After reading Chapter 6, Examining Rewards, choose one of the three questions below - and provide us with examples that are applicable to your classroom/school.
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.
3) Some districts and schools are moving to mandated system-wide rewards to boost student test scores and help close the achievement gap. Do you support that idea? Why or why not?
Additional Resources:
Strategies to Build Intrinsic Motivation
Intrinsic Motivation
How and Why Intrinsic Motivation Works
***Next week we will read and discuss Chapter 7, Autonomy, Time, and Flow.
***Have a great week :)
1) I must reflect back to when I was in the classroom and I can say the least engaging class was history for my students. Several reasons for this was it consisted of a lot of reading and information that they could not relate to their every day life. It did not matter to them what happened in 1878. Because it was often hard to engage the students I would often have hands on projects for them to do that would correlate with the topic we were reading. It could entail making and coloring a flag to a structure of a castle or building. If the students could do more hands on projects they were more engaged in the topic. I would often let them pick what topic or project they wanted to construct that way it allowed them ownership and something that held their interest. I also let students buddy up if they asked so it would help make the project fun for them. I supplied the materials and would set aside time for their project. They would enjoy this version of social studies.
ReplyDelete2) I do believe that there are constructive long-term benefits for rewards but I also do not believe in the participation award. I feel that if a student wants to earn something they set the goal and work toward the goal. I have often used point systems in my room and after so many points (which the student discussed with me) the student could then cash the points in for the reward they had worked toward. The reward was often a non-consumable product such as extra computer time, listening to music, drawing, etc. which they enjoyed but did not cost anything. I don't believe in rewarding a child with money for their grades. I have always told my own children that is their job and their payment is the grade they work for not a dollar amount. They will get their reward in the end hopefully through scholarships! I also felt that as a teacher a student should not be rewarded for being nice. Student of the month is mostly given to those students who do well anyway. I think a school should focus on the at-risk and challenging students and reward them if their write-ups decline, attendance improves or their behavior improves. Obviously, they don't have the support at home so the support at school would be the reward to them.
3) Many schools implement PBIS due to many mandates but to tie it to test scores would be a challenge. What if a child could not increase their scores due to a disability? So, that child is never included in the school wide reward? I believe many schools are under the gun due to the state testing and we are forgetting about the valuable commodity of our children. I believe many children would score in the top percent if they could. To say a child would be excluded if they scored poorly does not sit well with me. I know we reward schools as a blue ribbon or outstanding school if test scores go up or improve but what about the districts who have a high rate of poverty or socio-economic numbers? Is it the schools fault of the students they have enrolled? I think not so I have issues with this type of reward even for buildings. This puts pressure onto the building administrator or teachers that don't allow them to consider the child first but their score. I have had many conversations with administrators that have concerns that their special needs numbers are high and how can they make that status with "those" students in their buildings. My reply, well they are students first and then they have the disability. GRRR
You made a good point about special education students and rates of poverty. They are a factor in test scores, and they are beyond our control. There is so much pressure on schools when it comes to scores, but we do have to keep in mind that they are students first …not a test score.
DeleteMy students find Language Arts to be the least engaging, specifically writing. One way I try to motivate them is by having a contest to see who writes the most descriptive paragraph. I show a picture on the white board and have the students write about it. I then have the students read them out loud and students have a blind vote on the top three best paragraphs. The top three paragraphs are read again and we blind vote for the top paragraph. The motivation of beating their peers is reward enough for them and they feel good about themselves. The next time we write, students try harder because they want their paragraph to win.
ReplyDeleteGood idea. Do you find that your students that do not write well participate and expect to possibly win?
DeleteI like that activity. I don't like to teach writing, so I almost need a reward to make me teach it to third graders! I guess I do get a reward...it's called a paycheck!
DeleteWhich areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteTeaching beginning braille code is a memorization task. When it comes to memorizing the code for example, a /b/ alone in a sentence means but and so on, my students seem to slow down in their braille knowledge acquisition. To pick up interest in the memorization process and to model a method of memorization, I have used rhythm instruments as my students rap or dance out the list of specific braille codes. This works most often, but as was discussed in this chapter, rewards and I will add methods don’t work for all students. Now and then when you can find no other way of motivating a student to the memorization task, I have used success-contingent extrinsic rewards; such as, the entire section of code listed on a card and as they memorize the code the card is filled with tactile markers, which are the braille version of a sticker. Since I don’t use tactile markers or other extrinsic rewards often this short term use of the tactile marker appears to work without any apparent expectation of additional extrinsic reward for other tasks. However, I now know that I may be fostering a focus only of the outcomes Deci (1995)
Pink (2009) indicated that the use of extrinsic rewards is acceptable if there is not intrinsic motivation in the first place. Believe me, there is no intrinsic reward to memorizing lists and lists of code.
The list that was offered, “How to Encourage Learners when the Task at Hand is Boring or Routine.” Is a good reference. I feel that I have completed the first and second means to encourage learners, but instead of allowing the students to find their own way of completing the memorization task I provide and model the rap and dance.
1. Offer a rational explanation of why the task is necessary.
2. Acknowledge that the task is boring
3. Allow the learners to complete the task in their own way.
In the future I plan to challenge my students to create a way to memorize the code.
In addition, the finding that extrinsic rewards can have a positive impact if offered after a task is completed and it is not expected, Teresa Amabile (1996), is information that I may use in the future. The braille code has many sections that have to be memorized to allow the student to become a fluent reader. Unexpected rewards may continue the motivation for students as at the end of one list the next list is soon to come.
3. Some districts and schools are moving to mandated system-wide rewards to boost student test scores and help close the achievement gap. Do you support that idea? Why or why not?
