Article: Bribes vs. incentives

Often parents tell me that they feel guilty for the "bribing" they do to accomplish daily practice.  Sometimes they are concerned that their child is not self-motivated to do their practice. 
My explanation has always been that as a parent, you do things with your child that are rewards (dessert, toys, watching videos, fun activities, etc.) so it makes sense to get your work done first and do the reward after.  I'm afraid that sometimes seems over simplified.  Here is a short article about the difference between bribing and using incentives and rewards.  I like this explanation.

Click here:

Article: Bribes vs. Incentives and Rewards

Charts

Using a practice chart can be very helpful in setting goals, measuring progress, and aiding in motivation.  

I recommend making a chart and setting up a reward system.  A small reward for 5 days of practice, a medium reward for 10 days, and a big reward for 30 days of practice.  The rewards can be tailored to your family, and should be something that you and your child enjoy.  It can be as simple as spending time together doing something fun, like baking or a bike ride or doing a puzzle together, or a trip to a favorite place as the grand finale.  Choose things that you like to do together and really play up how excited you are about reaching the goal together.  

I sometimes use charts in lessons when doing repetitions.   Each time the child completes a repetition or small task, I draw something in the box, or the child draws something, depending on what they prefer and how long it takes   Yesterday I was in a lesson with a student who is polishing Gossec Gavotte for a recital that is very soon.  I wanted to do a bunch of repetitions of "the tricky spot" with her, without creating stress about that spot.  So we made a chart with 12 boxes.  I would draw whichever animal she asked for.   She was very interested in my drawings, and didn't seem worried at all about repeating it so many times.  (Also, it was quite cute, because when I commented on a few of my drawings looking odd, she was very quick to tell me how good they were.  It gave her a chance to offer me support when I expressed insecurity or uncertainty about my drawing skills.  I think this is a nice way to show that we all have a variety of skills in different areas, and that even though I'm a little nervous about drawing, it doesn't stop me from trying.  Hopefully that message will get across to her in a subtle way.  And I appreciated her sweet comments.)

Below is a chart that I myself am currently filling.  It's not a practice chart, but something I am keeping track of for myself health-wise.  I find it very helpful to see my progress, and I do find it rewarding to fill each box.  I spend a moment congratulating myself for another day accomplished toward my goal.  Plus, I am working on my skill at drawing dogs, which needs some work, but I enjoy it!  

Article: Want to 'train your brain'? Forget apps, learn a musical instrument

"Music reaches parts of the brain that other things can't."
--Catherine Loveday, University of Westminster

Please read the article here:

Want to 'train your brain'? Forget apps, learn a musical instrument

The happy-learner

Today I saw my happy-learner 6 year old student.  She is in kindergarten.  She can play up through Long, Long Ago in book 1. I asked her what she'd like to start with and she said "Schradieck". On Friday I'd sent her a recording of the first 3 lines of the first page, and she had learned them. She was getting a little confused with how many repetitions of C# D on the second line, so I explained how to think in groups of four, and she listened and said, "so six times, then." I told her that she thinks in patterns, which is something that I really relate to.

Her recital piece is going to be O Come Little Children. But today she played Long Long Ago and May Song so well that I said (without leading) "The plan is for you to play O Come Little Children on the recital. How do you feel about that?" She thought a bit and said "That sounds just right!"

I asked to make a video. I explained that I like to send videos to my mom to show my grandmother. I explained that my grandma is 100. She said "Is she alive?" "Will she be 101, then?" I also said that older people sometimes get forgetful. She said "can she hear?" She was very happy to send a video to my grandma.

They're going to Paris on spring break. I said that sounded like so much fun and I would like to go to Paris. She said "I want you to come with us! You could come with us!"

I asked if the violin was going with them. She said "I want to take the violin!" Her mom said no, so I tried to make it a little lighter. "If you took the violin, you could play it under the Eiffel Tower. Maybe people would give you money for playing."

We then started to play through O Come Little Children, and she got the giggles so hard that I had to hold her violin so she could wipe her eyes.


I made the the video after that, and in the video she is still smiling the whole way through O Come Little Children because she's thinking about playing the violin under the Eiffel Tower, and that people would be giving her money.

8 TRUTHS ABOUT LEARNING AN INSTRUMENT THAT ALL PARENTS SHOULD KNOW, from Christine Goodner's blog The Suzuki Triangle

It seems to me that March and November are the hardest months of the school year for inspiration, and the time that parents and students and teachers all need a boost.  Hang in there, it's almost spring!  

Here is an article from a fantastic blog by another Suzuki teacher.  You should follow her blog, as it's got some great information on it!

8 TRUTHS ABOUT LEARNING AN INSTRUMENT THAT ALL PARENTS SHOULD KNOW

http://www.suzukitriangle.com/learning-an-instrument/

13 Things Mentally Strong Parents Don't Do

Please read this article (click on hyperlink):

Forbes Article: 13 Things Mentally Strong Parents Don't Do

This article is certainly an important reminder about ways you can help your child that may not feel easy.  As a teacher, I certainly have seen my share of these behaviors from parents and children, and when these types of behaviors become habitual, they often lead to quitting the instrument, and even bigger problems later in life. 

Coming back from vacation, and the fruits of happy practicing

Yesterday, I saw several students after they'd had a full week off from school.  Three of them were exhausted and having trouble adjusting back to their school schedule.  (Make that four tired people who were having trouble coming back to school, if you add me to the mix!)

But one 6 year old student came into the room smiling and said "I missed you!!!"  Then she had a fantastic lesson.  She sight read some As and Bs from the I Know a Fox book. Then she warmed up on a couple of Twinkles.  First I played along on the melody with her, then I played the harmony, and then at her request I played the piano part.  In a similar manner, we went through Lightly Row, Song of the Wind, Go Tell Aunt Rhody, O Come Little Children, and May Song.  We discussed dynamics, staccato and legato, the details of the bow hand position, tone production, and she played her arpeggios for me.  All smiling. All in 45 minutes.   As the lesson was ending, she said "I love the violin!!"

It was obvious that she had practiced a lot during the past two weeks.  After all, this is a student who only could play Twinkle and Lightly Row a month ago. 

We talked about her practice habits.  I mentioned that I have another first year student who is practicing up to an hour a day.  This student's mom said that her daughter doesn't practice for long stretches--she just does a little at a time, but keeps going back to it over and over.  I told her that I think this is a great way to practice.  I used to practice this way when I was a kid.  I'd do one longer period before school or immediately after school, and then I would play for 5 minutes in between subjects when I did my homework. It's good for your brain to keep repeating things but spread out many times throughout the day.

Her mother has told me that her daughter wants to play the violin all the time.  It's obvious that she loves it, but I can't help wonder, which came first, loving the violin, or practicing regularly?  Most of the children I meet are interested and like the violin when they start lessons.  So, what builds that love as they go forward?  I am certain that regular practicing helps keep them motivated and loving it more than irregular and sporadic practicing.