Students who prefer self-structure can, and should, adapt the suggestions of the teacher to become their own. For example, if a teacher suggests a particular working sequence during practice sessions, the student can claim ownership of each practice session by adapting and completing that sequence in the way he or she chooses. If a student is motivated primarily by his or her teacher, parents should keep the teacher informed of not just the student's practice methods, but his or her learning-style preferences as well. If the student is primarily motivated by his or her parents, parents should play an active role in structuring practice sessions and rewarding good work. If the student is self-motivated, the adults should encourage that motivation by praising the child's progress.
Nonconformists tend to be extremely creative.
To encourage positive and creative practice time, parents, as well as teachers, should speak to the nonconforming student collegially rather than authoritatively. They regularly should share why the student's practice is important to the adult. Most important, the nonconforming student should be allowed to make choices in the planning and implementation of practice sessions. Conclusion Addressing a person's learning style when practicing a musical instrument may lead to greater time spent practicing that instrument. It can lead to increased achievement on that instrument and an increase in a child's positive attitude toward playing the instrument.