5 Strategies to Develop Grit in your Ensemble

Recently I've been frustrated by one of my classes. Let's call them "the whiny class". Kids in the whiny class say things like ...

"Do I HAVE to stand up?!?"

"My fingers hurt!"

"I don't get it!"

"We're playing this song AGAIN?"

and "I ALWAYS mess up this part"

Students' faces when I ask them to work

On top of the moaning and groaning, several students use negative self-talk or clown around when the going gets tough.

The behavior of this class was driving me up the wall! So I sat down to reflect on what the issues where and what I could do about it. I concluded that the whiny behaviors exhibited were reactions against challenges that the students weren't identifying or seeking to solve. A challenge is a roadblock for many students; a roadblock that causes some to shut-down or tune-out. These kids in my class didn't know how to react successfully to overcome challenges. So, rather than lament the helplessness of my students, I set out to try to teach them to use inquiry and persevere through the challenges.

The resilience we are all looking to develop in students is the buzzword known as Grit, which is related to having a "Growth Mindset". If this is new to you, check out the book Mindset by Carol Dweck or listen to one of many Ted Talks on the subject. (Check out this one given by a kid) Our music education classrooms are the PERFECT atmosphere to develop grit . We all want our kids to persevere and feel like they are in control of their progress through their practice. "Gritty" kids are humble and aspire towards success despite setbacks.

You can blame the immediacy of technology for lowering student's patience. You can blame helicopter parents for solving their children's problems for them. You can blame the schools for cutting out recess and other opportunities that allow children to learn problem-solving on their own terms. But after the blame game is over, we teachers need real strategies to teach grit in our music class. What tools can we give our students to overcome challenges?  Here are five strategies.

1. Help students visualize steps towards the goal.

Teach students to make small steps towards a goal in their practice time. Have them practice from slow tempos to faster ones, start with one measure at a time and work out towards the big picture. Kids need a toolbox of many ways to practice creatively and methodically so they don't get bored or stuck. I give my kids this list (free resource) of ways to practice and assign particular strategies on their Practice Journals.

With this particular class, I thought it was time to zoom out and focus on the question, "How do we become better musicians?" The first thing I did with my whiny class was to help them create a web-map/flow map hybrid (see image) around the question (my apologies to thinking maps purists out there). When I asked them how teachers helped them in becoming better musicians, they seemed to be stumped. That's when I brought up the words "constructive criticism", defined it and it's role in shaping what and how we practice.

Here's the web created by one of my classes.  When they were done, I erased the word "musicians" and connected this idea to how they become better at anything.  (Standard: MU:Cn11.0.T.8a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.)

2. Teach students how to give and receive constructive criticism.

I was surprised that few had heard of constructive criticism, but after a few examples from sports and our own orchestra class, it seemed to click. I was careful to clarify constructive criticism as being specific and presented in a positive way. Throughout the class, I then asked students if they had any constructive criticism about what we just played.

Student A: We need to work on EVERYTHING!
Student B: That's not constructive criticism because you weren't specific.
Teacher: Right, care to try again student A?
Student A: Uh, it wasn't together because need to work on our counting.
Teacher: Yes! Exactly! We were not all holding dotted half notes out for three beats, let's practice that...

Once students become used to giving constructive criticism and understand that the motive for the criticism is to lift everyone up, they will be more humble and thoughtful in accepting criticism. As an ensemble they are a team. Everyone is a helper sometimes and everyone needs help sometimes. Students need to be taught and encouraged to ask for help. They need to be proud to be helpers and grateful to be helped. As teachers, it's important that we model kind constructive feedback constantly and give students the opportunity to practice giving and receiving feedback. The class can practice constructive criticism (giving and receiving) in peer-assessment activities. I like to use this peer assessment worksheet (free resource) about a week before a more formal playing-test. 

3.  Teach students how to ask specific questions.

My next step with them will be to teach them how to ASK for constructive criticism.  I do believe this is something that needs to be explicitly taught. I LOVE it when students ask good questions and I bet you do too.  When students ask good questions it gives us feedback on our teaching and helps us decide what to do next. Sometimes it challenges us to reevaluate something we thought we already taught.

Student A: Mrs. B, every time the class gets to measure 21, I am already in measure 22 and I don't know why. Can you listen to me next time we play together to help me figure out what I'm doing wrong?
Teacher: Absolutely...(after listening)...you are speeding through your slurs, use a slower bow and change notes on the beat.

Student B: My violin sounds scratchy.
Teacher: Show me.
Teacher: It looks like your bow is not moving in a straight path. Try moving your arm more in front of you, using the elbow joint to move the bow, then practice it at home looking into a mirror.

What makes these good questions? They are specific.  The student is looking to improve. When a student makes a vague statement about something being difficult or "not getting it", I challenge students to reframe the thought into a specific question.  It may take some time for them to do, but it's important to give them the time to think it through. If they get stuck, ask them questions to try to figure out exactly what is difficult. Do they know what the notes should be?  Do they know what it should sound like? Can they demonstrate practicing it slowly? Maybe you will help them discover their question, OR maybe you will help them find out that they already have the knowledge they need to solve the problem.  If so, terrific! They are halfway there and just need to practice! Easy as pie!

4.  Teach students to ask for help.

I like to tell students, "Think of a question or a spot in your music that you need help with," and then I go around and visit each student as they practice independently.  Some will always say that they don't need any help and have no questions. When they do, say that you need THEM to help YOU with something. Ask a student with poor posture to teach you how to sit with your instrument.  Ask a student to explain a bowing to you as if you know nothing. In this way you model the vulnerability needed to ask for help while informally assessing the student's knowledge.

When they do speak up, praise students for asking good questions.  "What a good question!", "I'm so glad you asked!", "Thank you for speaking up", are all terrific responses to questions.  Be sure to make praise public when possible so that the hesitant speakers are encouraged. Always give students time to formulate a question and make sure that your classroom is a safe environment.    

5.  Reinforce Growth Mindset.

Make students aware of their progress often.  Instead of telling them how well they are doing, have them reflect- comparing current performance to past performance.  If they say they "can't" do something, reframe their thinking. They can't do it yet! (check out this cute Seseme Street music video on the power of yet)  We need to tell students they can do it with help and practice. We need to believe what we say to kids and eventually they will believe in themselves.  

In my whiny class, I identified a particular student who was constantly belittling himself and I took him into the hall for a pep-talk while the other kids were working.  I built him him up while setting the expectation that he ask for help when he feels frustrated instead of saying things like "I'm a failure". The student shared that he didn't really think he was a failure, but said that to "be silly".  Don't forget that social relationships are difficult and kids can be mean. It takes a proactive effort to make sure our classrooms are safe places for mistakes. If they aren't, students will focus on not looking dumb at the expense of actual learning.  I've identified this student as one who may need me to praise him more for his progress than students who have a more robust sense of self-worth.

What do you think?  How do you help develop grit in your students?