DeleteI view instrinsic and extrinsic reward differently when I was a younger educator but now I value the important of rewarding students for striving for excellent. Our school corporation yes do utilized PBIS across the board and it works for a lot of students that came from disadvantaged homes and those that were exited to the alternative programs. A lot of students in an alternative school wanted instant gratification and be recognized for their academic and behavior goals. Rewards for positive behavior weee also shared with students during convocation. The teachers collaboratively expanded the use of the KATS CARDS to acknowledge our students' positive behavior. When teaches observe students making positive choice, they are to give a KATS CARD to that student with teacher writing their names on the back of the cards for a teacher drawing once a month. I have teacher asking me why is it that kids to have to be rewarded for doing their jobs, and I asked why did you come to work and receive by pay check every month?. Rewarding students can be good or bad if it's not done properly. Teaching and modeling what a great behavior looks like, feel like, smell like, will allow or pave way for some kids to have assertive self discipline to be successful in school. Assertive discipline is widely used program in our building based on traditional behavior modification approaches in which behavior result in specific consequences. Positive consequences for appropriate behavior with reward, whereas the out previous version placed more emphasis on negative consequences for inappropriate behavior. We put in place excellent "KATS" pride for teachers to teach at least one lesson a week. I helped write the lesson for being prepared that are taught to the entire school. The theme with our program is divided into the following Categories:
1. Respectful
2. Inquisitive
3. Discipline
4. Ethical
This program help combat student suspension and expulsion in our building. I implemented it in an attempt to keep student in school ensuring they are working toward graduation from high school. I'm in support of rewards for students.
United States History offers many opportunities for interesting lessons, but there are plenty of standards that I need to teach which many students will not find interesting, and certainly not engaging. Recently, that would be some of the early founding fathers and their struggles for or against a national banking system. I don't know any thirteen year olds with a serious interest in America's early banking system. One way I have found to motivate them without rewards is to challenge them to master the material while instilling them with confidence that they can do so successfully. I might mention that classes from previous years really had a hard time with the material
ReplyDelete(which could be true, or not), and that I want to see them do (and know they are capable) of a better job articulating the answer to our daily objectives. Many of my students seem to take well to this kind of challenge. Students want to prove that they can do a better job, and seem to respond well when they know the material is difficult (or not engaging). Usually they do a great job in that type of situation.
1. Students sometimes find writing to be mundane especially academic writing. To make it more interesting I offer choice of topics. If a student can write about a topic that is of interest to them, then they are more likely to engage with the writing. I also feel that sometimes students claim something is boring when they are intimidated by the task. This occurs when students have received poor grades or have failed previously. To interest students, I try to illustrate various ways to complete the task and tie their class writing into their future academic or work place goals. I also try to make student success student centered. When a student does well for the first time, they often want to thank me. I always tell them to thank themselves because their success was due to their diligence and not mine. This makes the reward intrinsic. Today we were completing the mundane ISTEP pretest. Students really hate these tests. In one class, several students were complaining and asking if they really should spend anytime on the pretest. They correctly pointed out that no one was going to grade it anyway, and they could write anything and no one would know. I told them that they were right, but I then reminded them of the "brain" talks we had at the beginning of the trimester, which was last week, and I asked them why do they care if no one looks at their work because it was my understanding that they were being given an awesome opportunity to practice for a very important test that impacts their future goals. I asked them why would they even consider not taking the opportunity to practice, but I reminded them that, of course, it was their choice to succeed or not - that it was their choice to build those connections in their brain or not. This seemed to intrinsically motivate quite a few students. I'm not sure if candy would have had the same impact because while candy is definitely wonderful, it does not compare to one's dreams or life goals. I think that candy, stickers, toys,and extra-credit are good for small accomplishments, but they only provide immediate gratification, which is short lived. I really think that the reward students should be focused on is where they want to be in their life upon graduation.
ReplyDeleteI agree with your point that students find writing mundane. I follow the same strategy as you and allow my students to choose their topic. Since I teach at the alternative school, my students complete all of their work in an online program, but I still allow them to change their topics when completing writing assignments because I get more out of them if they are interested in what they are writing about.
Delete#3
ReplyDeleteWe cannot expect the use of mandated system-wide rewards to be a key factor in boosting student test scores and helping close the achievement gap. I have read where these types of reward systems do improve test scores, sometimes by quite a bit. However, I feel that once students receive these rewards, they are going to expect them each time they take a test. Now it becomes an issue of extrinsic motivation versus intrinsic motivation.
What about special education students, ELL students, and those who just take a little more time to understand a concept? We can’t expect them to make the same improvements as others. These students have to work harder to learn a skill, and then we want to turn around and not reward them for their efforts if they aren’t good enough.
I understand that there is a lot of pressure on everyone when it comes to student test scores-from the superintendent down to the students. However, what kind of message are we sending to our students if we use these reward systems? Maybe something like…you are important to us if you improve/pass and make our school’s scores better. We need to remember that test scores aren’t the most important part of our schools, the students are.
(Question 2: Part 1) Within my classroom, I do employ a classroom management system that includes rewards. This specifically relates to my students being placed in groups of five or six and through their actions receiving team points. This is structured competitively and the students earn positive consequences, or privileges, based upon their group’s standing. (With the point system, I am consciously aware of keeping the teams relatively close to one another.) For example, in our school library, there is furniture. The team with the most points is allowed to sit on the furniture during the read-aloud that occurs during library. Reflecting upon this structure, and what the text stated, this system primarily rewards task-based behaviors. In the text, it was identified that this structure is at best “. . . futile and at worst counterproductive.” While I understand the implications that are presented in the text, this structure emphasizes a team mentality that has encouraged positive peer relations between members of a group to assist one another in making choices that allow for our classroom to operate smoothly. For instance, they encourage each other to continue reading and make their weekly AR point goals, as well as, sharing supplies so that all students are prepared for success. As such, I have noted that students have increased their communication and collaboration skills, specifically because this structure requires them to work collectively with individuals they would mostly likely not self-select. In this way, I do believe that there is a long term benefit. Not only does this system allow for my classroom to operate smoothly and for us to progress through the curriculum, but it provides the opportunity for skills that are necessary in the work place. I am not aware as to whether the same level of student buy in would present without the rewards, especially considering how common place rewards are. In this way, it is difficult to determine whether the benefit results from reward, from the group setting, or a combination of the two. (At this point, I will not be changing structure during the course of this school year. I do believe that it may be necessary to read further into Kohn’s work before I determine whether I will continue with this structure next year.)
