How To Motivate Your Students

Author: admin

5 Aug

I’ve been thinking a lot about my practice incentive after reading Natalie’s post on 4 Components of a Good Practice Incentive. If you’re thinking of starting a practice incentive program, you really should read Natalie’s post before you begin.

I have a suspicion that nearly every child goes through a time where he/she wants to quit piano lessons. I think it’s almost inevitable that kids will want to swap practicing the piano for video games, basketball, dance, whatever really!

In order to prolong, prevent, or pull a student back to piano when this happens, I think several motivating factors should be in place in a studio. Remember that personalities are varied, so it’s important to consider different personality “types” as you learn to help motivate your students.

1. Students should be taught to love music. Of course, this is obvious. But it’s important to understand what your student loves. If a student isn’t enjoying lessons, a switch in music type can often do the trick.

I had a student who was not practicing and had a really bad attitude during lessons. One day he told me, “My mom said I can quit as soon as I can play all the hymns in the hymn book.” I knew I had to act quick, because this kid has amazing talent. He could have taught himself all those hymns and left piano in the dust. But I just know he is destined for bigger and better things. So I found some really challenging, really impressive sounding classical pieces. He ate it up. His attitude is better and he is one of my best practicers again.

(Harry Potter songs do wonders too!)

2. Students should feel a camaraderie. Some students thrive when they are able to be social. Piano, as you know, is a very individual activity. Sometimes, students only need to know that they have friends in piano who are doing the same things in order to keep them going through the boring times.

I have heard of teachers doing group lessons once a month (something I’m thinking of), doing student only recitals (something I’m about to do this week!), and doing student parties. All these activities bring students together in a fun setting where they can socialize in addition to develop piano talents. Having these types of positive social experiences can help students want to stick with piano when they hit the almost inevitable slump.

3. Practice Incentives work wonders. They really do. Kids love to work towards a goal, even if that goal is just a sticker on a chart. Sometimes that sticker or prize can be the motivating factor in getting through a tough time.

I’m sure there are many more ways to keep students motivated. But the point is that more than one type of motivation in a studio is valuable to helping students develop their talents.

What do you think? What do you do to help motivate your students?

Filed under: Thoughts, Trial and Error Tips

5 Responses for "How To Motivate Your Students"

LaDona August 6th, 2009 at 2:28 pm 1
Practise incentives really do work wonders – especially for the youngest students. For my young students in the first few years of lessons, I give 1-4 stars for the lesson. There is a box on the assignment sheet for this.

I tend to fluctuate on what they need to do to get 4 starts – with some it’s as simple as evidence that each piece has been practised and showing up to the lesson with ALL the books (I’m amazed at how many parents make the child do this on their own – my own teenagers still don’t always manage this!). Once they have 4 lessons with 4 stars they can pick a prize from the Treasure Box – which I fill with cheap, not necessarily musical items – most from the dollar store. The candy always goes first!

The kids love this and my hope is that as they get older the habits will be established.
Dana August 7th, 2009 at 5:41 pm 2
Please share with us what some of those big classical pieces were!

Dana
Piano Lessons by QM August 11th, 2009 at 3:41 pm 3
Excellent post! Informative and helpful. Thank you!!
Mel August 22nd, 2009 at 1:37 pm 4
A music teacher contacted me a few years ago and asked if I would be prepared to take on a pupil who she had decided to let go. This ten year old boy had been unsuccessful three times at Grade 1 (keyboard). On meeting the lad with his parents I was struck by his pleasant manner, intelligence and quiet determination. He played quite well but had serious timing difficulties.
I was currently entering candidates for the next session and he persuaded me to enter him for another try, even though we only had a couple of months to make the necessary improvements. During one of his lessons I casually ask if he had any other interests.. He enthusiastically replied “High-jumping – I’m the best in school”. Thereafter we drew a symbol of a high-jump above the pieces he found most difficult using metronome speeds instead of height measurements.

Example:
Starting at very slow speeds he had to play perfectly in order to ‘clear the bar’ and qualify for the next height. We would then rub out the line (drawn in pencil) and draw the next one. On reaching the recommended speed he would be awarded an ‘Olympic Gold-Star’. He made astonishing progress and to everybody’s delight achieved an honours pass for Grade 1. He was soon enjoying the syncopated tunes from ‘Microstyles’ and is almost ready for Grade 2. Fortunately, his timing problems are a thing of the past. A few years later – (Mark) has now passed his grade 7 (keyboard exam LCM)

Now that is why teaching is the one of the most worthwhile professions.

I recently published an e-book called ‘The Piano Teacher Survival Guide’ and included this experience among others.
Dana August 26th, 2009 at 1:26 pm 5
Mel,

What a fascinating site you have! And thanks for sharing the experience with the rhythm-challenged student. I’m definitely going to be spending more time looking at your materials.