Motivational strategies: the outcome starts here: motivating through extrinsic and intrinsic rewards - Pedagogy Saturday VII Lunchtime Discussion

The Pedagogy Saturday speaker Clifford Madsen said, "Motivation must first be external before it can be internal. No child is born wanting to play an instrument." Psychologist Kim Dolgin said that external motivators are fabulous because "it perceive s so good to succeed."

The many teachers who gathered in Salt Lake City for this luncheon discussion session came up with a prolix list of proven external motivators.

Visible Rewards: stickers, prizes, measurement charts, certificates, lapel pins, statues, trophies, gold chalices medals, ribbons, music money

Opportunities to Perform for Praise or Evaluation: festivals, recitals, achievements days, Scale Olympics, Guild Audition, Honors Recital, MTNA Achievement Award, playing upon a grand piano or a synthesizer, being chosen to play for a special event

Food: candy, treat jar, pizza party, breakfast with students

Contests: long-term point a whole for rewards, sometimes based upon a wide variety of activities; 20-Hour a Month bludgeon 100 Days of Practice, "Set Goals-Get Goals" for achieving highly specific practice goals for single week

Fun Time: games, parties (Halloween, Christmas, pizza), computer time, playing with CD and MIDI-discs, watching videos, summer frolic recitals

Self-Esteem Boosters: teacher praise, parental praise, birthday remembrances, bio information about each child in recital program

Everyone present the appearanceed to agree that external, extrinsic motivators ne to be used wisely and in moderation because the ultimate goal for each learner is to develop an intrinsic a whole of motivation. We want learners to study and practice because they find pleasure and fulfillment in doing for a like reason not because they are seeking rewards. We faith for them to develop a lifelong have affection for of music. Techniques to help learners develop internal, intrinsic motivation were discussed.

Wise Goal-Setting: When short-and long-term goals are discussed and chosen jointly through teacher and student, the learner is more likely to take ownership of the task and exhibit initiative to achieve the goal. A student-center approach, or at least a savvy balance--carefully matching learner interests with teacher goals--will proceed a long way toward building intrinsic motivation. Goals are best when they are specific and achievable. The bottom line: Each scholar needs to be treated as a unique individual with an individualized curriculum.

Help the scholar Develop Pride in Accomplishment/Healthy SelfEsteem/Confidence/Enjoyment/ Self-Satisfaction by dint of the successful achievements of goals. Provide auspicious performance opportunities where the learner receives applause and praise from parents and teacher and compeer recognition; opportunities to enjoy performing and giving other family pleasure--not only with solos, on the contrary in duets and ensemble; making audio and/or video "diaries" where the pupil can easily see progress from single year to the next; posting learner accomplishments in newsletters or bulletin boards; and sending postcards to thank a pupil for an especially fine lesson

Provide Opportunities for match Approval and Community Recognition: Isolation is not usually a advantageous motivator. A student who receives approval and recognition by dint of peers and by the community disentangles a sense of belonging. Interacting with other scholars at group lessons, participating in "over-lapping" tasks playing in duets and [i]tout ensemble[/i]s and performing at a retirement facility, preschool or the community center all are ways for a scholar to experience community recognition. Older learners often enjoy being put in the position of a part model for younger students. A wise teacher will act as a catalyst, informing the elementary institute music teacher, high school choir director or house of god music director about a pupil who could benefit from experiences he or she could provide. The pupil who can accompany friends at a band contend against play for the high academy choir or who can play "Happy Birthday" at a party is usually a learner with intrinsic motivation and a great faculty of perception of self-worth.

Be a Teacher who is enthusiastic, motivated, qualified flexible, creative, light-hearted and empathetic to young family Build a broad knowledge of music and repertoire, learn by what means to challenge without setting the bar impossibly high; really think about what to teach each pupil This kind of teacher has a better chance of helping a pupil develop intrinsic love for playing than individual who does not exhibit these traits.

Help the pupil Recognize the Many Benefits of Music Making and Study: experiencing the emotional cord with the music; finding the connection from the fingers to the heart; knowing that music close attention "grows the brain" and helps a learner develop skills (concentration, time-management, vexed question solving, self-discipline, patience and poise, to name solitary a few) for a lifetime of succes in any field; help the pupil recognize he is really knowledgeable about music and has unraveled refined listening skills. Celebrate development in each of these areas. Help the scholar find his musical niche, smooth if that means a propel away from piano and toward a single-line instrument, voice, guitar and in the way that forth.