ReplyDeleteWhile the long-term benefits of rewards are currently being debated in my classroom management system, I do agree with the text about generating students who require large amounts of verbal and nonverbal praise. One of my focuses this year has been to avoid phrases like “Good Job” and “Nice Work.” These phrases were not constructive and did not encourage continued reflection and growth in my students’ work. This lack of response is understandable, because of the implications of those phrases. As such, this year I am emphasize providing constructive feedback, one statement of something the student did well and a second what needs to be improved on. This has continued to emphasize the growth mindset (mentioned last week) and has decreased the number of students who are making the same mistake repetitively. With that said, my students still desire significant verbal phrase. With my own comments, I am actively emphasizing the process employed, the creativity of thought, the bravery required to simply start, etc. and to state them as a “you statement.” Changing this behavior needs to continue though. I think if I “talk less, ask more” my students can generate these statements for themselves and build self-motivation and confidence. (That is not to say I will completely avoid these phrases and thanks, but will attempt a more even balance.)
(Question 2: Part 2) Yet, this is still a reward. This encouragement is provided externally and spurs a student on. This type of encouragement occurs for adults as well through the statements provided by employers, family, friends, etc. While traditionally not thought of as a reward, it is employed (whether intentionally or not) to encourage a specific action. This type of behavior can be useful in developing a structure of support. As such, in my opinion, there is a long-tern benefit in having both competition and encouragement, because it allows for individuals to identify the value of task and the work they individually will need to provide to the task. A task completed, while perhaps originally for an alternative reason, can allow for there to be pride in the accomplishment or growth. Coupling competition and encouragement with an external reward, increase the likelihood of buy-in, which will produce the desired effect or action, but also will allow for an individual to undergo a learning process that can allow for self-motivation in the future. The reward itself can bring confidence and pride in the fact that the work provided allowed for its presence, because it is tangible and easier for students to connect an idea to.
ReplyDeleteWith that said, I do believe that rewards can be negative as well as positive. In my opinion, the key to rewards is not that they are never appropriate or always appropriate. Like most things, they need to be employed in moderation and purposefully, keeping in mind the lesson that is to be learned and the student who needs to learn it.
And in one sense, rewards can be used as a training tool but understanding that students need to be "weaned" off of them the older they get.
DeleteI like to be rewarded. A raise, a stipend, a note from the principal on your desk after an evaluation, or a comment from a parent. It invigorates me. It's not what motivates me to do what I do, but it sure is nice to be noticed!
ReplyDeleteYes, I think rewards are appropriate. Variety...just as I vary my lessons, I try to vary my rewards.
My grade level uses a raffle ticket system for "perfect performance". Students may earn a ticket for 100% tests and 100% weekly behavior charts. They put the tickets in a drawing for several prizes drawn monthly. A little extra incentive to study those spelling words, to look back in the story for the answer, or to double check your computation. All skills I want to reinforce!
Another reward system the third grade uses (variety) goes with a computer program the students use to practice math and language arts. When they complete a computer assignment, they earn a virtual medal. Each month I tally up how many medals each child earned. For each 10, he or she may spin a wheel for a small prize (pencil, trinket, soda, lunch with teacher, popcorn, no homework pass, etc.) A little incentive to stay focused during computer time.
Lastly, the grade level uses a reading program in which the students take tests on the computer about books they read. They earn points on the program. I have certificates for students reaching certain levels. 25 points and they earn their Associate's Degree, 50 points is Bachelors, 100 points is Masters Degree, and 150 is Doctorate. They love reading to earn their degrees!
I do not feel I am harming their self efficacy by using these three reward systems. Perhaps others would disagree. I see the fault with too much praise and rewards, but reading about Kohn and his belief of no praise and reward made me sad. That doesn't even seem loving or caring. I can't teach like that!
I would agree that no praise is destructive to our students, that there does need to be a balance; but I see many ways in which my praise to my students is not encouraging their intrinsic motivation. The last thing I want to do is teach a classroom full of students who become "robots" of sorts in which they only follow the "carrot" of praise. I want them to use their brain and experience the reward of pushing themselves to reach a self-appointed goal. This reward is much more beneficial than any reward I could give them from the outside. (Of course I teach high school, which is a completely different ball game than elementary.)
DeleteThe business world uses rewards. The company for which my husband works gives monetary bonuses for making sales numbers and certain high earners are chosen for a company trip, fully paid. I'm sure it's not the reason all the workers get up each morning, but incentives motivate people to do their best and go the extra mile!
DeleteI agree. I like to be rewarded for my hard work -- to feel appreciated. It feels good when someone acknowledges something you've done whether a small gift or even something simple, like a compliment.
Delete#1)
ReplyDeleteThis question kind of answers itself. The students find the hardest time being motivated by the most mundane tasks. Specifically it would be the classes that they don’t find interesting or least applicable to their “real life.” Generally, that would refer to math classes, especially the repetition of doing similar problems over and over again to master the material.
As for rewards, I find a lot of agreement with this chapter concerning the detrimental effects of rewards. Over the years, we have experimented quite a bit with rewards. We have gone from pizza parties to progress incentives to give students a bit more push to get through the most monotonous curriculum. At the end of the day, I have found that, if a student really just doesn’t want to work, there is nothing I could give the student to really make them work in the long run. In the short run, it might create some momentum, but the reward effect would quickly dissipate, and the cycle would start over again.
