Slowing Students Down & Rewards
Found in: Practicing & Playlists, Student Recognition, Studio Management, Young Students
Scott J., Australia
Please read this post with the mindset that a student is playing too fast and you CAN’T slow them down they are great students and they totally on board for the long term relationship they don’t have any other problems other than slowing down ( if your student needs stickers to just practice then they have not kept their agreement on their long term relationship and personally i would not teach them ). This is not meant for all students just the difficult one s that will not slow down .
GETTING A CHILD TO PRACTICE SLOWLY on the piano requires a combination of strategies that make the experience engaging, understandable, and rewarding. Here are some approaches you can use:
1.Explain the Importance: Start by explaining to the child why slow practice is essential. Use simple terms: “Playing slowly helps our fingers learn the notes better. Once they know them really well, we can play faster!”
2.Model the Behaviour: Sit down at the piano and demonstrate playing a piece slowly and then at its intended tempo. Highlight how much smoother and more accurate the performance is after practicing slowly.
3.Use your audio 99 percent of the time i used metronome for a few because it helped .
4.Games and Challenges: Turn slow practice into a game. For example, challenge the child to play a section “in slow-motion” like characters in a movie. Or you could pretend the piano is “underwater” and needs to be played slowly.
5.Praise and Reward: Give positive feedback every time the child practices slowly and correctly. Small rewards, like stickers or extra playtime, can also be effective motivators.
6.Visualization Techniques: Ask the child to imagine a story or scene that goes along with the music. A slow-moving scene can inspire slower play. For instance, “Can you play this part as if a turtle is moving across the beach?”
7. Segmented Practice: Break pieces into smaller sections. It’s easier for a child to focus on playing a small section slowly than to sustain that concentration for an entire piece.
8.Count Out Loud: Encourage the child to count out loud as they play. This reinforces the rhythm and can help maintain a slower tempo.
9.Record and Playback: Use a device to record the child’s practice. Play it back for them, first at the slow practice speed and then at the desired tempo (you can use software/apps to adjust playback speed). This gives them a clear sense of progression and the benefits of slow practice.
10. Practice with Them: Sometimes, the best way to encourage a child is to be with them in the process. Play a duet together where both of you play slowly, or if you’re not a pianist, simply sit with them, providing company and moral support.
Remember, the goal is to make slow practice a regular and positive part of the child’s routine. Over time, as they experience the benefits first hand, they will likely come to appreciate and adopt the practice more readily.
Ian B., California
Great tips. Although I will resist use of metronome for beginners and kids until my heart reaches 0bpm.
Just say “Metro-NO” to metronomes!😜
(At least until after well after reading rhythm when they are understanding the doubling and halving relationships. Until then there are audio tracks, drummers, and their own internal sense of rhythm)
Scott J., Australia
Ian B. I agree whole heartily with this across 99 percent of my students but what if this helped that 1 student who was struggling because their brains cant hear through what’s going on inside the music on the audio they are just over loaded when we turn the audio on and that simple click of the metronome sorts out the issue for that one student.
Mark M., New York
I agree with Ian that there are lots of great tips here but that I’d also avoid the metronome. Neil himself is very clear about wanting to avoid that, very much along the lines of what Ian said.
I’d expand on this by clarifying a central point: the essence of Controlling the Events is at first focusing, slowly, only on what to play, meaning no concern about rhythm at all. Even playing in rhythm, slowly, whether with or without a metronome, is something that can only come later, after the crucial first phase of working slowly on everything without rhythmic concern at all. What to play. The right notes with the right fingers in the right order, no matter how much or little one needs to pause and think about things at any and every step of the way. Only then would one move onto how to play, to the rhythm, slowly, and only from there to increasing speed. All of this just underscores the lack of need for a metronome. Get clear on what to play sufficiently first, and the smooth rhythm organically flows in with relative ease, from within.
I’ll also push back on two other details here.
First, I know there are some teachers who use and like such things, but I’m in the camp (along with Neil) that stickers and other such external rewards provide at best a short-term boost that comes at the expense of undermining long-term intrinsic motivation.
Second, adults also can be plenty challenged at taking the time and care to practice slowly. All ages need all appropriate learning tools and strategies. None of this is about children. This is about everyone.
Scott J., Australia
There was no suggestion i was excluding adults in this just the post was for kids with challenges on keeping their tempo under wraps of course adults are in the same camp . Rewarding must be ok otherwise we would not be giving certificates out at the end of passing the foundations . I believe what you mean is to reward every single practice session and this i fully agree with you i reward the children if they try to over come something that is obviously very difficult inside that practice session not the practice session itself .
Mark M., New York
Scott J. The closer in time and more directly a “reward” is connected to a specific behavior, the more it subverts intrinsic motivation. Certificates are altogether a different story from a sticker given in direct response to practicing slowly.
