The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
I was definitely surprised after reading the article by Alfie Kohn. I’ve heard so many situations where students are offered a reward system for completing a task and never heard of the negative side. However, it does make sense that an individual offered a reward may not complete the assignment to the best of their ability. They may just want to get the task over with quickly, in order to receive the reward. What I am curious about is how reward systems are offered a lot with special education students. This is something I have learned about very recently. Currently in my school, there is a student with autism who is on a reward system for the week. He has squares that he works with and if there is misbehavior (for example, sometimes he runs through the hallway which is a safety hazard for him and other students), he will get a square taken away. After modeling good behavior he can receive his square back. At the end of the week if he has all his squares, he earns his reward. His reward is pizza on Fridays at home. I wonder if this has a negative impact on him or not. This article really raises some questions about what I have thought about all along.
I was surprised after reading this article because there is a lot of research backing up Alfie Cohn's theory. However, I believe that rewards and consequences are good for shaping behavior, even in the long run. Yes, verbal praise is great, but something as small as a pencil for a reward is very exciting to children, and I don't think it is fair to take that away from them. Although, I do not think threats or bribes are successful. For example, if a teacher says, "If you finish all your Math problems you will all get a sticker." Also, I think it depends on the student. Some students need that tangible item as a reward. For example, Melissa discussed a situation with a boy who has Autism in her school. I really think it was a great idea that the parent and teacher worked together to reinforce the behavior with a reward at home. Also, children have a lot of pressure on them now days with the NCLB act, and sometimes they deserve a break, we all do. As long as the student receives an explanation on what they did well or poorly, they will not just "do" for the sake of getting it done. Like I said before, Alfie Kohn does have a lot of research to back up his claim, but after reading other theorists' claims, its hard to completely agree with Alfie Kohn. My philosophy is always changing, but for now, I believe in rewards and consequences because it has worked for me personally, and I believe in Assertive Discipline.
This article opened my eyes to the power of intrinsic motivation. As teachers, I believe we all strive to create the most meaningful learning environment for our students. In order to do this, we seek out different ways to engage children in the curriculum and pull them into our collaborative community. Intrinsic motivation allows the child to take pleasure in knowing that they overcame a challenge or found a solution to a problem. According to Kohn, an ideal classroom is one that flourishes with out the dependence on a rewards system or use of consequences. Kohn believes that rewards and consequences are ineffective in creating a self-motivating learning environment. I agree that external rewards such as a prize or stickers are only a temporary fix because they are not enough to keep a child motivated. Additionally, a classroom that relies on consequences to try to improve student behavior and increase motivation only hinders the probability of progress occurring. This article reinforced the idea that a collaborative learning environment is the ultimate goal for teachers because it promotes lifelong learning and motivation. It is our responsibility as teachers to create and manage that environment to the best of our abilities.
I also wanted to point out that Kohn says that praise from a teacher can be viewed as an extrinsic reward. "...praise can create a growing dependence on securing someone else's approval." I agree that a student may look to a teacher for approval but I do believe that praise can be used in a classroom when it is accompanied with support and guidance.
In reading "The Risks of Rewards" by Alfie Kohn I began to reflect on the behaviors I have seen in my younger sister. She is five and I agree with Kohn when he states, "when the rewards stop, people usually return to the way they acted before". I have found that young children often behave when they know they will receive a reward of some sort and after a few hours or a couple of days the negative behavior returns. However, I feel this also holds true for middle school and high school students. During my observations last semester one of the teachers began his lessons by throwing candy to the students who participated. The first couple of weeks they seemed eager to participate as they awaited their tootsie roll or snicker bar. By week three their willingness to participate dwindled. They had no interest in the tootsie roll or the snicker but they had a new interest in their cell phones (counting the minutes until class ended)this reward system was not very successful. I agree with Olivia that it depends on the student and some students may need the sticker or the pencil but I also feel that motivation needs to be intrinsic before we can rely on tangible rewards. At the end of the day our students need to walk away with more than just a sticker, they need to want to learn. Most importantly they need to accomplish goals and complete tasks because it makes them feel good about themselves not because they desire approval from someone else. This article makes me ask,"Where does one draw a healthy median?"
