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Rewarding scholastic achievement in grade school is a relatively new practice, and one that has come under much scrutiny as it grows more popular. In the short term, offering a student a reward for the completion of a scholastic task is likely to successfully make him pay attention to at least this particular assignment. However, injecting this model into a developing mind is potentially dangerous to some children's social development, and may well haunt them later in life. Debate about extrinsically rewarding students has raged for many years, and the practice itself is far older than that. Parents and teachers have rewarded students for good grades or behavior since the beginning of civilization and punished them for poor performance, and this practice will continue forever. Scholarships have rewarded good students with money for tuition and expenses for centuries. Formalizing it in our grade schools is a more recent concept, replacing time-tested physical punishment in today's soft, politically correct era. Children like to feel that they're in control, and incentivizing t...
Commending students effort encourages them to challenge themselves. Some may argue that complimenting children for their intelligence has the same
The case study titled "School Officials from Marshall Metro High School Attempt to Motivate Students & Teachers to Achieve Higher Performance" is about the different ways the school system used to motivate the students to come to school (Kinicki & Williams, 2013, p.405). It is also a good example of how rewards and behavior can affect the outcome of the situation.
The practice of offering incentives for charitable acts is very common because it is an effective way to get people to donate time and/or money. Although I grant that the idea that incentives are morally wrong because people are acting out of self interest rather than out of wanting to do the right thing, I still maintain my view that self interest is a natural part of being a human and it is inevitable that we will take into consideration how things will benefit ourselves as well as others. The exchange of donations for grades or any other kind of reward is what I may argue ethically and morally correct because humans are not only motivated to do good, but we are also acting in good faith by taking the incentives because normally they are minimal in comparison to the donation they are making so the result is still greatly an act of kindness.
B1.) Stride-Darnley assumed with younger children that rewards will promote good work, good behavior, and good choices. Technically, he is partial right. Giving younger children a reward from completing school work, behaving well, and making great choices has a positive influences on them; however, what you may consider a reward may not be so rewarding to them. In one interview, Stride-Darnley listened as a younger child reported to him that he would purposely get into trouble because he did not like being outside with a lot of children. For younger children they look at free time as being a reward but for that particular child it was a punishment because he did not feel comfortable around a large group of kids. The school social worker and other school officials may have blamed the child’s behavior on his mental disorder (ODD), but the child was very aware of his actions and choices he made. By not having options that would have catered to a better choice for the child, he had to act out to get the choice he wanted. In another observation, a reward produced good behavior and work. This child was redirected and was told his actions are the cause of him losing his computer time.
teach new skills and decrease challenging behaviors” (pg. 24). Based on my own observation, I’ve seen teachers implement a token economy (e.g., happy faces, stars, and stickers of different forms) to shape and reinforce positive behavior in the classroom. To maintain instructional control, tokens would be delivered immediately to a student when following simple instructions (e.g., following circle time, cleaning
In modern times, it comes as no surprise that there are a plethora of issues and negative occurrences throughout the traditional educational system. Schooling is not a choice, but a mandatory duty that each and every child must fulfill almost daily. Depending on grade level and work load, the average student spends nearly 8 hours per day either learning in school or completing assignments from that day (U.S. Bureau). This indicates that a majority of a secondary education student’s time is consumed by school and school related work. Because this is an obligatory role, it is imperative that these students are not being forced to do such work, but instead are interested and engaged so that they may enjoy this work. Although there is a multitude of reasons that a student may do poorly in school, a substantial cause is the flaws with the grade level system that most schools implicate. The elimination of grade level systems is not entirely unheard of or practiced, but it has not been extricated enough to show the advantages of alternative schooling systems.
In the front of a fourth-grade classroom, there sits the ever-smiling face of a little girl. Each morning, this girl is the first to class, dressed neatly and appropriately, with a backpack full of supplies in order for her to be successful in the classroom. Her homework is always finished, and her parents always make sure she is doing her reading, and trying for excellent grades. The constant efforts of the child in the classroom, and her perpetual kindness to all of her peers has persuaded the teacher into being impressed with the little girl’s work this year. She decides, along with her fellow faculty, to award the child a certificate stating she is the Student of the Month. The child barely makes it through the bus ride home due to
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
I do not believe, however, in using rewards like stickers or stars, A’s or praise. To quote Alphie Kohn, "When rewards stop, people usually return to the way they acted before." I want my students to be intrinsically motivated and giving out rewards inhibits intrinsic motivation. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on an assignment rather than a star and a "good job." I don’t want them to become dependent on my praise. I want them to be successful learners.
Although our research project continues—it is far from finished—there were several considerations which brought us to the decision to write this book. First, in none of our publications had we spelled out the theoretical framework within which we have operated. It is consequently, with the relationships of our findings to each other, as well as to broader psychological issues, have not been discussed in a manner satisfactory to us. Second, is about we had a fair amount of unpublished data which we felt could only be evaluated within the context of all we have done. Third, is about we became increasingly aware that our work had important implications for psychological practices and procedures in the public schools. This awareness was due not only to our interpretation of our formal findings, or to the fact that we spent a great deal of time in the school setting, but also to the response of various school personnel who felt that our studies could be of great relevance in the development of testing procedures which would be more meaningful than those currently employed in our schools. The final factor entering into the decision to write this book was our inability, for reasons beyond our control, to remain together as a research team. We have worked intimately together for several years, all of us participating in the over-all
that achievement motivation is determined by a range of both personal and social contextual factors, (Dai Y.D 1998) . Emirick (1992) asserts that gifted students often turn their intellectual energy to other activities that are outside the schools curriculum and often they not not perceive school work as a central part of their education, as they find what is being taught irrelevant, this is apparent in John Doe’s case as he believes that reading his own material and not handing in work is more important than what is being taught in class. Therefore we can assume that John Doe feels unchallenged in the classroom and is unmotivated to learn as his cognitive ability is well above the curriculum standards.
In the real world, you do earn rewards for your accomplishments and achievements. For instance, a college student who earns all A’s will be rewarded by being placed on the Dean’s list. On the other hand, a college student may not be proactive, self-controlled, or responsible and make D’s and F’s leads to the consequence of having a low GPA and retaking classes. Credit should most definitely be given when it is due. A part of motivation is encouragement in telling students how well they accomplished any task and sometimes rewarding the entire class for all good things and effort they put forth. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly. The purpose of middle school is to prepare adolescence to become young adults, to help them to develop self-reflective skills that will benefit them in the future, so they can be that college student who aim high to make all A’s and respect themselves as individuals. I want my student to know themselves so they can learn how to handle themselves in all environments (school, home,
The reward system is a beneficial behavioral modification teaching method, which promotes more positive behaviors in the classroom (Charles & Barr, 2014). Many teachers generally use the reward method of praise within their classrooms for a variety of reasons. The first advantage of using praise within the classroom is because it encourages students do repeat positive behaviors in the classroom. Many children are simply looking for attention and enjoy it, which makes it a great technique to use in the classroom (Charles & Barr, 2014). Another advantage for this reward type is that due to the encouragement, the students are able to perform at a better rate; students excel academically. A final advantage to using praise is that it is easily implemented into the classroom and requires little to no preparation. This makes the reward method a great addition for teachers as well as students because students get instant feedback without
Modern-day high school students live in a society driven by quantitative values. Grading systems, test scores, and awards determine the success of our youth in today’s public education system. Millions of American scholars devote their lives to their studies, motivated