This year I wanted to try something different with my students. Instead of using practice records or playing tests to hold them accountable, I decided to experiment with accountability groups. While we’re only halfway through the year and still figuring out the best way to leverage these accountability groups, what I’ve seen so far is really promising. Many of my students have told me that their accountability groups have motivated them to practice more, and they’ve enjoyed having someone to work with.
What is an accountability partner?
An accountability partner is someone who helps you stay on track with your goals. They motivate you, offer a new perspective, help you overcome negative thoughts, and provide encouragement and support when you need it most. Additionally, working with an accountability partner helps you practice important social skills, like kindness, empathy, and responsibility. The beauty of an accountability partnership lies in its mutual benefit—each person holds the other accountable, creating a supportive and productive dynamic.
In a performing ensemble, students need accountability. None of us are motivated all the time, and all of our students have different skills and strengths. Using accountability partners is a way to make sure all of the students are getting some help and encouragement from someone. It helps them to realize that they are a part of a larger group, that other people are depending on them to show up and pull their weight.
Choosing accountability partners
There are several options for choosing or assigning students to accountability partners. Keep in mind, you can assign students to accountability groups as well, not just a single partner. Let’s talk through some options.
Option 1: Let students choose their own partner or group
Pros: Students get to be with people they are already comfortable with, which means the accountability group might start working more quickly. For example, a few years ago I had a group of boys who kept each other accountable for practicing with a pizza challenge. If you didn’t hit your practice goal that week, you had to buy pizza for the rest of the group. It worked for them because they were already friends and already spent a lot of time together. They didn’t have a problem with checking in on each other, and getting pizza was fun for all of them.
Cons: If all the students are choosing their own partners or groups, inevitably someone will be left out. Someone won’t have a friend group and they’ll be left standing awkwardly by themselves, and when you assign them to a partner or group, they’ll feel like the third wheel, the one no one wanted. Also, friend groups may not be the best at holding each other accountable. They may be more worried about hurting each other’s feelings, or they may not use their practice time as well if they keep getting each other off task.
Option 2: Randomly select partners
Pros: No one is left out. Everyone gets a partner without worrying about friend groups. This method also gives students the opportunity to get to know more students in the class, and as a teacher you can see the different dynamics between students.
Cons: Partners or groups might take a little longer to get going, as they’ll need time to get to know each other and learn how to work together. You may end up with bad combinations of students who just don’t work well together.
Option 3: Intentionally select partners based on skill level
Pros: You can assign students to a partner who will best meet their needs. More advanced students could be assigned to mentor lower level students, or you could have a group of advanced students work together to challenge each other, or a group of lower level students that you spend time with as the teacher to help get them caught up.
Cons: I’m always hesitant to encourage any sort of hierarchy in my classes. I find students quickly pick up on the idea that this student is better or worse than everyone else, and it can start to create a toxic culture. If you already have a really competitive group, I’d be cautious with assigning partners this way.
Option 4: Assign partners or groups with some input from the students
Pros: Students get some input on who they get to work with while the teacher still gets to keep control overall. You could potentially avoid some bad partnerships and students might be happier with their assignment.
Cons: This option requires quite a bit more time and effort for the teacher to put everything together. Students might get upset if they feel like their requests are ignored.
How often should you switch partners?
I’ve been switching up the accountability groups in my orchestra every quarter, so every 8 weeks or so. I think that’s a good amount of time for them to get to know each other and make progress together, but it also isn’t too long and students can work with several different partners or groups throughout the year.
What can you use accountability partners for?
Daily Check-In Questions: These could replace or enhance traditional practice records. For example, partners could ask each other questions that encourage self-reflection or getting to know each other better. Examples include, “What’s one thing you’re proud of from today’s practice?” or “What’s something you want to improve before our next rehearsal?”
Team Practice Sessions: These sessions can fill in the gaps between individual practice and full ensemble rehearsals. While individual practice is crucial for mastering notes, rhythm, and technique, and ensemble rehearsals are necessary for learning to play together, team practice allows for more personalized support. In these sessions, students can help each other with difficult sections, work on ensemble skills like blend and intonation, and even peer assess each other’s progress.
What Would a Team Practice Session Look Like?
- Decide What to Work On: Partners can identify problem areas or sections that need more attention.
- Choose a Leader: One student can lead the session, or they can take turns.
- Ask Each Other Questions: Encourage students to talk through the problems they’ve been having with the music, or discuss different ways to practice challenging sections.
- Peer Assess: Students can practice giving and receiving feedback using rubrics. This has been one of the most helpful things for my students this year.
- Work on Problem Sections: Partners can focus on trouble spots, helping each other through difficult passages.
Teaching Students How to Be a Good Accountability Partner
To ensure success, it’s important to model good accountability practices. Give students sentence starters to teach them how to give constructive feedback. For example, you might have a few sentence starters like this up on the board:
- When you played this section, you were using [blank] part of the bow.
- I would say your dynamic level here was [blank].
- I liked the way you played [blank] because [blank].
- We should practice this part together because [blank].
To ensure success, it’s important to model good accountability practices. Give students sentence starters to teach them how to give constructive feedback. For example, you might have a few sentence starters like this up on the board:
Discuss ways to encourage and support each other. How can they best encourage each other to learn the music? What’s the best way to give a compliment or show gratitude to your partner?
Problems with Partnerships
Accountability partnerships aren’t always smooth sailing. Students are going to have to learn how to work together and how to handle disagreements when they come up. You may want to have a trial period to see how things are going, and be prepared to switch partners if necessary. Discuss how to handle disagreements and what to do when a partner doesn’t follow through.
What to Do About Absent Students
Absences are inevitable, so have a procedure in place. What should you do if your partner is gone? Do you practice on your own? Join another group for the day? Text or email your partner to check in with them? You might want to discuss some options with your students and allow them to give some input about what they think would be most helpful. Establish clear guidelines from the start to avoid confusion and wasted time.
Conclusion
I’ve really enjoyed using accountability partners this year, and I’m continually learning more and more about how to make them work better for my students. If you have any ideas on how to use accountability partners in orchestra, please tell us in the comments!