Wonderful and thought provoking comments thus far. Should make for a stimulating argument (I mean discussion :)) tomorrow. Thank you for taking the time to do an exceptional job analyzing this article
This article by Alfie Kohnwas very interesting to read because it is common practice to reward a child for good behavior and to punish them for bad behavior. However, I agree with Alfie Kohn in that the mere action of rewarding or punishing does not instill core values in children. I believe that as teachers, it is important to teach children beyond what they must know for a test. By giving them rewards for completing a task, we are simply asking for "mindless obedience," as Kohn suggests, rather than the internalization of positive values. I coach a 3rd/4th girls lacrosse team. In the beginning of the season, we would always offer them rewards so that they would try harder in practice. Then every practice they'd ask what they were getting for doing well. I have come to realize throughout the season that our players work harder when their hard work pays off, and when they feel a sense of team work. I think this translates well into learning. Children should value the effort that they put into their tasks and their learning; not because they are recieving something in return, but because they want themselves to do well. Once they are able to see that hard work pay off, I think they can appreciate the end result more so than a sticker or a pencil. I really valued Kohn's opinion, but I agree with Olivia in that children are excited by tangible awards, and it should not be completely taken away from them. However, the teacher should be able to instill positive values before the reward is given. I think rewards work best when the children do not know they are coming. This way, there is no bribe or alternative motivation, but a simple reward for doing well at the end to boost their confidence. I think a teacher that is able to instill confidence and positive values in his/her students will learn to decipher when and how to use rewards/consequences with their students.
I think Melissa bought up a really good point revolving around the use of reward systems with special education students. The special education teacher I observed used a points chart with her students. They had a list of goals every single day such as, a) Caught being good b) Completes homework assignments c) Demonstrates socially appropriate behavior towards peers and adults I noticed that these students were really excited about their points charts. As teachers we understand that we must bring differentiation into the classroom because not all students are able to learn the same way. Perhaps, the same idea surrounds the use of positive reinforcement in the classroom. Some students might need to see their prizes/stickers or hear their teacher's praises to know that they're doing well. However, teachers can't allow a few individuals to participate in their rewards system, that would not be fair. Maybe what teachers can do is use rewards in moderation, so that every time a child receives a reward it is still a novelty.
8 comments:
I was definitely surprised after reading the article by Alfie Kohn. I’ve heard so many situations where students are offered a reward system for completing a task and never heard of the negative side. However, it does make sense that an individual offered a reward may not complete the assignment to the best of their ability. They may just want to get the task over with quickly, in order to receive the reward. What I am curious about is how reward systems are offered a lot with special education students. This is something I have learned about very recently. Currently in my school, there is a student with autism who is on a reward system for the week. He has squares that he works with and if there is misbehavior (for example, sometimes he runs through the hallway which is a safety hazard for him and other students), he will get a square taken away. After modeling good behavior he can receive his square back. At the end of the week if he has all his squares, he earns his reward. His reward is pizza on Fridays at home. I wonder if this has a negative impact on him or not. This article really raises some questions about what I have thought about all along.
I was surprised after reading this article because there is a lot of research backing up Alfie Cohn's theory. However, I believe that rewards and consequences are good for shaping behavior, even in the long run. Yes, verbal praise is great, but something as small as a pencil for a reward is very exciting to children, and I don't think it is fair to take that away from them. Although, I do not think threats or bribes are successful. For example, if a teacher says, "If you finish all your Math problems you will all get a sticker." Also, I think it depends on the student. Some students need that tangible item as a reward. For example, Melissa discussed a situation with a boy who has Autism in her school. I really think it was a great idea that the parent and teacher worked together to reinforce the behavior with a reward at home. Also, children have a lot of pressure on them now days with the NCLB act, and sometimes they deserve a break, we all do. As long as the student receives an explanation on what they did well or poorly, they will not just "do" for the sake of getting it done. Like I said before, Alfie Kohn does have a lot of research to back up his claim, but after reading other theorists' claims, its hard to completely agree with Alfie Kohn. My philosophy is always changing, but for now, I believe in rewards and consequences because it has worked for me personally, and I believe in Assertive Discipline.
