Several studies have unequivocally linked motivation with learning.
Before trying to learn or teach something, we must be sure that there is motivation for it.
Motivation is not something that can be stimulated with effort and tenacity, it is rather the result of a chemical reaction in the brain that has to do with dopamine, of which I will speak in another article.
Some of our attitudes may be creating a barrier to motivation and lowering our dopamine levels. Let's see some of them and how the Tintarantín method helps children boost their motivation.
Attitudes that reduce the motivation:
–"I have to":: Feeling forced to do something destroys motivation. As adults we may end up doing it, but children will not find a way to start. There are ludic activities that we like a lot but when they become an obligation they stop appearing as attractive. If we force the child to play the piano, it is counterproductive. Let it continue to be his "playful activity".
–Solution TinTaranTin: "I choose to do it":I choose to do it because I know the benefits. I focus on the benefits and the resistance fades. The child have a piano available at home, the software is available. And he chooses. Choose to advance to the next level or learn a new song or play faster or enjoy the animations when he does it right. Being able to play that song that he likes so much. Focus on the benefits. Change the "I have to play" to "see what song I want to play today".
–"I can't do it".When the child feels inadequate for a task, he does not even want to start it. The feeling that he always fails, or the feeling of being lost without knowing where to continue, stops the motivation and make any distraction infinitely more fun than homework.
–Solution TinTaranTin: "Soft learning curve".The child is not lost with the TinTaranTin method. There are very few methods as progressive as this one. We know how difficult it is for children to join both hands and move their fingers individually, so we want him to feel safe when the it's time to do it. Both hands are worked equally, with the same intensity. Every child within their means can play the partitures of the method. The software waits patiently without giving the sensation of failure. If you make a mistake you can always try again. The partiture moves with the child, always knows where to continue. He doesn't feel lost.
–"I never do it absolutely right".If we point every mistake the child does, he will think that something is wrong with him, or that the goal is imposible to achieve. Our way of correcting can destroy his motivation.
–Solution TinTaranTin: “There is no end goal to achieve, there is music to play”.No points, no statistics, no prizes. There's music. We play music. We want the child to understand the music he plays, to listen to himself. Little by little he understands that if he wants the song to sound good, there are some things he has to correct. Soon he will begin to correct himself. Parents and teachers, they must correct the minimum necessary.
The TinTaranTin software method notices most of the corrections silently, without judging, without red dots, without scores.
The child does not feel judged when it is the software that corrects him. Or when his hand is touched to relax it and put it in good position. On the other hand, a negative word has a lot of demotivating force.
Let's increase the child's motivation:
Let be the piano his "playful activity"
- Allowing it to be his choice. Let it continue to be his "playful activity". Let him choose to touch, how much and when. Let him choose to improvise, play outside the partiture. In order for him be able to choose, he should have the piano and software available at home easily, as easy as it has the television or his games.
Challenges at his fingertips
- Follow the method progressively so that he does not encounter difficulties that are impossible to solve.
Correct as little as possible
-Corregir lo menos posible y si lo hacemos que sea con lógica (es más sano si te pones derecho, vamos a relajar la mano para poder tocar más deprisa, etc.). Todo aquello que ya corrija el programa, es mejor no mencionarlo. Los niños aprenden muy pronto a seguir las «exigencias del programa» sin ningún problema, ellos mismos se dan cuenta de qué tienen que hacer.