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I was just thinking about how well I remember all the things that are connected to a strong emotion. Everyone knows this of course, but I was thinking - how could I connect this to teaching my very first pupils?

So I came up with a list of actions to perform immediately after the student gets something right (a difficult passage; some part which they always forget but didn't this time) to solidify the memory and never let it escape them:

*Slap the student upside the head
*Perform an improvised dance
*Perform a somersault
*Start screaming at the wall
*Pick them up (or attempt to)
*Leave the room and not come back
*Shove them off the bench/chair
*Open/close the lid of the piano, offering no explanation
*Open the window (if any), and start screaming: "The Russians are coming!"
etc. etc. the list is endless.

The student would play a section they have problems with, perfectly --> I do one of my things --> the next time they're playing the piece and that section comes up, they immediately remember the incident, and how they had played when it happened.

What are your thougts on this? Would you send your kids to study with me?

You’re every pisno students worst nightmare.
Give Up the idea of teaching and seek psychiatric help

No and I would not study with you either. I hope you are joking . If not please do not teach as you will surely make students hate the piano.

Lighten up, people. One can't be so serious all the time

This sure went down way better in Reddit.

This is a tough question, this is a difficult question. I don't think anyone can really explain how to do it without any face to face contact.

Question: is the parent in the room?

Your shtick played well on Reddit so you decided to take it on tour?

I think he the person is serious. If that's the case, I agree that such negative behaviour will just end the students willingness to learn Piano altogether.
Shame on you OP.

Probably this is meant in jest, but there is a serious point.

Behavioral reinforcement applies to piano as well as dog training.

I think that good teachers reward correct technique or other aspects with body language without realizing it, and this substantially contributes to the learning process.

I added the bold part. I think that great teachers reward the precursors to correct playing before it occurs, again without realizing it, and this contributes to the difference in results between good and great teachers.

Some of what children do is motivated by earning the approval of the authority figure teacher, but I'm thinking more about smaller and more specific skills like not rushing, not banging, etc.

Music itself is an unconditioned reinforcer. You play correctly, it sounds good. You make a mistake. It sounds horrible.


Hmmm... so great teachers know that the student will hit the right note at the right time in the right way before it happens...?

Mistakes don't sound horrible to children or beginners. They don't notice until told. And they don't ever play correctly the first couple years (sometimes never) so that doesn't reinforce either. But a smile from a teacher does, even focused attention does. Subtle adjustments in body language are noticed, though not consciously.

And wrong notes are the least of what I'm talking about. I'm thinking of relaxed coordinated correct mechanics for any kind of motion.

These are complex actions that start long before the hammer hits the string. There is a chain of events occurring. The term in psychology is Fractional Anticipatory Goal Response, or at least it was, it's been a while. Haven't you wondered why two teachers can get vastly different results while giving apparently the same instruction?

And no to great teachers and the right note: good teachers know. Great teachers sense the actions that caused the wrong note, or right note.

Thankfully, Piano World Forum is not Reddit.