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Compare and contrast extrinsic and intrinsic motivations
Compare and contrast extrinsic and intrinsic motivations
Effective discipline in the classroom
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Cash for Grades Several underperforming schools include low grade point averages; misbehaved students, low enrollment numbers and high dropout numbers. Although underperforming schools do not like this look this is when the cash for grades program takes place. The cash for grades program is a program that involves underperforming schools and rewarding students who have good grades such as A’s and B’s with money, many say the program mimics real world situations and will fix any underperforming schools reputation However, it won’t this is a deplorable idea because One, students will expect an award for everything in life. Two, it undermines and kills intrinsic motivation and Three, money cannot by smarts motivation or school success. Starting …show more content…
This habit can follow the student home for example when a student goes home and does his or her chores they will expect an award due to the cash for grades program this gave the student the habit of being rewarded. Students should be learning for the sake of learning in the article “why you shouldn’t pay children for grades” Mcready states “they will reap greater rewards from learning important life lessons about responsibility than from any cash payout” (Mcready). On the other hand the contrary may state, paying students for good grades will reward the student and encourage them to work harder while this may be true this will let the students get in the habit of receiving an award. The cash for grades program kills the student’s intrinsic motivation by taking rewards away from students only making students less motivated. In the program cash for grades (Flannery) states “any kind of intrinsic reward by and large undermines motivation. She also states “any extrinsic reward can be dangerous in a well-known Stanford …show more content…
In particular, the cash for grades cash for grades program is paying students to have good grades “in fact, it can’t even buy good grades for long” (Mcready) “Numerous studies have shown that over time, rewards dampen excitement about a task exactly the opposite of what students are going for”(Mcready) in the article (why you shouldn’t pay children for grades) Mcready states “money for good grades, it sends the message that the reason to work hard in school is to enrich wallets rather than minds” Paying cash for grades also robs the ability to cultivate a love of learning and a sense of responsibility for the students own education”. Some students may not be as “privileged” as other students, not all students have as much “knowledge” as his or her classmates making them doubtful of themselves smarts should not rewarded it’s almost like a privilege and should be taken advantage of by the student and not by others furthermore the contrary may say students should be rewarded for excelling in school and doing their “job” although this may be true students should be learning for the sake of learning the students should be learning to better
You shouldn’t be doing things just to get rewarded for it. This trains us to think that we only should do the things that would make us look good rather than do things all the time to help out the world. We could probably make a much bigger difference in the world if we change our
The use of incentives are debatable whether or not they should be used or not, however it is proven that in some cases it does work. With teenagers if a teacher says that we will get a grade boost by donating money, or time it it PROVEN (word choice) that we will feel more obligated to participate knowing that it will in some way benefit us. As much as we are being selfish and only thinking about how the outcome will benefit us, we still are committing a good deed. And should’t it just be about what the outcome is rather what gets you to the outcome. In the long run, you still end up helping and being kind even though you are doing it only because of the incentive. An incentive is defined as a th...
“Beginning in 2007, his [Roland Fryer Jr.] project paid out $6.3 million to students in 261 urban schools...from low-income families” (Sandel 52). As a result, paying students for good grades has an impact on many people, not only students but teachers as well. Students should be paid for good grades because they will be able to save the money they earn for the future, it will motivate them to do well in school, and it will increase their scores on AP exams. With the money that students earn for their good grades, they can save it for their future. According to student Brett Upperman, “‘Kids need money so we can save it for college.
Did you know that schools in some places are actually giving kids money for good grades? If schools wish students to be self-motivated and have a desire for learning because it’s valuable to them, then schools should not pay students for excellent grades. Paying students for good grades can lead to kids having pressure to earn good grades. In addition, the students who are payed will not succeed academically in the long run. Also, they are not self-motivated so when they are not getting paid they will stop trying. From pressuring to get good grades, not succeeding academically in the long run, and not having self-motivation, there are several negative effects of paying students for marvelous grades.
Giving students a grade that they have not earned hinders the youth’s future educational success. A number of schools are no longer giving a grade of zero on assignments, tests, and exams completed by students. While other school districts continue to give students the grade that is adequate for the work they have done or have not completed. Giving students the grade that equals their work is designed to show students where they need to improve. Many school boards want to stop giving out zeros for work that hasn’t been turned in and give a grade that rages around the “D” area keeping children from falling behind in their classes. By allowing student to pass through the school system the educational board is raising their graduation and success
Let’s start by first examining the letter system currently used for evaluating or grading students. Letter grades, A through F, are assigned based on a combination of associated and non-associated assessments of skills. “A” being excellent or good, “B” meaning better than average, and F meaning poor. These letter grades take into account many non-academic elements such as behavior, participation, extra credit, and even attendance. A teacher can put anything they wish into a students’ grade. We are taught, at a very early age, both by educators and by parents, that if we are an “A” student or we get “good grades” we are “good people” or if we earn “bad grades”, we are “bad” or inferior to others. Thinking back to my childhood, going to school each and every day, not because I wanted to or because I enjoyed it, but because I had to. I can remember just trying to get through with anything better than an “F”. Anything better than an “F” meant I was doing okay and was going to go to the next grade, eventua...
