How Get Your Kids to Practice More

Daily Practice Reinforcement

At Y Piano we love to use positive reinforcements to encourage consistent piano practice. Currently we use a prize bag to reward our students but this doesn't always work because many younger students have a hard time waiting & working over longer periods of time to earn the prize bag.  Additionally, older students are not always motivated by a prize bag. Thus we have come up with a more immediate solution for those parents who are having a difficult time getting their students to practice. In fact, this may eliminate the need for "nagging" which we know parents HATE to do! It's much better for everyone if students take the initiative to practice every day on their own.  

We have tested out a pilot program with a few student families with spectacular results! We took a few students who may love piano lessons, but hate to practice and either refuse and argue with the parents about practicing or conveniently forget to practice on a daily basis. We eliminated "punishment" and empty threat tactics (because they don't work and the students just get more upset) and replaced them with daily positive reinforcement reward boxes.

Here's what you need:

-Reusable small plastic gift box (pictured below)

-Raffle type tickets

-5 Gold coins

-Tiny toys and candy (i.e. such as you would find at places like Party City)

-Timer

(For anyone who doesn't want to go through the trouble of gathering the materials, we can provide you with a starter reward set for $20)

Here's how it works:

1. Determine a base time of how much we want the student to practice such as 5 minutes

2. Explain to the student that if they practice the homework we actually assigned (not just old easy songs) until the timer beeps, they will receive a mystery prize.

3. Each day put something in the prize box, either a tiny toy/candy or a gold coin or a raffle ticket.

-On the raffle ticket you can write some small reward that you can offer that day or at a later date that they can redeem such as ice cream, 30 extra minutes of TV or video games, 30 extra minutes of staying up late, trip to the park, having a playdate, get out of a chore etc.

-Or put a gold coin (RARELY). If they collect five gold coins, they get a big reward that you can determine. Gold coins should be rare and unexpected so really stretch them out and maybe only put them in when you see they did a fantastic job. Rewards for collecting 5 gold coins should be BIG.

Try not to be predictable in what you put in the box so the students stay excited.  Over time you want to spread out the toys and candy and reward them with more raffle tickets.

4. After successfully completing 1 or 2 weeks with your base time, bump it up by 1 minute. Now set the time for 6 minutes for example. Continue this process until the students are in the habit of practicing almost daily for at the goal time (i.e. 30 - 45 minutes for younger students, 1 hour for older students).

How Many Piano Lessons Per Week Should You Have?

Sometimes, after seeing their child super-enthused about their lessons, parents ask me if we should do more than one lesson during the week.  My answer: It depends.

Here is my quick answer:

1) If the student practices correctly throughout the week on a daily basis and does not master the material within a few days of the lesson, one lesson is enough per week.

However,

1) If your student is very young and tends to forget everything the next day (especially if there is no parent to work with them on a daily basis and practice together),
2) If you have difficulty enforcing regular practice,
3) If the student practices so much that they finish their assignment and get bored after 2 days,
4) If the lessons are not long enough to cover theory, duets, etc. because the student's attention span doesn't last past 30 minutes
5) If the student does not pay attention to correct technique and practices incorrectly all week
6) If you're in a rush to learn quickly

then a second lesson would greatly benefit the student.

From my observation in my daily teaching, these are the general reasons for my recommendations:

1) In the ideal situation, enough material can be covered during the lesson to challenge the student for the whole week with daily practice of 30 minutes to 1 hr.  But given that piano lessons tend to be shorter these days (30 minutes), we often don't cover enough for the students that really practice that much.  Also, in the ideal situation the student heeds the teachers pointers and advice on how to practice correctly with correct technique. I would rather a student not practice at all rather than practice the wrong way!

2) Some students just have a hard time absorbing everything in one 30 minute lesson. The younger students especially seem to wipe their memory clean the moment they get out of a lesson and on to the next activity. It helps if a parent is knowledgeable about the piano and can sit with the student every day and remind them of what was covered during the lesson and help them practice.

3) Many parents have a lot of difficulty enforcing daily practice of 20 minutes or more. If your student doesn't practice during the week, they completely make no progress by the next lesson and we end up using another lesson reviewing the same material.  It almost makes more sense to just schedule an extra lesson or two during the week that you may consider as "supervised practice".  Otherwise the parents rarely get to enjoy any return on the tuition they have paid for the weekly lessons.

4)  With young students, 3 days practice can mean quite a lot of progress and having lessons twice a week really keep things moving along. I find it works really well with a highly motivated child that practices so much that they finish everything I assign within a couple of days and are at risk of getting bored and losing motivation. 

5)  Often, we limit lessons to 30 minutes because the student's productive attention span doesn't last that long.  Unfortunately this does not give us enough time to go over technique, finger exercises, theory, duets, rhythm study, etc. I feel like many times my students are getting half the education I received because I can't possibly fit everything into 30 minutes. For this reason, I really do wish my 30 minutes students had lessons twice a week.  Students with 1 hour lessons don't encounter this problem.

6) Many students don't really pay attention to HOW they should practice and are often a bit on the lazy side when it comes to correct technique which is the utter backbone of playing an instrument. I don't have this problem with adult students because the understand the importance of moving their fingers and wrist and all that the way I tell them too. Kids, on the other hand, don't really understand or care and often don't want to suffer through training their hands physically to play correctly. In this case, extra lessons can prevent bad habits or incorrect playing. Imagine if the student is playing something incorrectly. It would be better if the mistake was pointed out after half a week instead of after one full week.

