Douglas Olsen
Rewards for good behaviour can be a tricky topic, with teachers and educators divided on the issue. Some swear by incentives like stickers, treats, or trinkets, while others believe that learning should be its own reward. The effectiveness of a reward system depends on the value students place on the reward, and the way in which the reward is offered. For example, if students do not care about grades, using grades as a reward will not motivate them. Similarly, if students do not understand why they are being rewarded, the reward may not be effective. Non-tangible rewards, such as privileges or special responsibilities, can promote a sense of community within the classroom and feel more authentic. However, rewards can also have unintended consequences, such as making students feel manipulated or entitled. Therefore, it is important for educators to find ways to make learning intrinsically rewarding, while also considering the use of extrinsic rewards to encourage students who are not intrinsically motivated.
| Characteristics | Values |
|---|---|
| Tangible rewards | Stickers, candy, stars, small trinkets, games, breaks, prizes, etc. |
| Non-tangible rewards | Words of encouragement, special responsibilities, opportunities to help in the classroom, privileges, etc. |
| Short-term rewards | Effective as a "quick fix" to improve behaviour, especially for students who are not intrinsically motivated |
| Long-term rewards | Learning is its own reward; students should do what's expected of their own volition |
| Positive reinforcement | More effective than punishment |
| Natural outcomes | Designing a system where behaviour is a natural reinforcer produces the best long-term outcomes |
| Student interpretation | Students may feel manipulated or controlled if they perceive they are being bribed to complete tasks |
| Student value | Rewards are only effective when students value them |
| Timing | Rewards must be given shortly after the desired behaviour is exhibited |
Explore related products
What You'll Learn
Privileges, such as special responsibilities or opportunities to help in the classroom
Firstly, it is important to note that the effectiveness of a reward system depends on the value that students place on the reward. For example, if students do not care about grades, using grades as a reward will not serve as a motivator. Therefore, it is crucial to offer privileges that are meaningful and valuable to the students.
One idea is to provide students with opportunities to take on special responsibilities in the classroom. For example, they could be given the chance to lead a discussion, facilitate a group activity, or assist the teacher in preparing classroom materials. These responsibilities can foster a sense of leadership and ownership in the students, making them feel valued and appreciated.
Another idea is to offer privileges that provide opportunities to help and connect with their peers. For example, students could be paired up with a mentor role, where they are tasked with supporting and guiding a fellow student in their academic journey. This not only rewards the student exhibiting good behaviour but also creates a supportive classroom community.
Additionally, privileges can be offered in the form of special access or opportunities within the classroom. For example, the student could be given early access to course materials, invited to provide input on classroom policies, or provided with exclusive resources or workshops to enhance their learning experience. These privileges can make students feel special and recognised for their good behaviour.
Finally, it is important to note that privileges should be given in a timely manner and clearly communicated. Students should understand the connection between their positive behaviour and the privilege they are receiving. This will reinforce their actions and encourage them to continue exhibiting good behaviour.
Exploring John Brown University's Student Population
You may want to see also
Explore related products
Non-tangible rewards, such as private words of encouragement
Private words of encouragement can be a powerful way to make students feel valued and appreciated. Teachers can offer these words of encouragement in private meetings or conversations with students, providing genuine and specific praise for their achievements and behaviours. This can be done in place of, or in addition to, public recognition at school assemblies. By offering private words of encouragement, teachers can create a more personal connection with students and make them feel seen and heard.
Another non-tangible reward is to offer privileges or special responsibilities. For example, teachers can provide opportunities for students to take on leadership roles within the classroom or assist with teaching tasks. This not only recognises their good behaviour but also fosters a sense of ownership and contribution to the classroom community. Additionally, teachers can offer choices when it comes to rewards. Providing a list of options or assigning values to each reward allows students to work towards their desired outcome and feel more invested in their achievements.
It is worth noting that while non-tangible rewards can be effective, they may not have long-term effects on student behaviour. Therefore, it is crucial to create a classroom environment that nurtures intrinsic motivation and encourages students to take pride in their achievements. This can be done by designing lessons and activities that align with students' interests, values, and goals, making school both intrinsically and extrinsically rewarding.
In conclusion, non-tangible rewards such as private words of encouragement can be a powerful tool to promote good behaviour in university students. By offering genuine praise, providing privileges, and creating a classroom environment that fosters intrinsic motivation, teachers can encourage students to take responsibility for their behaviour and achieve long-term behavioural changes.
Rochester University's Student Population: A Comprehensive Overview
You may want to see also
Explore related products
Tokens for behaviour, which can be spent in a class store
Tokens for good behaviour, which can be spent in a class store, is a strategy that has been used by teachers to encourage good behaviour in students. This strategy has been employed by Lozetta Hayden, a 6th-grade teacher at Gunning Bedford Middle School in New Castle, Del. She prints "Hayden dollars" that students can earn based on their classroom behaviour and the effort they put into their school work. Students can then spend their earned money in her class store, which offers a range of items, from extra pencils or sugarless gum to bigger-ticket items like Amazon Fire tablets or a bicycle.
This approach can be effective in encouraging good behaviour and hard work while also teaching valuable skills. However, it is important to consider the potential limitations and criticisms of such a system. One concern is that the effectiveness of this strategy relies on the value students place on the reward. For example, if students do not care about grades, using grades as a reward will not motivate them. Therefore, it is essential to offer rewards that students perceive as valuable and desirable.
