Doyle-Coyle Ch. 5-7

The idea of ignition is intriguing to me. I like the word "ignition" better than "motivation" I've always thought of motivation as something that ebbs and flows. This of course makes it difficult to harness its energy and channel it into the realization of a tangible goal. After having read the previous chapters about deep practice, I felt empowered to go out and practice well and develop skills myself, but these chapters begin to answer my questions about translating this to teaching. The word "ignition" changes my paradigm to think of it as the start of a process. Like a car battery, you need a spark to get the engine firing, but without an alternator to continue re-charging the battery, it is of no lasting consequence. It also is interesting to note just how little stimuli can change the course of a student's career. Truthfully the chapter about KIPP was a little bit of a struggle to me because I disagree with some of their foundational philosophies, but the idea of a culture that continually supplies "primal cues" toward a specific goal is empowering. With my voice studio or choir program I want to emulate Skip Engbloom, Inspiring confidence to then allow for skill to be wrapped around certain neural pathways. 

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