Being A Great Enforcer Of Behavior

Kohn’s first reason is that praise is used to manipulate the children. Kohn says that praise is “sugar-coated control” (Kohn, 110, 2001) adults use to pressure their child into good behavior. Kohn’s second reason is that praising children creates “praise junkies” (Kohn, 111, 2001). He believes that the child will no longer perform an activity for the proper reasons, instead of doing a difficult task to be able to say that they could their motives altered to only desire the

Margaret Heffernan once said, “For good ideas and true innovation, you need a mix of human interaction, conflict, argument, and debate.” In the article it is debated if there is any benefit in monetary rewards for students. Teachers, and parents alike are always trying to find the best way to reward and inspire there students to do well in school. Matthew G Springer is a professor of Public Policy and Education at Vanderbilt University. He is also the director of the National Center on Performance Incentives. He wrote this article to display his research and studies.

For the military leader, the maintenance of good order and discipline is essential for a military force to be effective. An undisciplined military force is a losing one (Hoversten). General Robert E. Lee was one of the greatest military leaders of all time and was firm when it came to discipline. It was important to him that his soldiers understood that, in addition to efficiency, discipline guaranteed a solder’s safety; that if his forces did not prepare themselves for war when they had a chance, they would pay dearly (McBride). Discipline can be best defined as “a state of training, resulting in orderly conduct.” (McBride). This “state of training” must be achieved as well as maintained during peacetime so

Lastly, they explain the fundamental ideas of the book. Incentives are “means of urging people to do more of a good thing and less of a bad thing.”; according to the authors, they “are the cornerstone of modern life”. Levitt and Dubner also focus the book on the following concepts:

In this article the author, Eric Priceman, argues that rewarding accomplishments is part of the education processes it only creates a problem when we let it. I feel as though his argument is in fact persuasive and reaches his intended neutral audience. Priceman starts by giving directions in differentiating the terms award and reward. These words are commonly used synonymously and Eric makes an underlying statement that if one is to make this argument, for or against, they must first define these two words. In addition to his initial definition Priceman establishes ethos when he brings up the fact that he has 3 adult children. His credibility is shown because his kids are no longer growing up, they have grown up and he has went through these

Ethos, Logos, Pathos “Just like grownups, kids need different kinds of incentives to get through the day, some highbrow and some low, some short-term, some longer-term”-Roland Fryer, economics teacher at Harvard. A teacher at one of the best education institutions in the world believes that an incentive is necessary to motivate them. Young adults should be rewarded for good grades by money because they prefer it to other incentives, money can be used to purchase educational necessities, and it provides another positive to the stressful life of a teenager. Money should be given to good students because they prefer it when compared to other rewards. “If I was paid for good grades, I would work harder at school”- A survey participant who agreed

Regardless of age, we all like to be noticed and praised for something good that we have done. Research has shown that in order to balance out a negative, we need to be given 6 positives. It is important therefore, to recognise and reward positive behaviour, especially for those pupils who perhaps need to be reprimanded more than others. Whilst it can be easier to simply react to the negative aspects of a child’s behaviour with “don’t do this, don’t do that”, it is also really important to point out what they are doing well, whether it’s sitting nicely, listening well, joining in, following instructions, etc. It is also important not to forget those children who always behave appropriately and openly praise them too. In the 1940’s BF

Following the introduction of the whole school behaviour policy, it was also made compulsory for schools to include a system of rewards and sanctions (Elton, 1989, Steer, 2005; DFE, 2014; Payne, 2015). Within school X it was found that this system was based on the behaviourist principles of Skinners (1974) theory. The use of rewards and sanctions in school X consisted of positively reinforcing desirable behaviours and correcting negative behaviour through sanctions. The behavioural theory underlines that by reinforcing a particular behaviour, children will repeat it as they begin to associate rewards with a particular behaviour (Skinner, 1974; Morgan, 2009; Rogers, 2011a). For example it was observed that when a child was positively praised for helping others, the teacher would reward the child by awarding a dojo. A dojo is used as a form of praise which amounts to a score at the end of the week based on how many dojos a child receives. This will then feed on to the merit card and sticker system enabling children to be rewarded by prizes. Consequently children were able to make associations between the desired behaviour and its outcome. This is therefore identified as a form of extrinsic motivation (Roffey and O’ Reirdan, 2001; Payne, 2015).

In conclusion, the author’s belief is that the incentive route is one of the best routes to take. She shows examples about how incentives really work in schools. She also lists some common incentives such as the following, gift cards, game or concert tickets, scholarship money, or even cash. In one extreme case, cars were the reward to the students winning the raffle. The author used a quote from Allan Markley, the superintendent of the Raytown school district, states “The key to making incentives work is getting inside your students’ heads and figuring out what they really want.”

The praise would come because students were utilizing all their materials, helping each other, and answering questions correctly. These are examples of secondary reinforcers and were more apparent in the classroom; however, there was evidence of a primary reinforcer like security and warmth. Julie would greet the students everyday and provided a warm environment. There were some students that needed more attention than others and Julie was sure to give it to them. The reinforcement was also helpful when it came to motivating the students because they felt secure in this environment and because there was secondary reinforcement such as praise, they were ready to learn and participate. Students can use this reinforcement to create their own motivation. John Marshall Reeve (2013) writes,

Dreikurs did not believe in the use of punishment, reinforcement or praise (Gurcan, T., & Tekin, E). Encouragement was the most meaningful use for preventing problems with students in the classroom. His thought process was that encouragement meant more because it corresponded and related to a child’s goals. Encouragement focuses on the effort from the child rather then the achievement. It gives positive feedback to children who are trying their best but at times might be unsuccessful (Walker, R). It will be the forms of encouragement that keep the students to keep going. Praise being very different from encouragement in that it

The reason is that the reward is not the main thing that is backing up the action; but something else that could be self-develop, peace, etc. An example is a boy does his homework just because he was told by his parents to do his homework. Based on that the boy believes that his parents know what is best for him to do.

According to the University of Michigan, the average student grades 1st through 12th goes to school for approximately 32.5 hours per week, additionally spending 4 hours per week on homework outside of the classroom (Swanbrow). When considering those numbers it’s without a doubt that school makes up the majority of a child's life. Therefore one can see the potential for a teacher to be a hugely influential force on adolescents. In the story "Bodega Dreams" by Ernesto Quinonez portrays the extremes of the student/teacher dynamics with two very different teachers. On one hand, there's Mr. Blessington, a mean-spirited, tough teacher that is constantly putting the kids down and telling them they'll never be more than criminals. On the other, Mr. Tapia, a nice, gentle and motivational teacher who is building kids up. After Mr. Blessington pushes a kid to the edge and there's an assault, Mr. Tapia helps to cover it up because he doesn’t want anyone to hurt their futures. Even though both these teachers were extremes on both ends of the spectrum, it raises good points about teaching styles and how to handle children/students. When it comes to teaching and fostering children's learning after seeing both sides that a happy medium of positive and negative reinforcement, nurturing and tough-love is needed to create a healthy compromise in classrooms.

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

A reward is a high extrinsic motivator. The reward can be monetary, gift certificate, day off with pay, a two hour lunch, or working for two hours on anything but work. All entice performance and competition in the workplace. A gold star, being the teacher’s helper for a day, no daily