To get students through the most mundane task, at the end of the day our experience is that we just have to grind through the problems one-by- one. We make an effort to make the standards clear that EVERYONE has to do this, with no exceptions. If graduation is their goal, they must also get through the problems. For me, there is really no trick or short cut. We just need to get through the process, and if necessary, our teachers will work through each problem with the student, one-on-one.
I think when the teachers are willing to work with the students through the mundane problems, we show the students that getting through these problems is not easy but they are important. We communicate that we value the process and we value the students at the same time.
Another common issue that comes up is a student would spend a long time on a math test and then fall shorts of passing by just a few points. The student would complain about how long it would take to re-take the test and that he/she is only a few points shy of passing. Again, I would use the same technique. I would tell the student that I understand that going back through the test is monotonous and hard, but the passing score is the expectation for all our students. However, when they take the test again, I will sit with them and explain to them the most difficult of problems.
Again, this communicates that the standards we set for our class is not up for negotiation, but the student is not alone at meeting the standards. Typically, that would calm the student down and we would work through the problems together.
2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.
ReplyDeleteHelping students attribute success to their own effort will accomplish far more than we realize. The struggle with students today and praise is this theory that praise limits students’ intrinsic motivation. High school is a small piece out of a student’s life. If we as educators are truly attempting to prepare them for the “real-world” then we need to refocus our use of praise.
I do believe that there can be constructive long-term benefits of rewards. I also have seen and seriously believe that rewards have hurt our students substantially. The generation we teach has been trained to consider themselves entitled to everything. Blame always goes on someone else for failures and rarely lands on the student.
If we as educators are able to constantly point success back toward the effort of the student, the flip-side of the coin is they will take the blame for failure. This is an important life lesson we can teach our young charges to prepare them to successfully transition from high school into the “real-world.” I will be trying to make this a reality in my classroom.
I teach PE and I am constantly reminding kiddos that the reward is doing better than you did yesterday! I do agree that rewards are needed to a degree but not for every single thing! I have tennis shoe class points and they get 1 sticker if all but 2 bring the proper shoes and they get 2 points if all students come to class with their shoes on and ready to go. The class in each grade with the most tennis shoe points at the end of the semester--get a popcorn/popsicle party with me. Another way that I do rewards is the squad point winners. They earn squad points at the beginning of class--the first squad(s) that are in their spots, criss cross, and quiet gets a point. If all squad members are stretching and trying--they get a point, etc. The Squad winners of each class---get a milk/cookie party or a glow dance party! I also do a jogging assessment---they want to get to green or even higher to the blue level and I give certificates to those students--I also award those who have moved up a point since their pre-test!
ReplyDeleteAt my old school---we did school wide "Warrior Way" with 3 common sayings and ways to earn blue tickets---we had weekly and monthly blue ticket drawings for those kiddos. You earn tickets my "Beeing caught doing good" so we had our 3 BEES and that is what we continued to reiterate each and every day! It starts out good and then it turns icky at times! You have to continuously change your reward and reward systems or they seem to fail and you become like the author explained in the book!
Rewards are such a sticky subject but in a sense I feel that they are beneficial when used correctly!
#2. To reward or not to reward? I can say I have learned my own lessons over the years. For years I would use the ticket system. Students could earn tickets for attendance, doing homework, answering questions (right or wrong), helping others,... Every two weeks the students could use their tickets to purchase gum, candy, pencils,... It worked for the younger kids; not the older. Additionally, it was hard to keep up with. I had to wear clothes with pockets so that I could carry the tickets around throughout the day. Eventually, the students either tired of the reward system, forgot about it, or we really just got too busy to worry about it. After reading chapter 6, I also recognize that I was creating “a bunch of trained seals!” Before that realization however, I did end the ticket system. It got to be too much work and financially costly!
ReplyDeleteIn an earlier reading response, I explained the Class Reward - “Three Strikes You’re Out!” system I use even with ninth graders. It takes the whole class to earn the reward and the pressure is placed on the misbehaving student by other students in the class; not the teacher. This is a great way to start the year. Once the kids learn and accept the type of climate expected in the room, the need for the reward becomes less and less.
Teresa Amabile and Deci “concur that positive feedback, used appropriately, can improve intrinsic motivation.” (Silver. 2012) I agree. People, myself included, like to be recognized once in awhile. When a reward is unexpected and after the completion of a task, it can’t be harmful.
Additionally, we have to keep in mind that all students are not the same. Some people need to feel success before they develop the ability to have intrinsic motivation. Some students need the pat on the back, high five, or thumbs up to validate they are on the right path. I appreciate when I am told by my administrators that I provided my students with a great lesson that day. I am 100% for rewarding students efforts. It’s just like cheerleaders cheering on the football team. “Rewards -particularly praise- when given for accomplishing specific performance goals, can be a powerful motivator for students.” (Silver. 2012) “Reinforcing effort can help teach students one of the most valuable lessons they can learn - the harder you try the more successful you are.” (Silver. 2012) I say recognize and praise!
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI find that my middle school students, most of whom have been identified with a Language Impairment/Specific Learning Disability, are most difficult to motivate in Reading class. I am honest with the students about understanding that - that it is our nature to enjoy what we are inherently good at, and to put off what causes us to struggle. We also talk about the fact that it is within this area of weakness that we can find the greatest reward for our work. Most days I think they embrace that and believe me, but long-term progress is pretty tough to sell to an adolescent. Like others have mentioned, student choice is a strategy in helping students engage. I also work with connecting it to real-life tasks. As an adult I don't enjoy everything I have to read...but if I want to figure out the news story about my favorite baseball pitcher, learn how to start a garden in my backyard, decide which candidate I want to vote for, I need to have the determination and stamina to do the reading. One of the most effective tools I have used with encouraging my students to read is to simply offer them the platform to talk to me about their reading. Taking just a few minutes to ask them about the novel they are reading, or to tell me one new thing that they learned today in social studies or science, gets them vested in being able to answer and have a conversation. Many times I'll ask a student about a book, and days later they will come up to let me know that they've finished and gotten a 100% on the AR Quiz, or have started the next book in the series. Letting them talk to their classmates for few minutes is an incentive for some, while others prefer to draw a picture or create and imovie ad for a book after they are done reading it. They like having an audience for their opinions.
