track between lessons?

Track the assigned focus

Keep the exact piece, bars, scale, theory task or technique focus visible. This gives every other practice signal context.

Track difficulty, not just completion

“I’m stuck” on one bar is more actionable than a total number of minutes. A simple reflection can help a teacher decide where the next lesson should begin.

Use clips selectively

Short videos are most useful when the teacher needs to see or hear something specific: fingering, posture, a rhythm problem, tone or a passage that feels different at home. They should support teaching, not create a queue of compulsory videos.

Keep teacher memory too

The system should remember useful teaching context as well as pupil activity: which explanation worked, what was introduced, which demonstration was shared and what you planned to revisit.

Avoid turning practice into surveillance

Independent practice needs room for experimentation. Track enough to support the next lesson, while keeping the teacher — not the software — responsible for interpreting what happened.