Punished by Rewards Essay

The Trouble with Gold Stars, motivator Plans, As, Praise, and Other Bribes (1993), contends that punishs and punishments argon two sides of the same coin (p. 50). Although reenforcements are certainly more pleasurable, they are every bit as positive as punishments, even if they affirm by seduction (p. 51). According to Kohn, if we indispensability youngsters to become self-regulating, responsible, caring various(prenominal)s, we must abandon attempts at immaterial control and go out savants with opportunities to develop competence, connection, and autonomy in caring classroom communities cardinal of the most important parts of being an effective teacher is motive of the sisterren 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 extrinsic indigence. When I began my student teaching I watched techniques my cooperating teacher used to demand and noticed she did not use any of the techniques I had learned in my classes. I lay down myself confused near how I would handle the matter of pauperization when it came condemnation for me to take control of the class on my own.I used loaferdy and a treasure chest for advantages, but found that I tho matchd motivation for a short time in increase for these observes. I knew that I would have to do more research and bring to pass a new plan to trip my students yen term. I did some research and found that, extrinsic motivation refers to an souls involvement in an activity because an incentive or reward external to the activity has been offered. An extrinsically make child will choose to ask a book or complete homework because they will recrudesce stickers when they have undone or not be allowed to watch TV if they do not finish.Another frequently used tactic to motivate children is threating to call the parent or some other authority externalize if they do not get their work done. Another form of motiv ation is intrinsic motivation, this involves knowing that a person does what they do, not because someone else wants them to do it, or because I cogitate someone will respect or like me for doing it. What they do satisfies them regardless of what others may think. This true 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 organize out that intrinsic motivation is critical to student learning, the U. S. education dust is organized and ran in a way that supports and promotes extrinsic motivation. Many parents and teachers believe that the external rewards such as money for good grades and bribes are the go around way to motivate children. These well-intentioned, quick fix approaches to motivate send the cognitive content that in that location should be a tangible reward for doing groomwork or behaving correctly. These techniques may wor k short-term, but long-term they will weaken the emergence of intrinsic motivation.Internal and external motivation does not necessarily repay 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 getting 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 evoke 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 tried and true internal and external modification is the overjustofoc ation effect. The overjustification effect states that how individuals will feel toward performing certain labors is set by whether they are intrinsically or extrinsically motivated to perform the task (Deci, 1971).Using the self-perception theorys prediction that when extrinsic motivations are set up they will take precedent over intrinsic motivations, the overjustification effect reveals the vastness of motivation on performance (Lepper, Greene, &amp 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, then the individual would attribute his or her behavior to the reward instead of the activity itself.Decis theory led to the hypothesis that once an activity is associated with the external reward a person will be less inclined to figure in the activity in the future without a reward present. devil years later on Decis study, a group of researcher s a relieve oneself tested the overjustification hypothesis in a field experiment. Lepper, Greene, and Nisbett (1973) went to a nursery school and observed childrens intrinsic interest in various activities to hold up Decis theory. The children were then put into one of three hold ins for the experiment.In the archetypical condition, known as the expected-award condition, children were told they would receive a reward (a certificate with a seal and a ribbon) for partaking in the activity that they were previously doing out of splendid 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 break dance the children any reward.This group thus served as the control group, since extrinsic rewards were not involved either before or after performance. The extrinsic reward phase ended with t he 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 oblation 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 decline 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 t o help to develop the childrens intrinsic motivation, so they can gain the tools needed to motivate themselves internally. This will be a skill, once master that will continue to benefit them and assist them to become successful in all aspects of their lives.