#1: I find that math is the subject area where my students seem the least engaged. I think one of the reasons for this is due to our schedule and the time that we have to teach math. We have to teach Math right after recess/lunch for the last hour of the school day. The students are tired from the day, their food has settled and they are zoned out for the day. I was teaching math as a whole group experience. I was teaching the skill, the students were completing practice problems that I would check and then I would give them some type of assignment to complete on their own to assess their knowledge of the skill.
ReplyDeleteI found that as the year went on, this wasn't effective for my students. The students were not participating and they were "zoning out". I researched ways to implement math centers and started doing that after fall break. This allows for my students to be up and out of their seats and rotating around the room completing various centers during the hour and a half that I use for math. I am able to work directly with small groups every day so I can really differentiate instruction based on each group's ability with the math skill. I have found that giving them another way to learn math, rather than sitting at their desk, listening to me and doing a worksheet has sparked their interest in the subject area and math is something that they look forward to every day. They are excited when I announce that we are getting ready for math centers.
What grade do you teach? How much time do you spend creating centers?
Delete#1 I find that my students seem to struggle with being engaged during my World History class. It is hard to relate things to every day life that you are talking about that took place hundreds or even thousands of years ago. Students just don't get the relevance and at times are faced with learning events that they just don't care about. Learning history as dates and facts is ineffective at reaching students as they see it as something they can simply look up on the Internet. Relating historical eras to modern times consistently over the course of the year helps students realize that historical trends operate in repeated cycles. I have to find ways to make connections through history of how this impacts students and people today. Explaining how innovations that took place during a specific time period are similar to innovations that take place today that change the world and how people work together both positively and negatively. Connecting history to current issues enables students to understand the significance of major changes in societies. As the old saying goes, "those who do not learn from history, are destined to repeat it."
ReplyDeleteBy allowing students to understand the past, helps them problem solve for current and future problems.
You offer an interesting perspective. The challenge with all content is delivering the instruction so that the student does understand it. I like your last line of helping them solve current problems and future problems.
Delete#1 The subjects that causes most of my students to be least engaged or cause the biggest uproar is reading and writing. For writing I try and do different projects that has them writing but for a different purpose than say a writing prompt. We have had them do a RAFT and they get to choose from a list of which RAFT project they want to complete. I have also had them write stories together, because one student may enjoy writing while the other one gets frustrated over not knowing how to spell every word correctly and shuts down because of that frustration. For reading, I let my students read to a stuffed animal in class, or let them read joke books. I have also let my students pick an adult in the school to read to.
ReplyDeleteAlways giving students a choice, let's them have more ownership over their learning. That also usually leads to being more engaged with their work. I agree that switching up your plans so that students are exposed to different styles will meet more needs and keep things interesting. The more fun they have, sometimes they don't realize they are learning at the same time!
Delete#1. I think that sometimes reading tends to be the area where students are least engaged. What I do, is I really base my lesson plans from the standards and curriculum map, and use the basal as a resource, not my total teaching guide. I find hands on activities and resources to teach the skill for the week. We switch up reading as a whole group, small group, partners, or independently. Partners and groups are always changing based on data. I also have 4 differentiated small group reading times planned daily. Integrating Science and Social Studies in the the reading is also another way to keep the students engaged. I have traveling stations that students work through as in analyzing diagrams and explain what is happening, illustrate their vocabulary, sorting activity, matching activity, technology station that builds background knowledge, reading about the standard for the week, and a few other stations. Each of those stations are based on one topic as in electricity or weathering and erosion. I think each day, the children are exposed to different types of standard based lessons, and the lessons help meet all the different types of learning styles. There is a huge amount of planning to goes into my daily 90 minute reading block, but it pays off seeing everyone engaged and challenging themselves.
ReplyDelete#2: I am not for sure if there are any long-term benefits of rewards. I am a teacher and parent that has used rewards off and on to try and motivate or persuade kids to do certain things or to try and get them to work harder on a task. For example, during ISTEP, I have given my students a reward of getting to watch a movie if they will use their time on the test, not rushing, work out the problems, stay focused, behave and be at school on the days we give the test. For some students this really does help I think in giving them an incentive for trying their hardest. This is only one type of reward. One thing I really like to try to do with any type of reward or incentive system is to outline the plan and the student has to do something first in order to earn the reward or incentive. I do not believe in giving a reward before in hopes that they will do what is being asked of them. I like to stretch out my rewards or incentives and not always provide them immediately. I guess in my mind this helps to keep the kids working and not expecting it just for doing one thing. For a few of my students, from time to time, I have had to give a reward sooner and then stretch out the time in between to, so to say, teach them how to work for something and not have to have immediate rewards.
ReplyDeleteIt is kind go like when children go to the grocery store and think they should get a candy bar or something every time you go shopping. Kids have to be taught that they can not expect to get something every time you go someplace or every time they do something. I totally agree that people of all ages need to learn to have more internal rewards and motivation for themselves. Just like with earning money for good grades. What does this teach a child? I have never done this, but have seen other parents do it. I can not see how this helps the child in the long run. It only causes the parents to go broke if the student is earning all good grades. Instead we as parents need to teach our children and the kids at school to learn to reward themselves for the good things they do. The good grades they earn and to use their own motivation to keep them focused on the right track now and throughout life.
First, I would like to concur with Jennifer Garrett! There is not a person (child or adult) who doesn't appreciate being noticed or rewarded for their hard work! I feel like with everything in life comes down to balance. I know with my own girls, they never received money for chores or grades. However, I would randomly surprise them for various reasons to just celebrate their efforts in school or with help around the house.. This way they did not expect it! When it comes to struggling readers, if I can get students to read more by offering a little token! By George I am going to do it! Our school is in a high poverty area and some of our kids don't have much...So if I offer them a SMARTEE to answer my problem of the day I don't believe it is going be detrimental to their well being...
