Teachers and students desired use of classroom recognition and rewards.

Abstract

This research is based on a study that examines teachers and student's desired use of rewards and their affects on classroom behaviors. The research will examine students and teachers perception of rewards in classroom behaviors. The most popular discipline approach amongst educational institutes is the interventionist approach, which is based on behavioral theory. According to this approach appears to be accepted by teachers, parents and students as being an efficient method of classroom discipline. Many educators are concerned with the educational impact of this approach on the development of students' self-discipline and self-responsibility, arguing that, overall, recognitions and reward systems have a negative impact on students' intrinsic motivation. In a recent meta-analysis of studies on the effects of reward on students' this intrinsic motivation, found that recognitions and reward could be used effectively in the classroom to help maintain or increase intrinsic motivation. Praise and rewards for good performance reinforce productive behaviors and attitudes among students. If praise and rewards are arbitrarily given to students, they have no meaning. If students are praised or rewarded for accomplishing tasks that require little effort, their peers will view the praise or reward as undeserved. If Teachers use praise and rewards in teaching middle grades students who make a significant effort to acquire skills or knowledge promote "learning", because proper use of praise and rewards has been shown to increase student motivation for learning.