I insist they work every day, if only to copy something they've written. It's important they stay in contact with music on a daily basis. This approach works. It's a great accomplishment. Beginning students tackle specific projects designed to overcome inadequacies in their background a cello work for a student who hasn't written for that instrument, a rhythmic or contrapuntal piece for someone who needs some training in those areas.
Advanced students can choose their own projects.
The pieces are generally short so that students build up both experience and momentum. Caltabiano recalls a teacher who insisted that he pick out two or three new composers he liked the least, listen to them as much as he could for a year, and find something to like about them. The point was to discover things in the music that a composer can at least appreciate and, if necessary, draw on. Composing involves finding yourself taking off the layers of protection we put on. The teacher tries to understand what students are trying to say and help them to say it as clearly and personally as possible.