Ask a bridge teacher what students should do to improve, and the answer is rarely “just play more.”

Teachers see the same pattern over and over: students play frequently, enjoy themselves, and yet struggle to make consistent progress. The issue isn’t motivation. It’s how practice is structured.

What teachers look for in practice

From a teacher’s perspective, good practice has a few clear traits:

  • hands are comparable across students

  • results can be discussed objectively

  • patterns emerge over time

Practice without these elements makes it difficult to diagnose problems or reinforce good habits.

Why random play falls short

When students play random deals at home, teachers have very little to work with afterward. There’s no shared reference point.

One student might say, “I bid game and made it.” Another might say, “I went down.” Without context, neither result says much.

This is why teachers often prefer pre-set material: Why Playing Pre-Dealt Hands Is More Fun (and More Educational)

Comparison turns opinions into lessons

Teachers don’t want post-hand debates based on feelings. They want concrete questions:

  • why did most tables stop in partscore?

  • why was this contract successful elsewhere?

  • what decision separated average results from good ones?

These questions only arise when results are compared.

The mechanics of this are explained here: How Comparing Results Across Tables Improves Your Bridge

Declarer play as a teaching tool

Many teachers favor declarer-focused exercises because they isolate technique. When the contract is fixed, discussion can focus on planning, entries, and timing rather than auction misunderstandings.

This method is covered in more detail here: Declarer-Only Play: What It Is and Why Teachers Love It

Why this works better for students

Students benefit when practice:

  • removes ambiguity

  • produces comparable outcomes

  • highlights specific decisions

Instead of vague encouragement, teachers can give targeted feedback. Instead of guessing, students can see where they stand.

Making this practical outside the classroom

Traditionally, teachers relied on prepared handouts or club sessions to create this structure. Today, tools like Bridge@Home allow teachers to assign hands, preset contracts, and review results across a group—without logistical overhead.

This makes it easier to turn every practice session into a teaching opportunity.

The takeaway

Teachers don’t want students to practice more. They want students to practice better.

When hands are shared and results are comparable, improvement becomes visible—and teaching becomes far more effective.