7) Some students are in a rush to learn quickly, for whatever reason. Since I have observed that more lessons almost always equal faster progress, in this case I would also recommend extra lessons. However, if no one is in a rush and just enjoying the experience of learning piano, there is no need for extra lessons.

Ear Worms Suck

"My head kept humming...I drifted downtown, and presently discovered that my feet were keeping time to that relentless jingle...jingled all through the evening, went to bed, rolled, tossed, and jingled all night long."

--Mark Twain, from "A Literary Nightmare"

You probably saw the title of this blog and thought "Ew!" Well, let me reassure you...Ear worms are not real worms.....but they may be just as bad!

Have you ever had a song stuck incessantly in your head, driving you nuts? THAT's an ear worm. Some people also call it a brain worm. Whatever you call it....it still sucks.

Now can you imagine being a piano teacher that teaches the same little jingles over and over every day? The simple kind that, as a rule, always get stuck in the brain. Here is just a sampling of what runs through my mind almost on a daily basis:

Yankee Doodle

Mary Had a Little Lamb

Alouette

Twinkle Twinkle Little Star

Jingle Bells

Ode to Joy

Among others....

So far, the only technique I found helpful is to think of the song and play it from the beginning to the end in my head, forcing myself to keep moving through all the parts of the song without getting stuck on one. This works about 50% of the time. The worst is when I don't know the whole song and can't complete it.

It seems to have worked for some of my piano students, too. They often get songs stuck in their heads from practicing. I'm curious to see if anyone else has a good technique for getting rid pesky songs?

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Yeva Delband is a piano teacher in West Los Angeles and specializes in teaching students with autism and other special needs. She has created her own method for teaching piano to very young learners and students with special needs, including ABA techniques in piano lessons.

"I Call This One 'Single Lady' "

It's amazing how much we sometimes underestimate and suppress kids.

Who ever said that you had to be named Mozart to compose as a little kid? And were his compositions that brilliant at that age? I beg to differ. All he did was mash together pieces of songs that he had been exposed to from an early age....there's nothing brilliant about that at all. In fact, all of my young students have done the same thing when GIVEN A CHANCE. Most teachers, I think, don't believe that little ones are capable of creating any coherent music. But they actually are, especially when they've been exposed to basic structure in songs they've played. It's just like when they learn how to speak.

I usually start out by letting the student (even as early as 3 years old) experiment with sounds for about 5 minutes during the lesson. If the banging really bothers you, bring ear plugs. But I would rather you listen how they slowly discover cause and effect and patterns.

Next, I usually get blank sheets of paper and ask them to press notes they want and I write the letters (or colors or numbers) for them. Then I let them decide on a name. It's amazing how much ownership over a piece encourages them to participate and do more composition and be more active and aware during lessons.

If the student is learning to write letters already, I then allow them to write their own letters. If you're still just using colors to denote notes, give them markers or crayons and let them draw circles of colors in the order that they make up a song.

Once they are learning how to read real music notation, I first write the notes for them but when they are comfortable I encourage them to write notes themselves.

The best part of this process is that the piano student has ownership of the activity and feels like they are directing something themselves. And of course, the titles they come up with can leave you giggling for days. One little five year old made up a song and played it for me. When I asked her what it was called, she turned her big eyes to me and disclosed: "I call this one 'Single Lady' " I was practically crying from laughter!

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If you're looking for piano lessons in West Los Angeles or more music resources in the area, check out my site Brentwood Piano.

If you are looking for tutors & music or art instructors in Los Angeles, especially those trained and experienced in working with special needs students, check out Able Scholar.

Teaching the Littlest Ones...

Perhaps my favorite part of teaching piano is the time when I teach the littlest ones...mostly under five years old. They are so positive, curious and fearless...and not to mention so cute!! One of my little students can't even pronounce my name correctly but he memorizes a little song by heart almost every week "just for teacher." And he just turned four.

Another little one, also four, pushes on relentlessly to new materials. When I suggest that we stop for the day, he pouts and begs to try one more harder new song. How different from all of us adults!

One really amazing thing to watch as a teacher of that age group is how quickly their brains evolve from month to month, even week to week! When they are very young, their brain is developing at a fantastic speed so, as a teacher, I can see amazing leaps in skill and ability to comprehend concepts that are being taught.

One tip for teachers that are just beginning to venture into the "under 5" age group is not to pressure the students to absorb every concept like notes, rythm, technique, fingering, etc. Take one thing to concentrate on and let the kid enjoy the learning process. Make it easy for a while and be patient because soon you will be amazed when the child lets you know that he is ready for something more challenging. Let the individual development of each child guide you, rather than you trying to keep the kid "on track." There is time...a lot of time actually...for them to learn. It's important not to spoil that initial introduction by giving too much challenge and too many demands. For example, I had one little student whose parents thought I was being too leniant, but trusting my instinct and experience, I allowed the little one to move at snail's pace, repeating the same songs over and over for months. Then one day I noticed he was speaking in more intelligent sentences and so I had the idea to give him a little challenge. He immediately

comprehended what I was trying to teach because he had such a solid base in the material we have been using for months and his brain had developed enough to understand more complicated concepts. And more importantly, the rather long easy-going beginning allowed him to become attached to the piano without the negativity of failure and so for him piano continued to be a fun activity, even as I raised the difficulty level bit by bit.

In my opinion it is very important to prime the child's brain correctly from the beginning so that the activity doesn't become a dreaded chore. I truly recommend this approach if you are hoping for your child/student will continue with piano playing joyfully...