Additionally, some critics argue that relying solely on extrinsic rewards can detract from students' internal motivation and have adverse effects on their long-term behaviour. They suggest that the primary focus should be on creating a classroom environment that fosters intrinsic motivation and encourages students to take pride in their achievements.
To address these concerns, teachers can consider the following strategies:
- Offer a range of rewards, including privileges or special responsibilities, instead of solely tangible items.
- Provide non-tangible rewards, such as private words of encouragement or public recognition, which can feel more authentic and promote a sense of community within the classroom.
- Allow students to choose their rewards from a list or assign values to each reward, enabling them to work towards their desired outcome.
- Ensure that the reward system does not become the primary motivator for students' behaviour. Instead, create lessons and activities that build on students' existing interests, values, and goals to nurture their intrinsic motivation.
- Be cautious of the potential unintended consequences of a reward system, such as students feeling manipulated or developing a sense of entitlement. Transition students towards intrinsic motivation as they progress towards adulthood, gradually weaning them off the reward system.
Clarkson University: Student Population and Campus Life
You may want to see also
Explore related products
Classroom jobs, such as getting first pick
While some teachers believe that learning is its own reward and that students should be internally motivated to do what is expected of them, others argue that rewards are effective for keeping students on task. However, it is important to note that rewards may not promote a long-term love of learning and can even detract from students' intrinsic motivation.
With that in mind, classroom jobs can be offered as a form of reward for good behaviour or high achievement. Here are some ideas for classroom jobs that can be given as rewards, with a focus on providing first pick as a privilege:
Classroom Messenger
The student can be given the responsibility of being the classroom messenger, where they get to be the first to know and announce any important messages or updates to the class. This could include delivering notes or reminders to other students or staff members.
Teacher's Assistant
Allow the student to be your teaching assistant for the day. They can help prepare classroom materials, organize and distribute supplies, and even assist their peers with any questions or challenges they may face during an activity or assignment. Being the teacher's assistant also comes with the privilege of getting first pick when it comes to choosing partners for group work or selecting topics for projects.
Classroom Decorator
The student can be in charge of decorating the classroom for special occasions or theme days. They can suggest creative ideas and execute them with your guidance. Being the classroom decorator also means they get first pick when it comes to choosing decorations or deciding on a theme for an upcoming event.
Library Ambassador
Appoint the student as the class library ambassador, where they can be the first point of contact for their peers when it comes to borrowing or returning books. They can work closely with the school librarian to promote reading initiatives, organize book-related events, and encourage their classmates to explore different genres.
Equipment Monitor
The student can be responsible for monitoring and maintaining classroom equipment, such as computers, tablets, or scientific instruments. They can ensure that everything is in working order and assist their peers when technical issues arise. As a bonus, they get first pick when it comes to choosing which equipment they want to use for their own projects or assignments.
Remember, when offering classroom jobs as rewards, it is essential to clearly explain the criteria for earning them and to ensure that the jobs are meaningful and engaging for the students.
University Staff's Perceptions of Students: An Inside Look
You may want to see also
Explore related products
Free digital reward systems, such as ClassDojo
One of the key features of ClassDojo is the ability to create a positive and encouraging classroom community. Teachers can use the platform to assign points and set goals for their students, encouraging them to strive for improvement. These points can be customized, and students can redeem them for fun and exciting rewards. For example, students might earn points for demonstrating improvement, participating in class, or helping their peers.
ClassDojo also facilitates communication between teachers, students, and families. It offers a messaging feature that automatically translates messages into over 35 languages, making it accessible to a diverse range of users. Teachers can also share photos, videos, and updates on a private feed, allowing families to stay involved in their child's educational progress and celebrate their achievements.
Additionally, ClassDojo provides a digital portfolio system, where students can showcase their learning and share their work with family members. This feature empowers students to take ownership of their progress and build their confidence.
While ClassDojo offers a basic free version, there is also a ClassDojo Plus option that provides additional perks. With ClassDojo Plus, families can access unlimited home points and create custom rewards for their children, encouraging positive behaviour at home. There is also a Monster Creator feature, where children can unlock extra monster parts to customize their avatars and express their creativity.
ClassDojo is a versatile tool that can be adapted to suit the needs of teachers, students, and families. It provides a fun and engaging way to encourage good behaviour, facilitate communication, and involve families in the educational process. By utilizing the features of ClassDojo, educators can create a positive and motivating environment that supports the overall growth and development of their students.
Student Athletes: Ashland University's Competitive Advantage
You may want to see also
Frequently asked questions
Tangible rewards can include small trinkets, games, and treats. Teachers can also create a class economy where students earn "class dollars" that they can spend in a class store.
Non-tangible rewards can include privileges, such as special responsibilities or opportunities to help in the classroom, or private words of encouragement. Teachers can also allow students to choose their rewards or assign values to each reward so they can work towards their desired outcome.
Rewards can be effective in the short term and can be used as a quick fix to improve behaviour. They can also be useful for students who are not intrinsically motivated, as they can prod the student into action.
Relying solely on extrinsic rewards can detract from students' internal motivation and have adverse effects on their long-term behaviour. Students may feel manipulated or controlled if they perceive that they are being bribed to complete tasks. Additionally, some students may feel entitled to a reward every time they exhibit good behaviour, which can lead to a sense of entitlement.
