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Parents and Teachers all agree that they would like children to correlate their success at school to how much work they put in.  So that, for example, a child who fails a spelling test will think “I didn’t study hard enough, I’ll work harder next time.”

But often when our children fail a test they think “I failed so I must be a bad speller.” or “I must be stupid.”

You can see how important it can be to encourage children to value their effort, instead of feeling inherently smart (or not smart) regardless of their effort.  This was the basis of a study done by Carol S. Dweck, one of the world’s leading researchers in the field of motivation, in her book Mindset: The New Psychology of Success.

In the experiment Dweck has conducted, two groups of children were asked to put together a relatively easy jigsaw puzzle.  After completing the puzzle, the two groups received different compliments. Every child in the first group was told: “You’re very smart, well-done”. The children in the second group were told something like: “You’ve put a lot of effort and thought into this, well-done”.  And then, they could choose another puzzle that was either harder or easier than the first. In the group that was complimented for smartness, 70% of the children chose the easy puzzle. In the other group, which was complimented for investment, 70% of the children chose the difficult puzzle, which, they were told, was also more interesting.

Teachers at the Music Junction utilize this important tool when working with our students.  Students are rewarded for effort by logging their practices between lessons and receiving sticker rewards based on how many practices the student achieved that week.  We encourage our piano and voice students to achieve their full potential, instead of general benchmark goals that are the same for everyone, so that the focus is on doing your best.  Private piano lessons are particularly helpful to illustrate how hard work correlates to success.  The more time a student puts into learning a piece of music, the better they sound – and vice versa.

At the Music Junction recitals, we reiterate to the student how their effort in preparation directly relates to their performance.   If the student is able to play their recital piece perfectly almost every time in the days leading up to the performance, they have a good shot at playing it perfectly at the recital.  If the student is always playing or singing their song with some mistakes in the days leading to their performance, they are about 100% guaranteed to have a mistake at the recital.  Of course, we created a nurturing environment at our bi-annual Music Junction recitals, where making a mistake should not feel like a tragedy.  But emphasizing the student’s control over how well they play in their performance by how prepared they were in advance is an important lesson to the child that when you work hard, you can achieve more.

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