Rewards and Recognition
For decades, psychologists have warned rewarding and recognizing students for their performance in school, but most people argue otherwise. However, the fact remains that rewards are proliferating. Herein is a discussion of the effectiveness of rewards, how my school reinforces effort, and provides recognition and an explanation of why teachers can publicly enhance it.
I would say that rewards have been effective in increasing student motivation and performance within the classroom. Rewards acknowledge and show appreciation of the students’ efforts spurring students to give full energy when attempting classwork, assignments, and class projects. Research shows that awards and recognition increase learning morale by 40%. Thus, with rewards, students increase interest and enjoyment in the learning process, encouraging students to pursue learning on their own and continue with the activity even after the awards have been removed.
My school reinforces effort and motivates the use of extrinsic rewards. The reinforcement is conducted per the school’s program of recognition. .Extrinsic rewards provide the students with tangible incentives, encouraging students to work on their academics and behavior to avoid adverse outcomes (Dean, Hubbell, Pitler &Stone, 2012). Examples in the school include the provision of books and sharpeners to students who score grade A. The school follows a recognition program to prevent the rewards from becoming negative reinforces. Where recognition is just up to the teachers, rewards can create dependencies as some teachers may reward too frequently.
Teachers are expected to reinforce effort within the classroom and provide recognition for students in public. The reason is that, when rewards and recognition are offered in a setting all learners can see, it invokes the desire to be rewarded and be recognized within the leaners. As a result, more students may commit to their studies, expecting rewards.
References
Dean, C., Hubbell, E., Pitler, H. &Stone, B. (2012). Classroom instruction that works: research-based strategies for increasing student achievement. Boston, MA: Pearson Education.
Özen, S. O. (2017). The effect of motivation on student achievement. The Factors Affecting Student Achievement, 35–56. doi: 10.1007/978-3-319-56083-0_3.