Call them rewards or incentives, gifts that are intended to improve behavior and grades have become the thing to do. Teachers’ desk drawers across the country are loaded with candy, stars, and pleasantly worded notes. How do rewards affect character development?
Are Extrinsic Rewards a Necessary Part of Education?
Teachers have good intentions when using rewards, but using rewards is generally based on the belief that rewards work. Beliefs about what is done in a classroom and how students learn need to be validated by reading research and opinions of respected educators. Also consider the achievements of great men and women — what tangible rewards did Abraham Lincoln receive that shaped his education and character? He had only months of formal education. He was the epitome of the self-made man.
Extrinsic rewards were not needed in shaping the characters and education of countless influential people. Greatness has a way of springing from within. People who constantly tell others of new purchases of cars, jewelry, expensive clothes, etc. are usually typically viewed as boorish and materialistic. They have learned to love things.
Education has not always been linked to rewards. In its early years, American education advanced under strict rules of behavior under bleak conditions, yet students learned well enough to make this country the envy of the world. Extrinsic rewards are relatively new. They became fashionable in the1960’s with the considerable influence of B.F. Skinner, who encouraged the use of “positive reinforcement” in shaping behavior.
The Silent Messages of Rewards are Thought Provoking
The belief that extrinsic rewards must be a fundamental part of learning dismisses the idea that human learning is much more complex than training an animal. It also overlooks the need for humans to set long range goals even as they deny themselves of immediate gratification.
If learning alone has value as a reward, then students are more likely to learn because knowledge will eventually lead to success. Scientific research has demonstrated that extrinsic rewards can interfere with the development of intrinsic motivation.
Rewards may convey the message that only “good” students earn rewards, or that all achievements should be rewarded. Both are unrealistic.
Students Benefit from Attention to Character Development
Helping students develop character is becoming increasingly popular in schools. The most successful teachers foster good discipline and character by being authentic people who encourage students to learn and behave by modeling.
Not all character education programs are equal. Some actually use rewards as a means of developing character. Some schools seem to misunderstand character and offer students rewards for showing charitable behavior. Significantly, Service Learning methods discourage the use of rewards or individual recognition as motivation for community service.
Most organized charity efforts do not promise rewards beyond the feeling of having done the right thing. Involving students correctly in charitable activities promotes empathy and awareness of the real world. Its about character.
There are Intangible Rewards that can Improve Behavior
Many teachers underestimate their abilities to influence learning and behavior and rely heavily on a system of rewards and punishments. Teachers can influence good character and learning in positive ways:
- Display student work on bulletin boards as part of a student-centered classroom. Do not post sarcastic posters or signs.
- Call parents about good behavior.Take pictures of students involved in learning; post pictures and share them with parents.
- Use Service Learning as an instructional method.
- “Don’t sweat the small stuff;” be forgiving. Post a minimum number of positively written rules.
- Have occasional discussions with students about issues that concern them.
- Join students in voluntary activities like cleaning up the cafeteria.
- Strive to make class interesting; find ways to involve students in classroom activities; fight boredom by using varying teaching methods.
- Talk less about grades and more about learning.
- Surprise the entire class and give everyone a cookie or similar treat for no reason.
- Be pleasant and non-threatening to create an environment where students are not intimidated — a place where students feel “safe” is an easy reward to give.
- Talk to students about good character.
- Practice the art of story-telling; be entertaining and use humor.
The Bottom Line for Motivation is to Focus on Relationships
Extrinsic rewards tend to be manipulative and artificial. Spending time in a class where the focus is to encourage mutual respect can be more fulfilling for students than any invented reward system. An occasional sticker or gold star is probably harmless, but the accumulation of such “trophies” does not replace genuine, human approval.
“Genuine” is an important word. Verbal reinforcement needs to be given because it is spontaneous and sincere. Hackneyed phrases like “Good job” or “Great work” tend to lose effectiveness when repeated endlessly. Explain why it’s a good job or great work. Point out specifics and find new ways to express satisfaction with student work.
Rewards have become a common method designed to shape student behavior. There is evidence that extrinsic rewards weaken intrinsic motivation. Teachers can achieve better results by creating a fun and safe environment that stressed positive relationships.
Sources:
- Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Boston: Houghton Mifflin, 1993 / 1999.
- “Discipline for Promoting Responsibility and Learning,” Drmarvinmarshall.com. (Accessed: December 12, 2012.)
Harvey Craft - I am a retired educator with diverse experience. I read anything science, education, and history. I write to share what I learn.
