What about incentives?

[princess_bear]

Just wondering if some of the other teachers here would mind sharing their incentive programs for 7-12 year old students?

I would prefer not to use food or trinkets as incentives (though things like bubbles that get used up would be okay), since some of my students have serious food allergies, and I know parents don't really like cheap toys sitting around.

Any ideas?

[fleetfingers]

I find that they really do like sticker charts. I try to find fun stickers that they will like . . . for example, cute owls and birds for the girls and angry birds and racecars for the boys. Although, they surprise me sometimes with which ones they pick (i.e. an 8-year-old boy choosing the flowers  ). I print out a chart on cardstock for each student where there is space to write down the piece they are working on, and then columns for the goals we have set up. Some pieces, they are practicing sight reading, so they get one sticker when the whole thing is completed (1-2 weeks) - these pieces are in order in a book, so we just put the sticker on the page. For harder pieces, there are three columns on the printed chart: right hand, left hand, hands together. They get to put a sticker on the chart in the corresponding column once it's been passed off. If they are working on a 6-page Sonatina, then I will separate the piece into movements. So, once the right hand of the first movement is solid (good fingering, rhythm, dynamics, etc.), then they get to pass it off and put a sticker on the chart.

Some teachers I know like to reward students for the time/days they practiced, so they will give stars, checks, or stickers for practicing every day for however many minutes. I really like focusing on results, though, so that they are keeping in mind what the goal is. I feel that this encourages more effective practice, rather than rewarding them for any practice - which may or may not be yielding any results.

I know that you said you don't like to give away food items, but I do incorporate a candy prize into my reward system. This happens after they have gotten so many stickers, which would be the same as learning about 3 of their difficult pieces. For the candy, I have a chart in my studio that all of the students can see. They like to have that "public" recognition and to see where all of the other students are. Each student has a note with their name on it, and it works its way up the staff as they progress with their pieces. Once they are at the top, they get to choose a candy. This way, they are not getting a bunch of candy all of the time, just every few months. Parents don't seem to mind, since it is not very often, and the student has worked hard for it.

[p2u_]

What about incentives?

Assuming that 1) they like the subject and that 2) they are not forced by their parents to play the piano, I don't see why we as teachers should plead with the student to "become motivated".

Paul

[j_menz]

In the good old days, not having bruised knuckles from being whacked with a ruler was quite incentive enough.

[pairra]

1. I use festivals as an incentive. Our Sonatina Festival gives trophies each year. And then the Federation of Music Clubs also has a Gold Cup program. Though, students receive these every three years or so.

2. Memory Medals - I give these out during the awards ceremony at my yearly recital. For every X amount of pieces memorized the students get a medal that is engraved with their name with some kind of superlative.

3. Awards Ceremony at the yearly recital. It's this huge thing.

These are mostly long term, but it works. I don't do short-term or stickers. If a student doesn't practice regularly I just switch them to a method that is slow moving and works well with non-practicers. In my past I have done Practice Pints (ice cream once a student reached a specific practice amount) and other things. I've found it doesn't really affect the practicing. Those who usually practice will practice. Those who don't, won't.

[fleetfingers]

I don't see why we as teachers should plead with the student to "become motivated".

It’s not about “pleading”. It’s about clearly defined expectations and follow-through. Most children need that.

The thing about kids in this age range is that they are interested in many things, even playing the piano, but they do not know what goals to set or how to develop their interests. It’s not that they don’t want to develop or work at it, but that most don’t fully understand or appreciate the process and what it takes to achieve success. Not only is there nothing wrong with intervening from a parent or teacher, it is part of our role. There is definitely an art to this, for the teacher to know how to insert themselves and their instruction to guide the child’s interests, not squander them, which happens often. The interests happen naturally, and the child may even explore them on his own; but, for real development, there needs to be some tutoring. In piano lessons, there need to be goals lined out, or else the child will play the same things over and over again. Or, they will play by ear and resist learning to read. Or, they will learn the right hand and put off learning the left, week after week, etc. A good teacher will follow their interests, but a teacher is more experienced than the student and knows what they still need to know. Otherwise, why have a teacher? If the child is truly not interested, then I wouldn’t teach them either. But, many children ARE interested, even though they complain of practicing. They ask for lessons and then are surprised by the discipline it takes to learn. What they need is clear direction and some pushing (whether with incentives or jmenz’s ruler ). When that results in the student acquiring actual skills (that fall into the category of what they were interested in in the first place), then they are that much more motivated to develop further. Teach skills, build confidence; that nurtures motivation.

