Simpedia

Ian M., Indiana

I think a lot of people consider this possibility and then either adopt it or discard it depending on their philosophy and experience. My philosophy is pretty much in line with Alfie Kohn’s ideas. The basic idea is that by rewarding kids for doing something that you want them to value in and of itself actually decreases the value they place on it, which is the opposite of what you want to happen. He cites a lot of research, so it’s not just this idea he had; it’s backed up with facts.

This isn’t to say that reward systems don’t ever work. They can actually work pretty well with adults, in certain circumstances, and I think there is a certain type of kid whose mindset is very focused on the game-like aspect of a reward system for whom it could work well – but I don’t use any sort of reward system in my studio, because I want piano and the fun you have learning to play, compose, read music, etc. to be its own reward.

There’s other research that suggests that an occasional unannounced reward can have a positive effect. But having a system is, in my opinion, a bad idea.

Cheri S., Utah

I used a reward system when I had a traditional studio several years ago, and I wouldn’t do it again. It was fun for the students for a few years, but soon became an ongoing expense and complication for me, and as the students grew older, it got harder and harder to find inexpensive options that would still interest them. Now, in my Simply Music studio, I like the idea of students being motivated more naturally, by the music itself and by each other. It seems like these students practice and progress just as well as my traditional ones did. I have a friend who constantly struggles with students not practicing or progressing, no matter what reward system she tries. The teacher’s attitude and studio environment, along with great coaching from parents is probably key, with rewards having very little effect either way. So I prefer to keep things simpler.

Emily D., Ohio

I do a couple of things (and I’m careful not to call them rewards). They get them whenever I want to give them, but they don’t expect them. However, if I see them do something extra special or kind, I’ll probably give them. Typically, most people get one each week, but not necessarily.

1) Music money – students can collect music money (specially designed play dollars). A few times a year, I will open the “studio store” and they can purchase all sorts of things (I buy them from the Dollar store or from Target’s dollar section at the entrance to the store.) This is a lot of fun. I always have stuff my adult students will enjoy, too (yes, they participate if they want, which they do).

2) Studio project – I have a big jar that gets filled with different sized marbles. Once it’s full, the entire studio gets a pizza party (this year, it was also a pool party). It actually took all year to fill the jar.

Hilary C., Western Australia

Pretty much all I do is a hand stamp when I think it is warranted – even with adults when it’s met with gales of delighted laughter. And I don’t give them on demand!

While I understand the concept of reward for effort I try to inculcate the approach that the reward for practice effort  is the ability to express oneself musically, endlessly and satisfyingly.

Nathan

I recently implemented a game I call “SiMu CashPoints” where at any time during a class (not every class), when I play the “CashPoints Jingle” (always unexpectedly to them), the game starts and they can win cash points (Monopoly money) for doing things I ask.  It ranges from questions about a particular song or learning clue to playing something from their Playlist, or anything related to SM that comes to mind.  I do it with children and adult students and they all love it!  One of the adults acts like he’s in Vegas because on some questions I let them choose if they want to answer the question, and if they do, they have to match the amount I put up ( so they either win it all or lose it all).

They really get into it and sometimes it gets really funny, especially since I have a mellow tune with light applause that I play when they get something wrong (and lose money), and upbeat tunes with wild applause for when they win.  Besides the fun, it offers great teaching/correction opportunities, and they really pay attention so they can get it right next time.

Recently they were able to buy some colored highlighter pens for updating their Playlists (sold them at a special CashPoints price of $450).  From time to time I’ll have something for the children to be able to buy that I picked up at a dollar store, or maybe a $5.00 Starbucks gift card that I’ll auction off to the adults.

You might not want to go to this extent, but at least this might give you some ideas!

Christa S., Ohio

I love the idea of studio money. I am not a big fan of incentive/rewards as a rule. But, I do think it can be fun for challenges in the short term. I actually have been working on a playlist incentive idea for the months of November up to the Christmas break in December. After that I may not offer another incentive for quite a while because I do believe they need to work with the reward being the accomplishment of playing well. That said, in my workout program, little short-term challenges can get me back on track, focus me in a new direction or spark new enthusiasm and that is what I am hoping to do with this little challenge during the months where letting things go might happen.

Sue C., Australia

It is surprising how all the little items cost a lot in the end. Only a few of my students like stickers so I get sheets of tiny inexpensive ones. I have a stamp which reads “Sue Coles Piano School” and a number like their play list stamped with this. I also collect pictures from magazines and old calendars which cost nothing or very little if you buy out of date calendars. I give them a picture or let them pick one. I ask them to bring it next week and play the picture (improvisation).

Andrea B., Ontario

I do something called Audio Challenge when we are reviewing or when I notice one or more students are needing some motivation to practice (valley).

This is how it works: the student plays a song with the audio recording and if they play it really well they get a prize from my prize box.  If they do not play it well they get another chance the week after and so on.  The song is my pick, and sometimes I pick something I know they are good at In order to boost their confidence and sometimes it is something that they need more work on and I may even tell them the week ahead so that they practice it.

Kerry V., Australia

Recently there was a discussion on incentivising your students’ progression/practice etc.

Personally, I never liked giving out incentives in this manner.   I feel I do this in my praising of who they are and what they are doing.  However, some people feel their love through gifts.  (I actually gave out stickers the other day to two students of different classes because they have ‘receipt of gifts’ love language).   It is possible I didn’t understand this level of giving because my love language is predominantly that of giving and receiving affection that I didn’t (and possibly couldn’t) see that of others.

I love the idea of working ‘with’ your students’ love language as this will enhance their feelings of being heard, understanding and connection. Thus increasing their desire to connect with you, their playing therefore practice!  So, not every student will receive a gift from me.  Once I learn what their language is I’ll work with that.  Great learning tool on many levels.

Patti P., Hawaii

I personally don’t do incentives. I do often give a small gift at recitals or holidays, to everyone. They just probably mean more to the children who feel loved through gifts.

Andrea C. B., Canada

I have an interesting situation for which I recently came up with an incentive system. I have a class with a 17 year old girl with Aspergers, an 18 year old boy with Down Syndrome, a slow moving 8 year old and a 6 year old. I don’t think I will be keeping this group together for very long, but it is working for now.

I was talking with the mother of the girl with Aspergers about incentives to help her pay attention better in class. This is what I came up with: I sewed a simple cover for the back of the chairs, one side has music on it, the other side has bright stripes of different colors. I told the class that the person who listened best that day got to have the ‘Musical Chair’ for the whole next class. And then at the end of the next class, that student picked the classmate who listened best that day, and so it would continue every class. The girl really doesn’t have a good attitude about the lessons in general, but the second class, where she had the opportunity to get the ‘musical chair’ if her fellow classmate picked her, she did so well! She ended up getting the seat cover, and though she tried not to show it, I could tell she was excited. I was trying to think of something that would reward her (it really was for her, all the others were doing fine), but not a bribe, and also something that wouldn’t be distracting. I hope this will work long term. I might need to rotate it with other ideas to keep it exciting. We’ll see.

I have another young class, but I don’t think they need an incentive, so I haven’t tried it with anyone else yet. I think every situation and every child is different and needs to be dealt with thoughtfully.