You Can Teach INTRINSIC MOTIVATION To Your Students!
In the realm of choral directing, there’s a prevalent misconception that motivating students is not part of our role. However, not only can we teach intrinsic motivation to our students and children, but as choral directors, mastering motivation is essential. It’s our duty to inspire students to become exceptional leaders who consistently surpass our expectations—a topic I’ll delve into further in an upcoming blog post.
Whenever I discuss this, I encounter push-back from fellow choir directors, typically centered around two critiques:
1. It’s not our job to motivate; it’s our job to teach:
I strongly disagree with this notion. Teachers must also serve as motivators. It’s akin to saying salespeople should only sell products without motivating customers to buy. Our task begins with creating a supportive, positive learning environment where students feel safe to take risks. From there, it becomes our responsibility to motivate them to engage, concentrate, put in effort, and grow.
2. I don’t believe in extrinsic motivation:
While there’s a time and place for extrinsic motivation, my focus here is on teaching intrinsic motivation.
You might wonder how one teaches something internal. The answer lies in our approach.
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The approach is simple:
YOU DO LESS SO THEY DO MORE.
- When we step back, students step up.
THE MORE THEY DO, THE MORE THEY GROW.
- Action breeds growth.
THE MORE THEY GROW, THE MORE THEY WANT TO GROW.
WHAT DOES IT MEAN TO DO LESS?
Doing less means not overextending ourselves but utilizing our time effectively to inspire and motivate.
In my Choral Clarity Mentorship, we extensively discuss this approach—how to lead discussions, encourage students to seek external resources, promote self-assessment for improvement, and cultivate proactive student leaders.
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Building a successful choral program involves:
- Establishing clear guidelines, expectations, procedures, routines, and behavior redirection strategies.
- Developing healthy vocal techniques for individual and collective singing.
- Teaching music literacy to deepen appreciation and understanding.
- Motivating students to exceed expectations.
Step 4 is often overlooked, as directors tend to focus more on steps 1 to 3. Understanding and integrating step 4 can enhance all preceding steps.
Ways to instill intrinsic motivation include:
- Leading effective group discussions after every meaningful activity/performance.
- Utilizing self-assessments for students to become aware of their growth
- Creating homework that differentiates learning while also gives all students the opportunities to improve without limits
- Encouraging activities that can be done on their own time should be done on their own time. Whether assigned or encouraged, our job is to present new material and group experiences. This includes listening to recordings, learning individual parts, or offering suggestions (song suggestions, corrections in the music,
- Creating an effective way to choose officers that requires outside preparation, such as filling out an application, writing a resume/cover letter, interview, writing a speech, etc.
- Offering students the opportunity to lead musically by guest conducting, leading sectionals, and running rehearsals and concerts when you are absent or unable to attend.
- Allowing all non-performance activities to be run by students
- Saying yes to extra opportunities for your students but say no to extra time beyond your job’s obligation.
- Creating a pathway for all students from day 1 of their first year through the final day of the final year they can be with you. This means they can all see themselves growing the program.
- Realizing you are not all-knowing. 10% of our students likely have more “talent” and/or better “work-ethic” than we have. They are younger and less experienced, but they have the ability to exceed what we can offer them. Embrace that, foster that, point them in the right direction, be their coach, and cheer them on.
Student leadership is a cornerstone of fostering intrinsic motivation within a choral program. By empowering students to take on responsibilities beyond performing, such as leading rehearsals, organizing events, or managing logistics, we cultivate a sense of ownership and commitment. This not only enhances their musical skills but also builds confidence and a deeper connection to the ensemble’s success. When students see themselves as integral to the choir’s achievements, they are more likely to be intrinsically motivated to excel.
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The Role of Feedback:
Effective feedback plays a pivotal role in nurturing intrinsic motivation. Instead of solely providing praise or criticism, feedback should be constructive, specific, and focused on growth. Encouraging students to reflect on their performances, set goals, and identify areas for improvement empowers them to take ownership of their progress. This self-directed approach fosters a mindset of continuous learning and improvement, reinforcing intrinsic motivation over time.
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Community and Collaboration:
Creating a sense of community and collaboration within the choir further enhances intrinsic motivation. Activities like peer mentoring, collaborative projects, and ensemble-building exercises foster bonds among students. When students feel valued and connected to their peers and the broader choral community, they are more motivated to contribute positively and strive for excellence.
Final Thoughts:
Motivation is not merely about “good vibes” but a deliberate strategy to shift the focus from teaching to learning responsibility. By guiding students toward self-motivation, we empower them to embrace learning beyond our classroom, making us catalysts for their educational journey.
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