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I think I have written my opinion before, because this is a soapbox of mine so ... From Mary's post ... "Kohn discusses why rewards, including praise, fail to promote lasting behaviour change or enhance performance and frequently make things worse" What a load of bollocks that is, especially about praise. I don't believe that there is anyone, adult or child, who doesn't respond to praise - just a simple 'well done' or other verbal acknowledgement of our efforts makes us all feel good, and is one of our basic needs if we subscribe to Glasser's theories. Can you imagine how long you would stick at your job if no one ever acknowledged that your work is important/ valuable to them? Telling a child that you recognise the contribution they are making to their own learning is essential if they are to make that extra effort. Case in point ... very bright kindergarten child, often on the point of tuning out and without a lot of friends because of her eccentricities, told us yesterday that the story I had just read, Goodnight Owl by Pat Hutchins, was a story about revenge. It was so out of left field, and so spot on that I told her so and not only did she glow, she stayed in tune for the rest of the session AND contributed. When the rest of the kinders came throughout the day and I shared the same story, I told them what Phoebe had said and so started the tiniest shift in attitude towards her. Tell me that that is not going to have a long-lasting, cumulative effect on both Phoebe and her class. I bet you anything Phoebe will come next week tuned in, not out. Little children do not have the longest memory span, which is why they will their parents nothing when asked what they did at school. It's because there was nothing so extraordinary that it stands out in their memories- but pop a sticker on their collar or a stamp on their hand, and they will remember what it is what they were rewarded for and talk about it. This gives the parents the opportunity to reinforce the positive behaviour, and for some students, taking home a positive from school rather than a negative, is critical. Students who are having trouble managing themselves in class will try extra hard if there is a reward that means something for them to work towards. How often, as a classroom teacher, did I divide a session into 15 minute slots (that gradually became 30 mins) and if Johnny or Mary had managed an agreed behaviour for that time, there was a sticker (ie visible acknowledgement) on the card and so many stickers (maybe three a session) gave them a small reward, as an acknowledgement of their effort. This was always done in consultation with the parents who also agreed on a special treat in exchange for reaching a particular, cumulative target. It helps kids set goals and feel the pride in achieving them. The stickers are more a visual tracking of their progress so they can see they can do it. Do we not do this for ourselves? As well, we also publicly acknowledged all students with certificates for achieving something special, whether academic, social, behaviorial, whatever at weekly assemblies- not only do these boost the child's self-esteem, it showed us all that everyone was good at something, even the ostracised child, and it all went towards others changing their attitude about that child - as in Phoebe's case. So, sorry, but when it comes to little children anyway, Mr Kohn is not right. 30+ years of working with these little tackers tells me that. That all said, I don't believe in rewards like golden dollars (whatever they are) or pizza parties or the humiliation of principals because individuals, classes or schools have read a certain number of books, earned a certain number of points or whatever because the rewards have nothing to do with the task, and you have to ask what is the purpose that the student has completed the task. Certainly, older children and adults probably don't need continual visual reminders of success, although personal acknowledgement from someone whose opinion they value, remains essential. It becomes a case of the rich get richer, and for reluctant readers we need to foster an attitude change, beginning on a much broader level than reading. Motivation comes from within - but that's for another time or maybe a column in Teacher Librarian. So maybe Mr Kohn was right (except about praise) if he was referring to older people. This is way too long - but one last thing. No way is my pay cheque (or Mr Kohn's) a "reward". I sell/exchange my time, experience and expertise with my employer in return for the currency of the day - in Roman times, it would have been salt. That's the contract we have and it is a commercial deal. But I choose to share that time, experience and expertise with my colleagues, such as you, for free and expect nothing in return - although the praise is nice :>} Barbara Barbara Braxton Teacher Librarian Palmerston District Primary School PALMERSTON ACT 2913 AUSTRALIA T. 61 2 6205 6162 F. 61 2 6205 7242 E. barbara@iimetro.com.au W. http://www.palmdps.act.edu.au "Together we learn from each other." -------------------------------------------------------------------- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. 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