ReplyDelete3) Some districts and schools are moving to mandated system-wide rewards to boost student test scores and help close the achievement gap. Do you support that idea? Why or why not?
ReplyDeleteI believe that this would not solve the problem of test scores and the concept of motivation. In public education, we have the students that we have. With school choice, we might have even more students that are challenging. Scores on standardized tests do not reflect the whole picture for a teacher, instructional assistant, principal or administrator.
A few days of testing with an assessment instrument that is used for the whole state in no way motivate students to study harder or apply themselves more. More and more students are having anxiety about school and testing.
One size does not fit all and should not be mandated for the entire district.
I see both sides of having rewards. One side gives the students the idea that every time they do something they'll get a reward. Too much of that leads to them expecting a reward every time they pass a test or succeed at something. On the other hand, if a reward is handed out at select times, then it could boost a student's self-esteem. I appreciate it when someone rewards me for my hard work whether it's a bonus, a small gift, or a simple compliment. I think rewards can go overboard, but if done very little, it can make a student feel good about him/herself. That small gift or compliment can boost a student's self-esteem and give them the courage to keep trying or working toward their goals.
ReplyDeleteI believe that a variety of rewards are appropriate at certain times. Throughout the year so far I have varied my rewards. My students get those rewards by doing different things- someone might get a reward for weekly behavior one week and then another reward for 70 or above on a test/quiz another week.
ReplyDeleteMy grade level uses the money and raffle ticket system. In the classrooms, we do our own economy where students can earn money for behavior, tests/quiz scores, etc. This gives the students an incentive to do their best each day. When I see my students working hard and on task, I will give them money, clean desk- reward, going back and annotating and citing their evidence- reward. All the rewards I give out are skills that I want to reinforce.
With the raffle ticket system, my other grade level teammates can give out raffle tickets. We switch for math so students have a different teacher and they can earn raffle tickets in there, in the hallways, at lunch, etc. We try to reward and reinforce behavior every chance we get.
I don’t think that this would solve the problem of test scores and motivation of the students. I’ve always said that a “Student is NOT a test score.” The scores do not reflect our students or ourselves as teachers. I know my students are “tested out.” It seems like we are testing them over and over, back to back. My school we do CFAs and CFUs each month (pre/post) and then on top of that ISTEP, NWEA, etc that they have to do right after each other.
I do see faults in giving too much rewards and praise but I cannot not see myself doing that. I love to give out rewards and praise whenever I can. It boosts my students’ self-esteem- most of them do not get that at home.
2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.
ReplyDeleteI found this chapter fascinating...and convicting! I use a mini-economy system in my classroom and the students earn money through a paycheck for homework completion, weekly behavior, attendance, clean desk, etc. They can then use this money to purchase tangible or opportunity rewards. (Interestingly, most choose to buy opportunities like lunch with the teacher or teacher's assistant.) I find this to be very motivational and valuable and would not want to give it up.
I do cringe, however, when we are doing a classroom activity or game, and some kids instantly ask, "What do I get if I win/complete it?" I always respond that they get the satisfaction of a job well-done, but worry that our profession in general has become too dependent upon prize-giving.
In my opinion, the value of rewards is in whether or not they are consistent and can whether they can lead to student motivation in everyday tasks. In educational tasks, competitions, and achievements, students should strive to succeed because they want to be valuable themselves.
Stacy I agree with you but if we compare Classroom with athletics, every athletes prepared for hours then expected to win or received a trophy at the conclusion of their events. I belief if we treat our classroom in such manner and letting students know that their reward is grade/report cards and maybe end of the year celebration party but in the process, they should be commended or praise for completing school work as required. Praise and reward do goes together and it works. Thanks for sharing.
DeleteThis is a little strange, but I am going to comment on the negativity of rewards. I do not give out any awards unless the student goes above and beyond. In the past five years, I have seen how rewards,praise and attention had destroyed my students. They come to me refusing to work unless you beg or reward them. Some won't even get up to get lunch unless praised! So, I let them sit. When a student earns a credit , I do reward with praise and a special treat. I now have students who don't want the treat. They want the printout to take home to parents or probation officer. Don't get me wrong, I am constantly encouraging with smiles,pat on the back or a special note. Because of this, more students are caught encouraging others! The students who come in expecting rewards are looked down on by peers. I believe we reward too much. We don't prepare students for the real world. We need to find a happy medium.
ReplyDelete1. Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI find that math is the most boring subject I teach. In our third grade, we put a major emphasis on teaching reading and some emphasis on teaching math. Most students find the word problems do difficult to understand what the problem is even asking for. I don't give out physical rewards in math. I explain to students that we are learning a certain skill because it is a real life skill and that we aren't learning it to pass some state test, we need to learn it because we are going to use it in real life! I also stress perseverance. I will tell them we are going to do x number of problems and then we will stop. That helps them to focus and to try their best knowing that the end is near. Then I congratulate them at the end for their perseverance.
2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.
Yes, I think there are benefits of long-term rewards. We all like to receive a note of encouragement. My principal came to observe me one day last fall. I was so relieved when he left only to look up to see that our new superintendent had entered the room! He left a personally written note in my school mailbox. I treasure that written word of encouragement as well as the spoken words from my principal. And I have to ask...isn't our paycheck a reward? If we didn't need the money, some of us would still teach. But, I know, when I get the email saying that my paycheck has been deposited, I'm pretty excited!
Rewards are everyone! Everyone loves to be recognized. However, so many people use manipulation instead of appreciation as a reward. The difference between manipulation and appreciation is that the first has an ultimate predetermined destination, while the second is an expression of a genuine feeling. Rewards are often are typically offered before requestiong results. For example in this testing time, many schools will give a student a candy reward for writing or filling up all the lines on a writing prompt. This is a reward that is predetermined and very conditional. A true appreciation is neither conditional nor predetermined. Many appreciations will come in the form of a note. Real appreciation comes from the heart, not manipulation. Just something to think about.
