Before the teacher arrives
Make the piano or keyboard accessible and clear space for sitting and reading music. Have any books or pieces you already use nearby. For an electronic instrument, check the power and volume beforehand. Confirm the location, lesson length, rate and arrival arrangements directly rather than assuming an inquiry has created a booking.
Talk about the music you enjoy
A favorite song, a school ensemble goal or the wish to read music can give the lesson direction. A child may describe these interests differently from an adult, and a parent can help without answering every question for the student. There is no need to arrive with a sophisticated long-term plan.
Show the starting point honestly
A complete beginner might explore keyboard patterns, rhythm or a very short phrase. Someone who has played before can show a piece, even with pauses. An unfinished example is useful information: it helps the teacher see what the student can already do and what is getting in the way.
Check the practical details
Seat height, the distance from the keyboard, where the music sits and how the instrument sounds can all become part of the conversation. In-home instruction is a chance to work with the actual practice environment. It should not require rearranging the whole home into a concert venue.
Leave with a small next step
Before the end, ask what to practice and how to approach it. “Work on these two measures slowly and connect the change” is clearer than “practice the piece.” A parent can ask the child to explain the task back in their own words. If something remains confusing, note the question for the next conversation.
Decide whether the arrangement fits
Afterward, consider whether the student understood the instructions and felt comfortable asking questions. Clarify ongoing scheduling and policies with the teacher. A first lesson should provide useful information about the relationship, not a guaranteed prediction of future progress.