How to find pleasure for learn new things every week

Learn new things every week. In the early years of teaching, I often wondered why some of my students were less involved, less motivated to study the pipe. I told myself: but how can they enjoy this training if they do not do a minimum at home? For them, everything is more complicated and boring. They will not arrive in such a way as to find the pleasure they were looking for when playing a musical instrument.

I think I can say today that I did not address this issue in the right way.

Indeed, the fact that new students come to learn a new tool may not be fun at first sight. They want to open this new instrument (and music in a more general sense), they are curious and they want to learn how to play it, and it is rather what pushes them, what makes them want, what motivates them in the beginning, Learning to play, they will see whether they like this activity. Then the pleasure will probably be – and I hope – but I’m not sure if it is part of their previous expectations.

One of the significant differences between studying a musical instrument (or some kind of art or even sport) and studying at school is that our students chose this training because it meets the desire to wait. When I talk about schooling, I mean the one that is imposed on a child under 16 years old. And in order not to make an amalgam between freedom and motivation (and even pleasure) or vice versa.

Obviously, some students can find motivational factors and also enjoy studying at the school a lot of knowledge enrolled in the program, although many conditions must be fulfilled for this, one of which is Learn new things every week. Therefore, in specialized training in music, we have students who, above all, strive for discovery. It is this desire to discover what is appropriate for us to maintain, as well as to develop, to facilitate learning. I think that this process of evolution of desires of departure cannot take place without relying on the curiosity of our students, because it was precisely this that brought them to us.

This is a very powerful spring, which we must also learn to master, and which can gradually give us the opportunity to establish the necessary elements for its study. This curiosity, which begins with the desire for discovery and the spirit that opens up a new world of music, can turn into a real thirst for learning, understanding, revealing the inner motivation that a student discovers. Gradually improving the process of questioning and research, which is similar to the path of autonomy, qualities such as critical thinking, the spirit of synthesis or creativity will then manifest and become functional.

This path, taken by the student at the same time when the teacher provokes and regulates him, relies on me out of curiosity, which can almost be considered its foundation. It would be necessary to abandon the idea that curiosity can be something inborn, for example, a gift of nature, which can be received or not from birth.

Will children be born curious, while others will not? Have you ever heard a teacher who, for example, verbally or on a ballot complained about a student who was not curious enough to his taste? Faced with this remark, what to think of parents who did not understand the gap between this student’s curious little current and the child who continued to ask questions and wonder about the world around him as soon as he left school? Isn’t curiosity a behavior that arises and should be encouraged? Several factors can influence our curiosity. They are associated with our own culture, determined by social interaction with the environment.

In general, and this was strongly emphasized by the current opinion, it is through interaction with the outside world (parents, teachers, peers, the media, nature, etc.) that we learn, but this also affects our way of thinking and, therefore, our ability to pry. Therefore, I propose to determine this necessary curiosity, its various aspects, its role and its place in modern pedagogy. At the second stage, I will offer pedagogical guidelines that, on the one hand, will promote it in the eyes of our students, and on the other hand, provoke, develop and develop it.

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