ReplyDeleteI remember a story that was once told by someone that weathy people were at the restaurant eating with their spouses. At the end of meal, they decided to tip their waitress that has done a wonderful job serving them all night. One of the billinonaire asked if anyone has a change for $100 bill, everyone in the party said no because they have same bills in their possession. An homeless man seating outside the restaurant who overheard this wealthy people conversation saw the wealthy man trying to cross the street to asked the gas station Clark if he has change for $100 bill, homeless man shouted in a loud voice, "sir, sir you never ask me if I have a change for $100 bill" the weathy man looked at him with surprise on his face, then asked him if he has change for $100 bills. The homeless man replied "sir I don't have change for $100 but I just needed an attention". To speak less, everyone needs some kind of attention that could be either positive or negative. If reward is given with a purpose is effective but codtional reward might be detrimented to kids. It's okay to recognize students for specific work of accomplishment in the classroom, less visit to the Principal office for disciplinary purposes.
Delete#2
ReplyDeleteSo this chapter was a difficult one for me. My beliefs were all over the place. I have taught students with Emotional Disabilities for 12 years. My job is to teach these students to learn socially acceptable behavior, start behaving themselves, and also to teach them academics. In the 12 years I have seen many successes. I have had many students who were self contained all the time at first but then able to "get it together" and go back to general education classes. Some took more time than others but almost all of my students were able to get back to their classes. My system for teaching behavior consisted of my time, my attention, my verbal praise, my noticing when their effort gave them success, always talking about/reminding then students that they had choices and those choices came with consequences good and bad and also (dare I say it) a reward system. Rewards that they wanted.
When I started reading this chapter I was confused by what was being said about rewards. After all, I had a reward system and I had great success with getting students back to general education. What I was doing seemed to be working. But then reading the research on rewards was making me "second guess" what I was doing and what I believed. But then I came to the last page..... No single right answer..."Sometimes the simplest act of giving children our full attention is the most effective way to support them"... "Helping them learn to attribute their success to their effort is a compelling life lesson and reminding children they have choices, strengthens their sense of autonomy".... I was reassured that it wasn't just one answer that was successful, it was "my whole bag of tricks" and not just rewards that was gaining success with the most challenging students.
Chris, I can relate to your feelings concerning reward and getting ED student transition back to general education classroom full time with minimum support. We used token economic in my classroom when I thought ED but I never let that be the only reward, Indianapolis incorporated praise and 10 minutes free time on camputer and it works. I belief reward comes in different form or shape depending on who is using them and what methodology is innplace to help it run smoothly in class.
ReplyDeleteI think the possible constructive long term benefit of rewards depends on the task. The only time I have consistently used a reward in the past was for demonstrated memorization. While teaching high school Japanese classes, we would play bingo with written characters or vocabulary items. Students were usually motivated enough by the competitive aspect and the chance to best their classmates. I would reward winners by letting them choose stickers from a couple different sets. Because they could choose, and enjoyed decorating their notebooks and student ID cards, these rewards increased their motivation to win. Of course winning involved memorization. This kind of memorization is an absolutely necessary and immediately verifiable component of a language class. There is no short cut to take to the prize.
ReplyDeleteIf students are rewarded only for task completion many will take shortcuts. If I tell a class they may have free time upon completion of an assignment, then it changes from a chance to utilize new learning to a menial hurdle. They will submit work reflecting little or no effort for the sake of getting it out of the way. This type of behavior should not be reinforced. I firmly believe that over-reliance or poorly thought use of external rewards builds a stronger connection to the reward than the educational objective or outcome. This is reflected in students who will only read something if they can get AR points for it.
#2-- Again, being a special education teacher, I believe I need to motivate students externally because the struggles they face.
ReplyDeleteFor example, I have a student whom I have been working with for almost 2 years. Reading is extremely hard for her. She has little motivation to try on ISTEP+ because she has to put so much energy and effort into it. It's just not worth it to her. Last year (3rd grade) we developed a "Winning Test Taker" Rubric. The criteria focused on effort: cooperation, doing her best, pacing, positive attitude. Like any rubric, she received points based on her performance. She passed both IRead-3 and ISTEP! We are doing it again this year for 4th grade testing.
I've used rewards with other students regarding behavior. The piece I add that I think is missing from this chapter is "pairing". I pair the reward with an intrinsic motivator such as they have not been getting in trouble, or their grades have improved, or they have more friends. I attempt to attach their behavior (rather than the sticker or prize, etc) to an outside benefit that is pleasing to them.
Overall, this chapter gave me a lot to think about, as using rewards is a very tricky way to manage students, and should not be over used.
I have an extreme love/hate relationship with the idea of rewards. As an alternative school teacher, rewards have become a great motivator for most of my students. I use success-contigent rewards in my classroom because, for many of my students, that is the only success they see. Most of the rewards I use are heathy fruits and snacks that many of my students would never have access to. Their home situations are pretty limiting and it is surprising how many of them have never really eaten a fresh orange or apple.
ReplyDeleteThis chapter really helped me to consider how I verbaly praise my students and what words I specifically use. I plan on changing it to help them really consider/ think about their successes and recognize the effects they have on their own success.
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI find that my students find solving system of linear equations to be difficult because there is more than one way that you can answer the problems. The students are given more of a choice to choose which way they like the best and some students just want to be told how to answer the question. This is the first time that we are solving for 2 variables and they get confused when there are different letters other than x and y and what order the problem should go in. I try to teach them baby steps and then work my way to the harder problems. There are just so many different ways to solve the problems that it could be hard. I like to see the students work the problems out on the board or on individual boards so that I know if they are doing the problem correct. A simple nod can tell them they got the answer correct.
