Crocco et al. (2020) found that voice teachers displayed low use of motivational behaviors. This finding may come as a shock to teachers, but it suggests that teachers rely too much on student inherent love for singing to feed a willingness to continue training. Current motor learning research suggests that optimal learning requires explicit attention to motivational teaching behaviors.31 Actively tending to students’ sense of self-efficacy, competence, and autonomy, especially for a fine and complex skill such as singing, will increase their motivation, support optimal skill acquisition, learning and performance, and potentially lower their level of stress. (695)