Reward Systems for Students Are Ineffective

“The table group with the most points will get a treat for behaving so nicely today.” Well that ought to teach every student to follow the classroom rules…or does it? Reward strategies are an everyday occurrence in our classrooms. All across the country, teachers have succumbed to using stars, stickers and smiley faces to help motivate students. More than ever, a myriad of incentive programs and systems have been created to help schools and teachers manage behavior, motivate learners and encourage engagement. There is no doubt that rewarding students may result in initial compliance or short term gains. However, Children that have grown used to expecting rewards can feel discouraged when they stop coming. In the end, this can diminish their determination and curiosity. There is evidence that in the long term, reward systems are ineffective.

There are many who believe students’ motivation can be “jump started” by giving rewards. Behaviorist, B. F. Skinner coined the term “Operant Conditioning” and claims that all behavior are shaped by rewards or punishment. Skinner believed that human beings act on a "repertoires of behaviors" that can be conditioned by the environmental consequences around them (Robinson 1). Token systems, star charts, point systems, online incentive reading programs, gotcha coupons…well the lists goes on; are all example of ways to shape students’ behavior. The common belief is that rewards can help students develop a reason to do better. Supporters claim that through the use of rewards and incentive programs, children learn to listen, to complete work and to behave appropriately.

The behaviorist theory assumes the child can and will if they want to bad enough or if the reward is big enough. H...

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...otivation. I truly believe that we have the ability and the power to control our destiny, to make good choices, and to learn from our mistakes—without . When our needs as human beings are satisfied, the action of all people, be it the young or old—will be based not by short term and inconsistent extrinsic motivation , but by deep-seated, meaningful, and long term inner drive.

Works Cited

Robinson, J. “To Reward?...or Not to Reward?” American Journal of Health Promotion 13.1 (1998): 1-3. Print.

Deci, E. L., & Ryan, R. M. “Intrinsic motivation and self-determination in human behavior.” New York: Plenum.(1985) Print.

Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129–137.