Begin with the lesson’s own example
Listen to a demonstration before adding movement. Notice when the instructor speaks a count and when the music enters. Write the count exactly as it is given; different styles and teachers organise phrases differently.
Keep music and movement references together
A timestamp, chapter name and short cue such as “after the introduction” are useful together. A track title alone may not identify the version or the moment used in a lesson.
Ask about the mismatch
If a spoken count and what you hear do not line up, record the moment and ask the teacher. Playback delay, an unfamiliar rhythm or a different counting convention can all make your first interpretation incomplete. Repeating a guess is less useful than clarifying the example.