3) Some districts and schools are moving to mandated system-wide rewards to boost student test scores and help close the achievement gap. Do you support that idea? Why or why not?
ReplyDeleteOur school uses PRIDE cards and candy incentives to encourage students to do their best on ISTEP and IREAD. On their PRIDE cards, the students earn teacher initials each day in 7 different sections:
1. I went to bed by 9:00.
2. I ate breakfast.
3. I used by best handwriting.
4. I listened and read all of the directions.
5. I carefully read the entire story and each question.
6. I checked all of my work on the test.
7. I did my best on the test.
They also have the following subcategories for more specific test goals:
1. I showed by work with pictures, numbers, and words.
2. I wrote 2 1/2 pages on the writing prompt.
3. I restated the question and supported my answer with details from the story.
The students are allowed to miss only 1 section on the test to earn a reward. This year the students can earn a magic show by completing their PRIDE cards. The students can also earn candy incentives for completing the the more specific testing goals each day such as writing 2 1/2 pages on the writing prompt. We starting using test incentives about 8 years ago and it has definitely impacted our scores in a positive way. We have discovered that it provides the bubble students with that extra little push and motivation to do their best on the test.
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI teach English at an alternative school. I have students at all grade levels 9-12 and at varying points within their classes. Since my students do the vast majority of their work on their own, they struggle the most with reading the stories. I have attempted to solve this problem in several ways. First, when I have students who have IEP's, I will often find a video or audio version of the story that will allow the students to hear the information while also following along on their printed version. This helps the students stay more focused on the content and allows them to gain a better understanding of the material because they aren't trying to read it silently and loosing interest. I often allow my slower learners who don't have IEP's to utilize these tools too. Second, I have found comic versions of some stories and allow the students to read through these versions in order to provide with a visual aspect to help students make more concrete connections to the literature. Third, even though my classes are through an online program, I am still able to adapt the content. For many of the longer stories, I tried to add in pre-reading activities that would allow the students to personally connect to the content. The personal connection helps students gain a better understanding of the lessons within the stories.
At our school, we challenge the students to complete at least 5% of their work per day in order to stay on target and complete their classes in the time allowed. Our rewards consist of students getting their names up on the board if they complete their 5%. They often receive verbal praise and recognition for this accomplishment. In order to attempt to encourage our students to stay on target and stay within the attendance guidelines, the other teacher in my building implemented a small reward program. Our students are to complete 2 classes in a 9-week period. They are allowed 4 absences in a 9-week period. Students who complete the required classes and stay within the attendance guidelines for each 9 weeks are rewarded with a restaurant gift card or movie pass. Since we have at-risk students, she is hoping that this small incentive encourages our students to work harder and strive for achievement. Our 9-week period ends on March 24th, so it will be interesting to see if the program works.
My comment to most students when they are struggling and don't want to try is that the best reward will be obtaining their diploma and working toward the next goal in life. I try very hard to talk to my students about their future plans in order to get them focused on the big picture.
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI teach 8th grade Science and every year when we get to the Periodic Table of Elements the kids struggle. I give them a list of 25 elements and they have to learn the name and symbols. It is like pulling teeth to get kids to learn them and it’s just memorization! Telling them there will be a quiz over them doesn’t seem to get them motivated either. To try and help them, I’ve created a bingo game that we play prior to the quiz. They really like to play games and BINGO is no exception. They love to compete against the other kids in class. Seeing how excited they get when they get BINGO makes me happy. I’ve also used Quizlet to construct a set of flashcards they can use whenever they have a free moment. I have a lot of kids that will take advantage of that too.
I wish that learning was still reward enough. Why isn't it?
ReplyDelete3) I use a rewards system in my alternative school because ALL of online learning is UN-engaging. I got a grant to create a Prestige Store. It's called (L)earn. The idea is that students earn Prestige Points based on how many credits they've earned; the more education they have, the more they earn. They lose points for being tardy, sleeping, surfing the internet, etc. Those points translate into spendable dollars. It has motivated many students to be on time, to try to earn more credit, and to try and stay awake. Still, it has taken the focus off of actual learning, and that is most certainly counterproductive. The purpose was for students to translate their "job" at school to what it might be like to work in the community. When I run out of grant money, I will not apply any new funds toward this reward system.
I wish I knew how to motivate them toward simply loving to learn. What we do is boring, painfully boring. I encourage, cheer, read with them, take an interest in their lives, offer appropriate feedback....but ultimately, that motivation really needs to come from within, and I don't know how to build it in them.
Success comes in different form or shape. I like the idea of given out points for being successful in school. I would like to know the name of your grant and which company sponsored it.
DeleteThanks for sharing.
ReplyDelete2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.
In my opinion there are benefits to some types of rewards however the constant rewards for correct answers or things of that nature, I believe, are detrimental to a student's success. One of my pet peeves is when a student says "what do I get if I win? or What do I get if I do that?" My answer is usually, "self-satisfaction, pride in a job well done!" This is usually met with a frown.
Last year and this year I have tried an incentive that is based on the student's effort and working as a team with the class showing a respectful attitude, being helpful, teamwork, responsibility etc... At the end of 9 weeks, the class that has earned the most points gets to have a special activity when they come to class, could be donuts, a movie, popcorn party... During the 9 weeks I try to focus on encouraging/challenging the students to show positive character traits in the hopes that it will become part of what they do rather than just trying to win. There have been mixed results, but overall it has been positive. That being said, it is unlikely that I will continue this next year simply because I do not want it to be something the students expect just because they did the right thing.
1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?
ReplyDeleteI teach reading intervention for struggling readers. Most of my students dread reading because it is difficult for them. I can't always change that but I can give them strategies to use before they start reading. The best way to prepare them to read even when they don't want to is to know what they are going to read about so I can ask questions that get them thinking about the topic and use emotional hooks if possible to set the stage for reading. This makes them a little more interested in what reading is put in front of them.