From the Unknown to Independence: The Power of Owning Your Learning

One of my biggest passions is developing the singers of tomorrow. I believe in fostering a love of singing and helping children appreciate the value of group singing, not just for their personal development but also for their growth as social beings. For the past six years, I’ve had the privilege of working as a primary school music teacher, and one of my proudest achievements has been cultivating a vibrant culture of singing in my school.

When I started, singing was not a significant part of our school culture. The most sensible place to start was to form a school choir. My goal was to create a children’s choir that was inclusive, accessible to all, and gave children a sense of belonging and passion for a subject that I am deeply passionate about. Slowly but surely, we built something special.

Two years ago, I noticed a shift. Beyond just enjoying singing, some children began to express a deeper passion. They wanted to be part of something bigger, to excel as a group. It was then that I decided to form a small, dedicated vocal group called the Earlybirds. This group was for children aged 9-11 who showed exceptional enthusiasm and potential in singing. I wanted to give them a taste of the professional aspects of being a singer in a choir.

To provide some context and background: I was already working as a choral director with two adult choirs, so I had the necessary skills to manage a more professional ensemble. My uncertainty stemmed from whether this would be feasible with young children.

I had no idea where this would lead. We began rehearsals early on Monday mornings, working intensively on their vocal abilities. I feared the commitment might be too much and that interest would wane. But what actually happened was extraordinary. The children quickly developed a sense of pride in their group, taking ownership of their study and showing compassion for one another. Their confidence and ability soared.

This experience transformed my approach as a choral conductor. It made me realise that while I could teach techniques and provide opportunities, it was the children’s personal investment in their learning that made the real difference. They needed to have a stake in their endeavours, a passion for what they were doing, and a belief in their goals.

I became curious about why these children were advancing more rapidly. It became clear that their personal investment was key. They were not just learning for the sake of it; they were invested in their growth. They could see the value in what we were trying to achieve together.

So, I explored this further, and here’s what I found.

Taking ownership of their learning had immense benefits for the children, impacting both their attainment and personal development. Their motivation skyrocketed. This self-determination came from feeling in control of their interests, making their learning more relevant and personally significant. Because these goals reflect their aspirations and interests, they became more committed.

Ownership encouraged active participation, giving them a deeper understanding of the material. Their investment resulted in a love for what they were learning simply driven by curiosity. This ultimately led to better engagement and retention of the knowledge and skills needed. To watch them navigate their own learning challenges was incredibly rewarding.

With any choir, adult or child, responsibility and accountability are two of the trickier attributes to instil. The importance of taking ownership of their successes and setbacks fostered personal accountability, allowing them to reflect on their performances. By reflecting in this way, they make the necessary adjustments, improving their productivity and outcomes. 

By taking ownership of their choir learning, they began to informally personalise their own learning. Personalised learning ensured the children worked at their own pace and in ways that suit their individual learning styles. Moreover, the resilience they built by learning from mistakes and persisting through challenges was critical for overcoming obstacles and performance setbacks.

As human beings, they have grown immensely, with their endeavours as a group deeply influencing their personal development. Successfully directing their learning boosted their confidence and self-esteem. They gained self-efficacy as they realised they could achieve their goals through their efforts. The emotional intelligence the children have developed in the last two years has been significant. Through having to collaborate to succeed, their empathy and social skills have grown, helping them understand different perspectives and build stronger interpersonal relationships.

One of the biggest improvements is their sense of independence. The children have become better decision-makers, evaluating options and making choices about their learning paths while remaining empathetic to the cause and each other. The way they communicate with each other has been key to the harmony (pun intended) within the group. They have simply needed to learn how to work effectively with others and share responsibilities.

As we move towards a new school year, my thoughts now turn to the children I’ll be losing at the end of this year and the potential new Earlybirds coming through. As for my soon-to-be alumni, it is my hope that the children have developed a mindset geared towards lifelong learning and adaptability, enabling them to thrive beyond their current environment.