Would you slow the learning plan down if a shy learner who worries about making mistakes may want to change lesson duration after a few weeks?

Treat the first weeks as useful evidence. If attention remains strong and goals are consistently unfinished, longer may help; if quality falls well before the end, more time may not be the solution. For a hesitant learner, correction should still be clear but delivered in a way that leaves room to try again without embarrassment. A clear starting check prevents the plan from becoming either too easy or unnecessarily advanced.