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

American Music Teacher, Oct-Nov, 2003 by Janice Cook

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 feels so good to succeed."

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

Visible Rewards: stickers, prizes, measurement charts, certificates, lapel pins, statues, trophies, gold cups, 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 on 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 system for rewards, sometimes based on a wide variety of activities; 20-Hour a Month Club, 100 Days of Practice, "Set Goals-Get Goals" for achieving highly specific practice goals for one week

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

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

Everyone seemed to agree that external, extrinsic motivators need to be used wisely and in moderation because the ultimate goal for each student is to develop an intrinsic system of motivation. We want students to study and practice because they find pleasure and fulfillment in doing so, not because they are seeking rewards. We hope for them to develop a lifelong love of music. Techniques to help students develop internal, intrinsic motivation were discussed.

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

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

Provide Opportunities for Peer Approval and Community Recognition: Isolation is not usually a good motivator. A student who receives approval and recognition by peers and by the community develops a sense of belonging. Interacting with other students at group lessons, participating in "over-lapping" lessons, playing in duets and ensembles, and performing at a retirement facility, preschool or the community center all are ways for a student to experience community recognition. Older students often enjoy being put in the position of a role model for younger students. A wise teacher will act as a catalyst, informing the elementary school music teacher, high school choir director or church music director about a student who could benefit from experiences he or she could provide. The student who can accompany friends at a band contest, play for the high school choir or who can play "Happy Birthday" at a party is usually a student with intrinsic motivation and a great sense of self-worth.

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

Help the Student Recognize the Many Benefits of Music Making and Study: experiencing the emotional bond with the music; finding the connection from the fingers to the heart; knowing that music study "grows the brain" and helps a student develop skills (concentration, time-management, problem solving, self-discipline, patience and poise, to name only a few) for a lifetime of success in any field; help the student recognize he is really knowledgeable about music and has developed refined listening skills. Celebrate growth in each of these areas. Help the student find his musical niche, even if that means a move away from piano and toward a single-line instrument, voice, guitar and so forth.