We don’t dangle the promise of a certificate as a carrot to motivate people to get through a Program. Nobody would find that motivating. Nobody would put the effort in, over the long course of time, in *order* to get a certificate. A certificate is, quite simply, not a reward in that sense. A celebration, yes. A reward per se, no.
A sticker offered in *order* to get someone to practice slowly, and given to them upon completion of the successful-as-desired slow practice, is very much a directly connected reward. Totally different story.
Rewards and punishments are things that control behavior from outside of a person. A certificate is not controlling, nor attempting to control, anyone’s behavior. Rewards and punishments, because they control, and because they subvert intrinsic motivation, are two reflections of one thing. A reward is more pleasant than a punishment, but it functions in essentially the same way.
Scott J., Australia
You don’t get the sticker for practicing slowly you get the sticker because you achieved what you found hard . Don’t give the sticker because they are sitting at the piano trying to go slow give it when they do go slow once they have achieved the result not because they sit at the piano 🙂
Mark M., New York
Scott J. That doesn’t change what I said. Arguably, it’s more controlling, and more inclined to subvert intrinsic motivation, to reward only the result and not the effort. The work and the good feeling of making progress are the intrinsic reward.
Scott J., Australia
I believe its all in the way its delivered and said. I would never say ” i will give you a sticker if you go slow ” this would be a big problem on the teachers side of delivering the lesson of course. On the other hand i would go through this problem with my student and after they achieved the goal and managed to control the events slow down i would celebrate their achievement tell them how wonderful it was that they got there and give them a sticker
Mark M., New York
Scott J. I wonder what would happen if you did all the work and they got the result and you effusively celebrated the achievement telling them how wonderful it was that they got there, evoked their smile and their feeing of pride and self-esteem, and then you just skipped the sticker. Can’t help but think the net benefit over time would be positive for the students’ self-image.
Scott J., Australia
Mark M. Are children different in the states lol on a humour side i want to come teach there. 90 percent of all my students do not get satisfaction out of practice there is nothing intrinsic at all in Australian children unless its about an ipad or iphone . I really want to come to America now 🙂
On a serious note though I do reward my students and i find it works for me and i believe that i have awesome students who play very well. I thank goodness in my studio that i have not found it has demotivated the kids but actually motivated them. Just remember just because it works for me does not mean it will work for everybody
Mark M., New York
Scott J. Typical habits and practices are pretty much the same here. I defer to what Neil says about giving students a self-affirming feeling of success at each step of the way and about his own preference against stickers/rewards.
I didn’t say rewards don’t work at all. I said what psychologists generally say, which is that they produce a short-term gain at the expense of a person’s long-term self-image and capacity for intrinsic motivation.
Scott J., Australia
I support Neil in his own preferences that’s very important and i know Neil supports mine
Mark M. Well im no psychologist thats for sure. I can only talk about the results i get in my studio and the kids here are kicking goals and hitting sixes all over the pitch. Maybe it’s not to do with the actual sticker but more to do with the person giving it and the intention behind it . Bribery has never been my motivation only celebration maybe my students know that in me
Mark M., New York
Scott J. I totally hear you, Scott. I can only tell you that I know of countless stories that people have (myself included), and countless findings by researchers/experts/etc. who make generalizations based on studying large numbers of people, of accomplishment/achievement being fostered by external rewards of various kinds and doing long-term damage to mental health that is often not at all realized until much later in life. So this is an issue I’m very sensitive to. Again, short-term results of one kind, long-term results of another. When something risks long-term damage to mental health, to self-knowledge of one’s feelings and needs, to self-worth that can be undermined when one alters one’s behavior to get a treat in order to fulfill someone else’s needs rather than one’s own, I personally am not willing to take such risks for the sake of better piano results. I know I’m not alone in this choice, just as surely as I know that others make a different choice. This is not the place for me or anyone necessarily to discuss developmental trauma or complex PTSD, but please be aware that these issues are real, they’re serious, they ruin lives, they are deeply difficult to recover from, and they can be wrapped up with things as seemingly innocent as these kinds of external rewards. Is a sticker in piano lessons going to ruin someone’s life? Probably not. But enough seemingly small things over the course of time, in fact, can. I don’t expect to change your mind about how you run your studio, but you shouldn’t expect to change mine either, so it’s probably best we leave this discussion here.
I do just want to reiterate that my original comment about this did not suggest that all teachers should make the same choice about rewards, did not suggest an extensive for-vs.-against discussion about rewards, and did not say that rewards don’t work. I acknowledged that there were two camps, and I said that rewards achieve one outcome at the expense of another. That’s all I said. I said this because almost everything in your original post was pretty unambiguously constructive, except for two more ambivalent/complex things about which Neil himself has expressed disfavor, including in the formal teacher training materials. The metronome had already been brought up and discussed. Rewards were the second thing, had not yet been addressed, and many people are unaware of the ambivalence/complexity around them. I believe the teacher body benefits from awareness of this, so I mentioned it. That’s all I intended.
