Learning piano with ADHD can become complicated when you apply expectations taken from mainstream education. Here are a few observations based on my experience as a teacher, and how I prefer to engage instead.

If you’re anything like me, you may like to have a step-by-step plan for how you’re going to get from Point A to Point B. But the problem is that with bigger goals, those steps aren’t always clear. Those steps aren’t always possible to know in advance – especially if you’re trying something new (like learning piano!).

Not knowing your way can then lead to some stress and panic – feelings we don’t want anywhere near our piano! So what do we do?

It’s really common for piano teachers to use rewards (like stickers, points, and earning game time) to build positive feelings after a student has achieved something on the piano. Generally the hope is that the positive feedback loop teaches that good feelings are associated with piano lessons.

But notice the direction of those good feelings. When the good feelings follow the reward, lessons start with hard work and good feelings follow. I think this is backwards. In my experience, if piano lessons start with good feelings, the hard work naturally follows without any need for external motivators.

Whether you are new to piano or have studied for several years,

Whether you are studying with me or not,

Here is my wish for you:

If your child or student is stuck in a habit of resisting their piano homework, chances are there’s a really good reason.

It’s important to be mindful of our assumptions when we hit a stress like this. Often, when a student resists practicing, they end up taking on blame for the problem, for being either lazy, unfocused, or lacking discipline.

These are unfounded fears.

The conversation around piano practice is built on a very peculiar form of reasoning. The single metric of whether or not you practice everyday is taken by so many people as the primary qualifier of whether or not someone 1) can call themselves a musician, 2) is a good piano student, and/or 3) is dedicated to their instrument. It baffles my mind. Why does this single metric mean so much to people?

Kids love attention when they’re learning and practicing piano! But sometimes it can be hard for a parent to know how to encourage their child, especially if they don’t know how to play piano themselves. You can only say “Good job!” so many times before you wish you could give them a little more.

Last month I started a new teenage student who wanted to learn to play piano, but didn’t really want to start with a beginner book. They knew they had to start with the basics of sight-reading and rhythm, but didn’t want to start with Old MacDonald Had A Farm. They asked, did they have to start with a beginner book? Or could they start with something else?

I think most adults are familiar with the connection between having an intrinsic source of motivation and being able to stick to a task when the going gets tough. Usually, the intrinsic motivation stems from the reward we know is ahead with just a little bit of grit and determination.

But how do you teach this idea to kids? Because kids are young, most haven’t experienced the payoff that comes with hard work. So how do we encourage them to stay motivated before they even understand its value?