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Luckily for me, the students who need this chart are all on the same level. If I have a student who doesn't yet do something (such as the "warm-ups"), we just skip that card.
You could always have more than one list...or write it out on a marker board and use a magnet to move to each item. It really helps my talkers and my one student with ADD.

I love how the user Patience's first two posts are on a thread called "Frustration".

...and welcome to PianoWorld!

Yes, good idea. The kids I have most trouble with are in their own homes (maybe a pattern there...) so I like the index cards idea because it's quite portable. Most lessons would be covered if I said: scales/warm up; tunes from last week; new tunes; theory; game. All that matters to them is the game at the end.

Edit: I just want to bring this back to my original question. Of course there may be things I can do to reduce frustration, especially when I know to expect trouble and I can pre-empt it.

But, given I will sometimes get frustrated, is it OK to show it? What can I do with the frustration?

There have been times when I'm frustrated, and I don't often try to hide it. Sometimes a student is being particularly daft or not focusing, and me not telling them doesn't help anything. However, I do believe there are times when I know I'm just having a bad day, I'm short-tempered, and so I keep it to myself. I guess you just have to know yourself enough to be able to realize if your frustration is because the student is acting a certain way which is disrespectful/distracting to the lesson or if it's due to your own personal feelings that day. Sometimes when I'm frustrated with a student I will just switch gears and do something completely different that day than I had planned for them - this often will have good results and help us both from getting frustrated.

If it will benefit the student, by all means show it.

If it's just to make you feel better, no.

I'm of the opinion that case 1 is relatively rare, but YMMV.

OK, got it. If a student is being daft and a hint of my frustration is going to help get them on track, I show it.

If it's not going to help, or if it's a combination of a string a students being just a shade off, then I hide it and shout at my husband at the end of the day?

Actually this reminds me an old brass teacher from aeons ago who was chilled as anything, but just occasionally there was an edge in his voice as he counted me in that told me I'd better concentrate.

I don't take it out on my husband, but I do vent to him and my fellow voice teacher. I also do a lot of playing of loud, angry music that helps.

ten left thumbs,

I tend to channel frustration into housework. Makes for very clean bathrooms.

It doesn't help say during a lesson. But with frustration that has stayed with you, it's great. Frustration is energy that can be put to better use.

Frustration is weakness leaving the body.

No, wait. I think that's pain. Never mind.

Long term, frustration is a message you need to fix something, either with the external factor (student behavior) or the internal (your attitude toward it). Your control is usually greater over internal, if you choose.

Short term, we all get frustrated at times. Being aware of it allows you to avoid overreacting.

Deep.

I care about students achieving something. When they don't get something they should get (they got it last week, they can't stop talking about cars....) I get frustrated. I haven't found a way beyond that yet, apart from not caring. And my plan is to keep caring.

Patience, I did the index card-plan with offender #1 today and it worked brilliantly. She was cooperative as anything when she knew the game would be at the end. She still footered a lot with the footstool, so I had to take it away, then when she was uncomfortable, I gave it back and it stayed on the ground.

Yeah! I'm so glad it worked out for you!

No, I never show frustration. There must be patience in learning as well as patience in teaching. I can't create a genius at the piano but I do believe I can inspire a student to play for a lifetime.

I think students are very creative. Possibly you might have a moment during a lesson where the student can create a 'new idea'. For an example.... I like practicing difficult passages backwards.....ok, I mean of course, small segments.

I have thought of using various card approaches for years. Hopefully I'll come up with something I like.

rada