- purpose of reward
- how student perceive the award
- context in which reward is given
- Occasionally use unexpected rewards such as showing a movie
- Use unexpected tangible awards sparingly such as stickers, candy, or trophies
- Withdraw rewards as soon as possible so that students are not engaging solely to get the reward
- Use the most modest reward possible
- Make the reward contingent on quality of work
- Minimize the use of authoritarian style such as closely monitoring, threats, or controlling language
In my classroom I could use the behavioral theory of motivation by allowing students to participate in activities that are intrinsically motivational. In a first grade classroom, If a student finishes their work early, I will allow them to read. They can read one of the books they checked out from the library or one of the ones in the classroom. I will also have an "I'm Finished" bin that will have different activities they can do if they don't want to read. These activities will range from reading a science magazine, doing extra math problems, creating a story, etc. My field experience teacher has one of these and the student love to pick activities that are in this bin. If a student is doing great academically, I would use tangible measure to reward them. Each test that a student receives a 100% on, I will put their name in a raffle. At the end of the month I will draw 2 names from the box and they will get to pick from a goody box which would contain a variety of rewards.
Mariah,
ReplyDeleteI think you did a great job of using examples to explain extrinsic and intrinsic motivation. While reading the chapter, I understood that the goal was to use intrinsic motivation over extrinsic motivation because students tend to rely on extrinsic motivation and end up only exhibiting certain behaviors when they know they are going to get a reward. However, I did not quite grasp the concept of how to get students intrinsically motivated. I was really happy to see that you gave a thorough explanation of the differences as well as examples.
I also think one of your bullet points is very important. This is the bullet point that has to deal with using extrinisc motivation sparingly so that students do not rely on these prizes for motivation. Also, if the student does not know when the prize will come, they are more likely to exhibit the correct behavior ALL of the time so that when it DOES come, they will receive that reward. Eventually, this behavior will become a habit and rewards will not be necessary.
YEah for the goodie box! I can recall a 5th grade teacher in Bloomington who I adored using a goodie box as a creative classroom management stradegy. He rewarded outstanding behavior and personal achievements with paper money with his face on it called "Bellissis Bucks" (his name was Mr. Bellissis) Student's collected "Bellissis Bucks" to buy things out of his goodie box. Goodies included: cans of soda, candy bars, toys, and music cds.
ReplyDeleteYour post includes almost everything I had in my noets so well done. You mentioned tangible rewards. The reading says to use tangible rewards that are related to activity. Based on this, what kind of rewards might you have in your goodie box? Maybe we could use this as an opportunity to intrinsicly motivate. Similar to your idea with rewarding them with reading and math problems, perhaps we could give them books, journals, ect. Integrate rewards with something they are learning perhaps. Maybe reward the kid who has improved his attendance with a cool toy watch. Maybe each child who recieves 100% on their spelling test gets to participate in a spelling bee for some sort of trophy/ certificate to take home. I don't know if I like the raffel idea so much because only one or two kids who achieved get rewarded. Overall, good ideas and summary girl!