This article opened my eyes to the power of intrinsic motivation. As teachers, I believe we all strive to create the most meaningful learning environment for our students. In order to do this, we seek out different ways to engage children in the curriculum and pull them into our collaborative community. Intrinsic motivation allows the child to take pleasure in knowing that they overcame a challenge or found a solution to a problem. According to Kohn, an ideal classroom is one that flourishes with out the dependence on a rewards system or use of consequences. Kohn believes that rewards and consequences are ineffective in creating a self-motivating learning environment. I agree that external rewards such as a prize or stickers are only a temporary fix because they are not enough to keep a child motivated. Additionally, a classroom that relies on consequences to try to improve student behavior and increase motivation only hinders the probability of progress occurring. This article reinforced the idea that a collaborative learning environment is the ultimate goal for teachers because it promotes lifelong learning and motivation. It is our responsibility as teachers to create and manage that environment to the best of our abilities.
I also wanted to point out that Kohn says that praise from a teacher can be viewed as an extrinsic reward. "...praise can create a growing dependence on securing someone else's approval." I agree that a student may look to a teacher for approval but I do believe that praise can be used in a classroom when it is accompanied with support and guidance.
In reading "The Risks of Rewards" by Alfie Kohn I began to reflect on the behaviors I have seen in my younger sister. She is five and I agree with Kohn when he states, "when the rewards stop, people usually return to the way they acted before". I have found that young children often behave when they know they will receive a reward of some sort and after a few hours or a couple of days the negative behavior returns.
However, I feel this also holds true for middle school and high school students. During my observations last semester one of the teachers began his lessons by throwing candy to the students who participated. The first couple of weeks they seemed eager to participate as they awaited their tootsie roll or snicker bar. By week three their willingness to participate dwindled. They had no interest in the tootsie roll or the snicker but they had a new interest in their cell phones (counting the minutes until class ended)this reward system was not very successful.
I agree with Olivia that it depends on the student and some students may need the sticker or the pencil but I also feel that motivation needs to be intrinsic before we can rely on tangible rewards.
At the end of the day our students need to walk away with more than just a sticker, they need to want to learn. Most importantly they need to accomplish goals and complete tasks because it makes them feel good about themselves not because they desire approval from someone else.
This article makes me ask,"Where does one draw a healthy median?"
Wonderful and thought provoking comments thus far. Should make for a stimulating argument (I mean discussion :)) tomorrow. Thank you for taking the time to do an exceptional job analyzing this article
This article by Alfie Kohnwas very interesting to read because it is common practice to reward a child for good behavior and to punish them for bad behavior. However, I agree with Alfie Kohn in that the mere action of rewarding or punishing does not instill core values in children. I believe that as teachers, it is important to teach children beyond what they must know for a test. By giving them rewards for completing a task, we are simply asking for "mindless obedience," as Kohn suggests, rather than the internalization of positive values.
I coach a 3rd/4th girls lacrosse team. In the beginning of the season, we would always offer them rewards so that they would try harder in practice. Then every practice they'd ask what they were getting for doing well. I have come to realize throughout the season that our players work harder when their hard work pays off, and when they feel a sense of team work. I think this translates well into learning. Children should value the effort that they put into their tasks and their learning; not because they are recieving something in return, but because they want themselves to do well. Once they are able to see that hard work pay off, I think they can appreciate the end result more so than a sticker or a pencil.
I really valued Kohn's opinion, but I agree with Olivia in that children are excited by tangible awards, and it should not be completely taken away from them. However, the teacher should be able to instill positive values before the reward is given. I think rewards work best when the children do not know they are coming. This way, there is no bribe or alternative motivation, but a simple reward for doing well at the end to boost their confidence. I think a teacher that is able to instill confidence and positive values in his/her students will learn to decipher when and how to use rewards/consequences with their students.
I think Melissa bought up a really good point revolving around the use of reward systems with special education students. The special education teacher I observed used a points chart with her students. They had a list of goals every single day such as,
a) Caught being good
b) Completes homework assignments
c) Demonstrates socially appropriate behavior towards peers and adults
I noticed that these students were really excited about their points charts.
As teachers we understand that we must bring differentiation into the classroom because not all students are able to learn the same way. Perhaps, the same idea surrounds the use of positive reinforcement in the classroom. Some students might need to see their prizes/stickers or hear their teacher's praises to know that they're doing well. However, teachers can't allow a few individuals to participate in their rewards system, that would not be fair. Maybe what teachers can do is use rewards in moderation, so that every time a child receives a reward it is still a novelty.
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