The honest version of month one is that the first week feels slow. You are learning the rhythm of the class, the teacher is learning what you can already do, and very little of it feels like progress you could point at. That is the normal shape of a beginning, not a sign that the class is wrong for you.
Listening usually shifts first, often in the second week. Speech that used to arrive as one continuous sound starts breaking into separate words, and you catch the shape of a sentence even when a few words in the middle escape you. Nothing about your vocabulary has changed yet; your ear has simply stopped panicking.
Around the third week, recall speeds up. Words you used to hunt for start arriving while you are still speaking, and the gap between thinking and saying gets shorter. By the fourth week, most people notice the change that matters most: they are willing to begin a sentence without knowing exactly how it will end.
Progress you cannot hear yet is still progress, and it helps to know what it looks like. You reread an old message and spot a mistake nobody had to point out. You reach for the subtitles a little less often. You finish a conversation and realise you never once translated in your head. None of that shows up as a score, and all of it arrives before fluency does.
If month one leaves you unsure whether you are moving fast enough, say so to your teacher instead of sitting with it. Ask what they have seen improve, what they would like you to work on next, and what the coming month should focus on. Pace is a conversation, and teachers can adjust the work far better once they know how it feels from your side.