Besides, you mentioned not too long ago that you don’t take children as students because you don’t know what to do with their lack of motivation . . . so, you don't need to worry about it! 

https://www.pianostreet.com/smf/index.php?topic=49251.msg536424#msg536424

[p2u_]

Besides, you mentioned not too long ago that you don’t take children as students because you don’t know what to do with their lack of motivation . . . so, you don't need to worry about it!  

https://www.pianostreet.com/smf/index.php?topic=49251.msg536424#msg536424

Could you run that by me again, please?

In the topic you gave the link to, I said that I don't know what to do when the motivation is in the parents, and not in the children (I mean: when children are FORCED to play). I made that part of the condition in this thread too. If children are not motivated from within, no incentive will help. That's my point.
P.S.: I generally think that a system of artificial incentives leads necessarily to mediocrity. Can't help it...

Paul

[pts1]

When I was a child first learning piano, an incentive for me was to be able to learn something I really wanted to learn along with the pieces I "had" to learn.

For me, it was boogie-woogie! lol

And of course, there are legitimately challenging boogie-woogie pieces, both musically and technically.

Of course that was in the late 50's so I have NO IDEA what kids would aspire to musically now along side of more "formal" age appropriate music.

[p2u_]

When I was a child first learning piano, an incentive for me was to be able to learn something I really wanted to learn along with the pieces I "had" to learn.

For me, it was boogie-woogie! lol

That is a really good incentive! I'd like to add to this that it is best not to send the student home with stuff he/she cannot cope with on his/her own. "Homework" that is basically a prolongation, a repetition of what was already acquired during the lesson in a pleasant way is the best incentive you can give to children, because they will want to repeat the joy of success, not some boring piece that annoys them. At that age (7-12), they don't know what healthy discipline is; they just want results and they want them fast.

Paul

[keypeg]

nm

[dinulip]

My pupils seem to be quite satisfied with stickers.  Typically, they get one large one and one small one in their "Lesson Book" at the end of each lesson.  Sometimes I choose the stickers myself, sometimes they do.  They are nice stickers -- not crappy ones.

Motivation comes mostly from the relationship that I build with each child.  We work seriously, but my comments are sprinkled with a good dose of humour.  In other words, we have fun working together.  My lessons are filled with a sort of 'energy', which seems to keep them going during the week! )

I have to say, though, that motivation comes also in great part from involved parents.  During the two first years of apprenticeship, the more they assist their child with practising, the better.  One mother who helps her 6-year-old daughter practising everyday, glues a lovely tiny sticker in her Lesson Book after each practice.  Since I count six stickers every week in the Lesson Book, I assume that this little girl is quite happy with her mother's rather simple, but efficient system!  She makes great progress!  In another case, the parents glue a sticker in a small calendar that belongs to their daughter.  They say that it works fine!  The child is always happy during her lesson.  The last time I saw her, she confided that she will play the piano all her life...  However, I am not too sure if she thinking of the thousands of stickers she will get that way, or the lovely music to be learnt over the years...   

My other great motivator is 'informal performance'.  Two times per semester, on Sundays, I hold a sort of 'Musical Rendez-Vous for Children Only' at my place, during which each child plays 2 or 3 of his favourite pieces.  To make things more challenging, I insist that they play from memory.  After the performance, we share a little snack (juice, milk and cookies).  Occasionally, my daughter takes a group picture around the piano, a copy of which is given to each participant later.  These small events are easy to organise, and highly popular!

The last motivator is an annual piano exam.  That works wonders!