A Reader Writes... (Using Rewards - Part 4)

In response to the post, “Using Rewards,” and the subsequent comments, a reader writes:

“Giving people a goal to work towards, such as a reward, is absolutely a great idea. Too bad the State of Texas virtually refuses to allow schools to reward students for excellent performance on TAKS. However, I will say this: rewards will not “save your bacon”. I have seen highly dysfunctional schools try to get better, by using rewards for students. It does not matter how motivated the student is, if the student doesn’t know anything. What I mean is don’t think you can come up with a program or reward system that will make up for a lack of quality instruction. Creating and maintaining a good school boils down to having high quality, student centered, rigorous, bell-to-bell instruction, everyday. If you don’t have that, forget the rewards as they will do nothing for you.”

SC Response
The reader is spot-on. The only thing I will add is this; as adults, not only do we have a responsibility to motivate our students, our students naturally do an excellent job of both mimicking our level of motivation and meeting our expectations. After years of experience and 1000’s of observations and site visits, I can assure you that when you hear adults say, “they just aren’t motivated to try on the test,” you have adults who are not motivated by student success and/or don’t believe their kids can pass.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Using Rewards - Part 2)

In response to the post, “Using Rewards,” and the subsequent comment, a reader writes:

“I don't think any teacher would condone "false flattery" to promote a child academically. It's the idea that a teacher is actually looking for the good and acknowledging the student's progress.”

SC Response
Let me re-post the line from my comment so I can present it in better context. I wrote, “…I think that it is “achieving goals” that is the critical concept. False flattery and unearned praise does not lead to the sense of accomplishment and pride that drives significant behavior change.”

By false flattery, I was really addressing two issues. First, I don’t believe in the practice of “everyone always gets an award.” If everyone always gets an award, no one has to work for anything. I (the student) know when I didn’t get the job done, if you lie to me and tell me I did, I’m never going to trust you and I’m never going to equate effort with reward.

On the other hand, I’m (me again) a firm believer in shaping behavior. If as an adult, I know that you have no chance of achieving the big goal, I should break the big goal down into smaller objectives and coach and reward as those objectives are achieved.

Second, the concept of false flattery lends itself to the practice of generic or unspecific praise. Random “good jobs,” are much less powerful than, “I really appreciate your comment. It shows that you are really thinking about this assignment and it allowed me to clarify some information for the entire class. Good job.”

Finally, I have seen all types, adults who don’t believe in shaping behavior, adults who believe in shielding students from all accountability and adults who try to effectively use any tool that will lead their students to success in the classroom and beyond.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Using Rewards)

In response to the post, “Using Rewards,” a reader writes:

“In my 18 years of experience in education, I have yet to witness someone not react positively to being rewarded for achieving their goals. I have seen students and teachers blossom merely from receiving a few kind words of acknowledgement for their efforts. It goes along with the idea of shaping behavior through building relationships. Someone recently introduced me to the idea of “2 by 10”…spending 2 minutes engaging in positive conversations with someone for 10 days will change one’s behavior. Try it, it works.”

SC Response
In one short paragraph, the reader hits on some key points that should be highlighted. First, people do respond positively to rewards and acknowledgement for achieving goals. However, I think that it is “achieving goals” that is the critical concept. False flattery and unearned praise does not lead to the sense of accomplishment and pride that drives significant behavior change.

Second, I like the “2 by 10” idea. This practice could easily be adapted and used by classroom teachers, counselors and administrators. The idea seems highly correlated to Marzano’s strategies of “Providing Recognition and Reinforcing Effort.” The bottom line, as the reader points out, is that shaping behavior by proactive and positive means is much more effective than using intimidation and negative feedback.

Reader, this was a great addition to the original post, thank you.

Think. Work. Achieve.

Your turn…

Using Rewards

The systems that I design and support for schools and districts generally entail the use of rewards for achieving goals, especially with students. Why? Because it works. What is interesting is that lots of teachers and administrators hate this. Their first comment is, “well, anybody can bribe someone to do better.”

Which always causes me to wonder why someone would drive their school into the ditch instead of trying everything and anything to get better?

Their next comment is generally, “you are just rewarding them for doing what they should be doing.”

To which I respond, “Exactly. You have to reward people for doing what they are supposed to be doing. Especially, students. The key to changing behavior is to reward the things you want to see more of and ignore the things you don’t want to see.”

For anybody who continues to argue that the use of extrinsic motivators is somehow wrong, I just ask them to donate their next paycheck to the district, since obviously they come to work everyday just because it is the right thing to do.

Think. Work. Achieve.

Your turn…