Scott J., Australia
Mark M. Thank you and i think its wonderful we are discussing it please do not get me wrong im not being combative just a robust discussion on this will really help all the teachers i believe i do think we are on the same page thats for sure
please remember i am not suggesting this for all students this is just for the ones who struggle with tempo issues. Very important just for those kids who will not slow down and have issues with it.
i have adjusted the metronome statement guys 🙂 i am not supporting the nome in any way My studio is nome free studio but it did help a child with Auditory Processing Disorder that i taught so for him we became a nome studio
Sue L., California
I have a snare drum and sparkly drumsticks. I had my student keep time while I played “Amazing Grace” to help address smoothness vs. clumps of three. He liked it and it helped.
Scott shortly afterward had a followup post:
Scott J., Australia
After having a great discussion with Mark the other day i thought i would just post up a discussion about only rewards and stickers and what my frame of mind is about them and the way i approach it in my studio. Rewarding children for good behaviour or achievements in their piano practice can be a helpful and motivating strategy, and stickers can be a simple yet effective way to do this, especially if your child is young. However, it’s important to use rewards like stickers thoughtfully and in moderation. Here are some considerations:
- Age and Personality: Stickers are often more appealing to younger children. Older children may prefer more mature rewards or praise. Consider your child’s age and what motivates them best.
- Balanced Approach: While rewards can be motivating, it’s essential to strike a balance. You want your child to develop an intrinsic love for music and practice rather than relying solely on external rewards.
- Variety of Rewards: Don’t limit rewards to just stickers. Mix it up with other rewards like verbal praise, extra playtime, or small treats occasionally to keep the motivation fresh.
- Consistency: Be consistent with the reward system. If you decide to use stickers, make sure to reward your child regularly when they meet their practice goals. Consistency reinforces the connection between good practice and rewards.
- Long-Term Goals: Gradually, you can reduce the frequency of rewards as your child becomes more self-motivated and develops a sense of achievement from their progress.
- Positive Reinforcement: Use the rewards as positive reinforcement. Praise your child for their efforts, persistence, and improvement, not just for achieving a particular level of proficiency.
- Communication: Talk to your child about the reward system. Explain why you’re using it and how it can help them stay motivated and committed to their piano practice.
- Avoid Over-Expectation: Ensure that the goals set for piano practice are reasonable and age-appropriate.
- Don’t create excessive pressure for your child to earn rewards, as this can lead to stress and disinterest.
- Monitor Progress: Track your child’s progress in piano and adjust the rewards as needed. If they consistently meet their goals, you might consider more substantial rewards for significant milestones.
- Encourage Intrinsic Motivation: Ultimately, the goal is to nurture your child’s intrinsic motivation for playing the piano. Help them find joy in the music itself, the sense of accomplishment from mastering a piece, and the personal satisfaction of improvement.
In summary, using stickers as rewards for good piano practice can be a positive strategy, especially for younger children. However, it should be part of a balanced approach that combines external rewards with intrinsic motivation and a supportive learning environment. The key is to foster a lifelong love for music and learning rather than relying solely on external incentives.
Ian M., Indiana
I’m not an expert on anything that you’re talking about OR the thing that I’m going to bring up, so I hope no one will take this as THE way things work, because I really have no idea if this is applicable in this sort of situation (and Scott J. if you have any ideas on this, I’m all ears).
In dog training, specifically clicker training, it’s important initially to be consistent with rewards, but then one is supposed to stop being consistent and instead become intermittently consistent – meaning that if the animal expects a reward every time they do a behavior, it’s less effective than giving the reward intermittently.
Finally, I’m definitely not trying to say that piano students are animals to be trained … am I? 😂
Scott J., Australia
lol i would love to say sit booboo sit lol but i think that is addressed in point 5 . so i would agree
Ian M., Indiana
Scott J. ohhhh, number 5 you say, I should have read a tiny bit farther! 😆
Leeanne I., Australia
I use stickers for my 4-6 year old Play-a-Story students. They get a sticker at the end of the lesson in their scrapbook for their drawing. So it is more of a reward for good behaviour in the lesson rather than anything else.
Pat M., Canada
I have found that a positive student-teacher relationship to be a wonderful motivator. I really invest in all of my students personally.
Kimberly B., Oregon
Great ideas. I have a set reward system, but it is low-key on the background for those students who need it. As a parent to kids who don’t like reward systems, I usually offer rewards to my students as an option if they are struggling with practicing and they say it would help. If they think it will be a great idea than I use it for them as Scott outlines as best I can. If they don’t have any interest, then they are probably like my kids and don’t see rewards as motivational.
Original discussion started September 10, 2023