Punished by Rewards Essay

The fear with Gold Stars, Incentive Plans, As, Praise, and Other Bribes (1993), contends that reinforcements and punishments are two sides of the aforesaid(prenominal) coin (p. 50). Although refunds are certainly more pleasurable, they are every chipping as controlling as punishments, even if they control by subjection (p. 51). According to Kohn, if we want youngsters to become self-regulating, responsible, affectionateness individuals, we must abandon attempts at international control and provide school-age childs with opportunities to develop competence, connection, and autonomy in caring classroom communitiesOne of the most important parts of being an potent teacher is regard of the children 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 proscribedside motivation. When I began my educatee teaching I watched techniques my cooperating teacher employ to motivation and non iced she did not use any of the techniques I had learned in my classes. I install myself confused about how I would handle the national of motivation when it came clock sequence for me to take control of the class on my own.I used stinkpotdy and a treasure chest for honours, but found that I only sure motivation for a short time in return for these rewards. I knew that I would have to do more search and construct a new plan to motivate my students long term. I did some research and found that, external motivation refers to an individuals involvement in an action mechanism because an fillip or reward external to the activity has been offered. An externalally actuate child allow choose to read a book or complete homework because they go away get stickers when they have finished or not be allowed to watch TV if they do not finish.An some other frequently used tactic to motivate children is threating to call the parent or some other authority figure if they do not get t heir work done. some other carcass of motivation is inbred motivation, this involves knowing that a person does what they do, not because someone else wants them to do it, or because I believe someone pull up stakes respect or like me for doing it. What they do satisfies them regardless of what others may think. This true(p) 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 organized and ran in a way that supports and promotes external motivation. Many parents and teachers believe that the external rewards such as money for trusty 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 correctl y. These techniques may work short-term, but long-term they will weaken the outgrowth of intrinsic motivation.Internal and external motivation does not necessarily reinforce one another. Extrinsic rewards can interfere with intrinsic motivation by turning an intrinsically attractive activity, such as reading for pleasure, into a means to an external goal, such as acquiring 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 modific ation is the overjustofocation effect. The overjustification effect states that how individuals will feel toward execute certain tasks is determined by whether they are intrinsically or adventitiousally motivated to perform the task (Deci, 1971).Using the self-perception theorys prediction that when foreign motivations are present they will take precedent over intrinsic motivations, the overjustification effect reveals the importance of motivation on performance (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 said activity, past the individual would attribute his or her behavior to the reward instead of the activity itself.Decis theory led to the hypothesis that in one case an activity is associated with the external reward a person will be less wedded to participate in the activity in the future without a reward present. Two years aft(pr enominal) Decis study, a group of researchers again tested the overjustification hypothesis in a field experiment. Lepper, Greene, and Nisbett (1973) went to a babys room school and observed childrens intrinsic interest in dissimilar activities to confirm Decis theory. The children were then put into one of three schools for the experiment.In the first condition, known as the expected-award condition, children were told they would receive a reward (a security department with a seal and a ribbon) for partaking in the activity that they were previously doing out of pure intrinsic interest. In the second 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 alien rewards were not involved either before or after performance. The extrinsic r eward phase ended with the researchers giving the children the certificates based on their condition group. 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 crepuscule 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 assist them to become productive in all aspects of their lives.