Punished by Rewards Essay

The Trouble with Gold Stars, Incentive Plans, As, Praise, and Other Bribes (1993), contends that advantages and punishments are two sides of the same coin (p. 50). Although rewards are certainly more pleasurable, they are every bit as controlling as punishments, even if they control by seduction (p. 51). According to Kohn, if we want youngsters to become self-regulating, responsible, caring individuals, we essential abandon attempts at impertinent control and provide students with opportunities to develop competence, connection, and autonomy in caring classroom communitiesOne of the most important parts of creation an effective teacher is pauperization of the nestlingren you are teaching. When I was learning have to be an effective teacher in my methods classes, many of the techniques that I was taught included adventitious motivation. When I began my student teaching I watched techniques my cooperating teacher used to motivation and noticed she did not use any of the techniq ues I had learned in my classes. I found myself confused about how I would handle the matter of motivation when it came time for me to take control of the class on my own.I used dulcify and a treasure chest for rewards, hardly found that I only received motivation for a short time in return for these rewards. I knew that I would have to do more research and construct a new plan to remind my students long term. I did about research and found that, extrinsic motivation refers to an individuals involvement in an activity because an incentive or reward external to the activity has been offered. An extrinsically actuate child will choose to read a book or complete homework because they will get stickers when they have finished or not be allowed to watch TV if they do not finish.An separate frequently used tactic to motivate children is threating to call the parent or some other authority figure if they do not get their work done. Another form of motivation is intrinsic motivation, t his involves knowing that a person does what they do, not because someone else wants them to do it, or because I believe someone will respect or like me for doing it. What they do satisfies them regardless of what others may think. This true form of motivation reflects the genuine inclinations and feelings of the child, not the values or expectations of teachers or parents (Dr. Gabor Mate, 1999).Although the motivation literatures point out that intrinsic motivation is critical to student learning, the U. S. education system is organise and ran in a way that supports and promotes extrinsic motivation. Many parents and teachers believe that the external rewards such as money for good grades and bribes are the best way to motivate children. These well-intentioned, quick fix approaches to motivate send the message that there should be a tangible reward for doing schoolwork or behaving correctly. These techniques may work short-term, but long-term they will weaken the development of i ntrinsic motivation.Internal and external motivation does not necessarily reinforce one another. Extrinsic rewards can intervene with intrinsic motivation by turning an intrinsically attractive activity, such as reading for pleasure, into a means to an external goal, such as acquire a pizza (Deci, 1995). Researchers studying motivation (Deci 1990 Ryan 1985 Nicholls 1983) generally agree on three points. First, motivation is an inherent natural capacity to learn that need to be elicited from within an individual rather than established form outside an individual.Second, teachers and parents must become aware that the long-term earning is to promote the development of motivation that arises for the childs own nature and inclinations. Third, children must be intrinsically motivated to become self-regulated, independent, lifelong learners. One hypothesis that tested internal and external fitting is the overjustofocation effect. The overjustification effect states that how individuals will feel toward performing certain tasks is determined by whether they are intrinsically or extrinsically motivated to perform the task (Deci, 1971).Using the self-perception speculations prediction that when extrinsic motivations are present they will take precedent over intrinsic motivations, the overjustification effect reveals the importance of motivation on writ of execution (Lepper, Greene, & Nisbett). In 1971, Deci suggested that in a situation where an individual was to receive a reward for an activity, and knew about the reward prior to participating in verbalise activity, then the individual would attribute his or her behavior to the reward instead of the activity itself.Decis theory led to the hypothesis that once an activity is associated with the external reward a person will be less inclined to participate in the activity in the future without a reward present. dickens years after Decis study, a group of researchers again tested the overjustification hypothesi s in a field experiment. Lepper, Greene, and Nisbett (1973) went to a nursery school and notice childrens intrinsic interest in various activities to confirm Decis theory. The children were then put into one of three conditions for the experiment.In the first condition, known as the expected-award condition, children were told they would receive a reward (a certificate with a seal and a ribbon) for partaking in the activity that they were previously doing out of pure intrinsic interest. In the jiffy condition, the unexpected-award condition, the children were not told of the reward until after they finished the activity. In the third condition, also called the no-reward condition, the researchers did not tell or give the children any reward.This group thus served as the control group, since extrinsic rewards were not involved either before or after performance. The extrinsic reward phase ended with the researchers giving the children the certificates based on their condition gro up. In the following phase, the researchers let the children go about their activities, but this time without offering or giving any rewards. In accordance with the overjustification hypothesis, the children in the expected-reward condition had become less interested in their activities since the introduction of the extrinsic motivation.However, there was no change in the interest of the group who received the reward unexpectedly. This is because the children in this condition did not know about the reward until after the activity, and therefore attributed their behavior to an enjoyment of the activity. Similarly, those who did not expect or receive a reward had no extrinsic motivation, and showed no decline in interest as a result. Based off of the research I did and examples I found, I plan to base the motivation I provide to my students on intrinsic techniques and rewards.I will do everything I can to help to develop the childrens intrinsic motivation, so they can gain the tools needed to motivate themselves internally. This will be a skill, once mastered that will continue to benefit them and attend them to become successful in all aspects of their lives.