Motivating People to Excellence | Cheryl Ferguson | TEDxWinnipeg

Summary

A high school band director shares insights into motivating students toward excellence through a unique classroom approach. By creating a culture of personal value, using the metaphor of 'bricks' to symbolize individual achievement and group identity, the director fosters a sense of belonging and collective success. Through genuine care, specific compliments, and nurturing individual talents, students are encouraged to strive for their personal best, contributing to the greater vision of excellence. The director also reflects on the impact of human connection versus digital engagement, emphasizing the importance of face-to-face interaction in building motivation and success.

Takeaways

• 😀 The speaker is a high school band director who leads a program that has earned national gold medals for 40 consecutive years.
• 😀 The concept of 'bricks' in the classroom serves as a unique motivational tool, where students personalize bricks to symbolize their commitment and contribution.
• 😀 The bricks started as a small act of rebellion but evolved into a strong symbol of belonging and achievement for students, with entire classes joining in.
• 😀 Motivating people toward excellence requires nurturing both the individual and the group, ensuring that people feel valued and supported.
• 😀 Genuine human connection is key in motivating others, as opposed to relying on social media for validation and attention.
• 😀 Using a person’s name and offering specific compliments helps students feel seen and appreciated, which fosters motivation and a desire for excellence.
• 😀 Asking meaningful questions shows genuine care for individuals and encourages deeper connections, which is essential for motivation and success.
• 😀 Fostering a sense of belonging is crucial for motivating people, as seen when students create a sense of group identity around their personalized bricks.
• 😀 Excellence is achieved when both individual goals and collective goals align, with a clear vision and a commitment to pursue improvement.
• 😀 Motivation starts extrinsically (external rewards) but moves towards intrinsic motivation (personal satisfaction and pride), as demonstrated by the band students achieving excellence through the promise of a pony.
• 😀 The metaphor of a ladder is used to explain how having a vision, nurturing the individual, and providing support through community (the bricks) all work together to help people reach their goals and build something great.

Q & A

What is the significance of the bricks in the high school band director's classroom?

The bricks symbolize individual achievement and identity. Students write their names and graduation years on them as a way of marking their contribution to the band's success. Over time, the bricks have become a central part of the classroom culture, fostering a sense of community and pride.

How did the bricks evolve into a motivational tool for the students?

Initially, the bricks were just blank, institutional items. However, as students began to write on them, they created a tradition that sparked interest in future students. This led to a desire to earn a brick, creating a sense of ownership and belonging within the band, ultimately motivating them to strive for excellence.

Why did the director emphasize the importance of using students' names?

Using a student's name is a powerful way to show that they are valued and that they matter. It builds a personal connection and lets the student know that they are worth the time and attention, which is crucial for building trust and motivation.

What is the director’s view on the impact of social media on motivation and excellence?

The director expresses concern that social media might detract from the pursuit of excellence, as people often seek validation through digital platforms rather than real human connections. The director advocates for nurturing face-to-face relationships to build true motivation and fulfillment.

How does the director suggest we motivate students towards excellence?

The director believes motivation starts externally, often with rewards or challenges that spark interest. Over time, this external motivation evolves into intrinsic motivation as students buy into the goal of excellence and begin to see the value of their contributions.

What role does group identity play in achieving excellence in the director’s classroom?

Group identity is crucial in achieving excellence because it creates a sense of unity and collective purpose. By working together towards a shared goal, students not only improve as individuals but also contribute to the success of the group, reinforcing the idea that excellence is a team effort.

Why does the director believe that students can envision excellence in their own work?

The director highlights the power of the mind to visualize success. When students imagine the best sound or performance, their brains direct their actions toward achieving that vision, leading to improved performance. This concept underscores the importance of having a clear goal and the ability to imagine achieving it.

What does the director mean by the metaphor of the ladder in relation to success?

The ladder metaphor illustrates the journey toward success. The vision represents the top of the ladder, motivating students to climb. Nurturing the individual gives them the strength to take each step. The ladder’s support system—represented by the bricks—ensures the students can reach their goals without falling, building a solid foundation for future success.

How does the director view the role of compliments in motivating students?

The director emphasizes that specific compliments are far more impactful than general praise. By giving detailed feedback about a student’s performance, the director shows genuine appreciation, which boosts the student's confidence and motivates them to keep striving for excellence.

What is the significance of the 'pony' in the director’s story about motivation?

The 'pony' serves as a lighthearted example of how external rewards can motivate students. While it was not the actual pony that drove the students to perform excellently, the promise of a reward created a sense of urgency and excitement, helping them focus and achieve their goal. The real lesson, however, is that motivation is often sparked by something tangible, but it ultimately leads to a deeper, intrinsic commitment to excellence.