In this paper, it was examined how three educators, working in the same musicproficientschool, with varied long experience in the profession, used the lesson's firstfive minutes to capture the focus of the student group. The survey was an unstructuredobservation study, where the observer filmed all three educators, on ten occasions each.The observer was non-participating and was previously known to all student groupsand educators. The material has been analysed from a social psychological perspective and has had the following questions as a starting point: Is there individual contact between the pedagogues and students before the lesson has begun? Where is the pedagogue placed in the room when the start of the lesson is initiated? How do they stand physically? What methods does the pedagogue use to get the student group intofocus? What does the educators say when the group is focusing? The result indicates a variety of methods between the three educators, where their different professional experience showed, but not in a way that affected the quality of the education. Clear structure varied with creative variation to capture the student´s attention during the firstfive minutes of the lesson.