| Music teachers surely want their students of all | | | | self-directive than external motivation, which must |
| ages to be highly motivated – academically, | | | | be repeatedly reinforced by appreciation or |
| physically, intellectually and psychologically; | | | | concrete rewards. The use of incentives is based |
| therefore, they all need unique and interactive | | | | on the principle that learning occurs more |
| music teaching strategies that their students will | | | | effectively when the student experiences feelings |
| truly enjoy. In doing so, they just have to give in | | | | of satisfaction. |
| much time and exert effort in improving | | | | Learning music is most effective when an |
| whatever teaching strategies and methods they | | | | individual is ready to learn, that is, when one |
| have in teaching music. They may have a | | | | wants to know something. Sometimes the |
| research with just a few clicks over the net – | | | | student's readiness to learn comes with time, and |
| getting into various music teacher websites that | | | | the instructor's role is to encourage its |
| offer reliable and useful music teaching tips and | | | | development. If a desired change in behavior is |
| resources. | | | | urgent, the instructor may need to supervise |
| Basic principles of motivation that are applicable to | | | | directly to ensure that the desired behavior |
| learning music should exist in any private music | | | | occurs. If a student is not ready to learn, he or |
| studios or music classrooms. Bear in mind that | | | | she may not be reliable in following instructions |
| when the students are motivated, they are more | | | | and therefore must be supervised and have the |
| likely to excel in each academic task as well as to | | | | instructions repeated again and again. |
| love learning music not just as their subject but | | | | Motivation is enhanced by the way in which the |
| also as their passion. | | | | instructional material is organized. In general, the |
| The environment can be used to focus the | | | | best organized materials and music teaching |
| student's attention on what needs to be learned. | | | | strategies make the information meaningful to the |
| Music teachers who create warm and accepting | | | | individual – leaving a remarkable impact into |
| atmosphere will promote persistent effort and | | | | their lives. One method of organization includes |
| favorable attitudes toward learning. This music | | | | relating new tasks to those already known. Other |
| teaching strategy will be successful in children and | | | | ways to relay meaning are to determine whether |
| in adults. Interesting visual aids, such as booklets, | | | | the persons being taught understand the final |
| posters, or audio-visual presentations, motivate | | | | outcome desired and instruct them to compare |
| learners by capturing their attention and curiosity. | | | | and contrast ideas. |
| Incentives motivate learning. Incentives include | | | | Remember that as we, music teachers are able |
| privileges and receiving praise from the teacher. | | | | to motivate and encourage our learners to be at |
| The instructor determines an incentive that is | | | | their best through unique music teaching |
| likely to motivate an individual at a particular time. | | | | strategies, we are also closer to inspiring them to |
| In a general learning situation, self-motivation | | | | embrace and love music at the highest level. |
| without rewards will not succeed. Students must | | | | For more information and inputs on the latest and |
| find satisfaction in learning based on the | | | | the most effective music teaching strategies, visit |
| understanding that the goals are useful to them | | | | music teacher website now and see what |
| or based on pure enjoyment of exploring new | | | | happens next. |
| things. | | | | Learn more useful music teaching strategies; visit |
| Internal motivation is long-lasting and more | | | | this website for music teachers. |