Students and education have a direct connection; if students are failing, then the educational system is going to decline. In order for the education system to prosper, the nation has to consider the needs of the students. This country consists of students that have a bright future ahead of them, but the only downfall is trying to get the students to their future. The Cash for Grades Program solves this issue by rewarding students for their grades, so that they will work very hard to be successful and fulfill their bright future. If America is the fastest growing economy in the world, then why is the education rank so low? America’s strengths should reflect the education that is offered, because this is the key factor that is associated with a top notch country. A country with prospering education has bright students that can lead the country to a better place.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
The Consequences of Grade Inflation When students arrive at university, professors expect them to understand the material to an exceptional standard. The problem is that grade inflation is occurring more regularly in secondary schools and universities across the country and when these students’ marks are sent to universities or colleges, the student may be given multiple scholarships for something that he/she should not have earned. Grade inflation is conceived between both students and teachers, meaning that the students are given higher grades when they have inadequate learning, reading, and verbal skills, while the teachers do not have to grade as many papers as they should in the real curriculum. There have been multiple examinations that have confirmed that grade inflation is very real and still occurs today. Students seem to think that they do not need to put forth much effort in school to do well, and grade inflation encourages this thought.
Although learning has its own rewards, some students respond better to money. This essay explains how students will be paid and the reasons that they should receive money for getting good grades. Some reasons that students should be paid are: if students received rewards for having good grades, fewer students would drop out, graduates would be better educated, people would seek higher education, less crime would be committed, less people would rely on the government, and graduates would be more qualified for better jobs. In 2009, an experiment by MDRC was conducted in two community colleges in Louisiana State for low-income students. One group of students was offered $1,000 each semester if they could attend college at least half time, and maintain an average above a C while another group did not receive the supplement.
What is intrinsic reward? Intrinsic rewards are psychological rewards that we get from doing meaningful work and performing it well whether in studies or job. It’s actually a type of motivation. There also extrinsic reward. Extrinsic rewards usually financial and tangible. This reward given by manager to employee such as pay raises bonuses and other benefits. It been called “extrinsic reward” because it was external to the work itself and other people control their size whether or not they are granted. Extrinsic reward played a dominant role when work was generally more routine and bureaucratic, and when complying with rules and procedures was paramount. This work usually offered workers few intrinsic rewards, so they use extrinsic rewards as the motivation tool that available in the organizations. Extrinsic and intrinsic motivation can also play an important role in learning settings. Some experts argue that the traditional emphasis on external rewards such as grades, report cards, and gold stars undermines any existing intrinsic motivation that students might have. Others suggest that these extrinsic motivators help students feel more competent in the classroom, thus enhancing intrinsic motivation. As you have seen, extrinsic motivation and intrinsic motivation are both important ways of driving behavior. In order to comprehend how these can be best utilized, it is important to understand some of the key differences between the two types of motivation including the overall impact that each can have on behavior.
School can be frustrating for students. Going to school, doing homework, and then repeating it all over again the next day can become quite tedious. Especially when one feels as if they are not gaining anything from doing well in school, it causes students to have very little motivation to complete their schoolwork. Students might be motivated if there was some sort of incentive for attending school and doing well at it. A law should be passed that requires students to be paid for doing well in school because it gives them motivation, helps them with financial issues, and allows them to learn how to manage money more effectively.
Even some schools with a bad rating and not many kids are starting the program but that's rarely seen. The Cash for Grades program pays students for having good grades, and passing certain tests with the required test score. The amount of cash you get varies on what kind of school you go to for example, people that go to school with 100s and 100s of kids and live in a high income area can get more money than someone who lives in a low income area with less kids. Schools that think this will help are wrong the Cash for Grades
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
I do not believe, however, in using rewards like stickers or stars, A’s or praise. To quote Alphie Kohn, "When rewards stop, people usually return to the way they acted before." I want my students to be intrinsically motivated and giving out rewards inhibits intrinsic motivation. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on an assignment rather than a star and a "good job." I don’t want them to become dependent on my praise. I want them to be successful learners.