ABSTRACT
This chapter discusses the work in honoring young adolescents' need for autonomy, relatedness, and competence. It also discusses the encourage student autonomy through the establishment of classroom procedures that require students to take responsibility for their own learning. Drawing on motivation theory, Erika Daniels suggests that motiving all students in any subject or schedule configuration requires a teacher committed to developing a classroom community centered on three facets: autonomy, relatedness, and competence. Do-Nows provide you time to complete start-of-class tasks such as taking attendance or passing out materials without wasting valuable instructional time. One option for sharing musical learning with others is to use an informance to share and/or display student work. Informances can improve motivation because young adolescents can participate in the preparation of these events to further develop feelings of musical competence. Music teachers who develop a classroom community centered on autonomy, relatedness, and competence are most likely to motivate students to learn.
