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ERIC Number: ED347563
Record Type: Non-Journal
Publication Date: 1992
Pages: 15
Abstractor: N/A
Reference Count: N/A
Bribes or Rewards.
Megyeri, Kathy A.
Small tangible rewards for student progress, such as candy bars, pens, or ribbons, add potency to the verbal and written praise offered by the teacher, thus increasing student motivation. Giving students small prizes enhances the cooperative atmosphere of learning, especially for those who do not normally do well. Research indicates that low student motivation, passivity, and lack of parental interest are key problems in American education. Students often feel discouraged about their abilities to compete academically with their peers, and see little connection between school curricula and future employment. In middle schools, motivation begins to move from an intrinsic desire and curiosity to an extrinsic hope of achieving external reward, inhibiting motivation. Numerous examples illustrate how motivational prizes or "bribes" effectively induce student motivation. Undoubtedly, there are also shortcomings in the repeated use of extrinsic rewards. But a sample of 25 anonymous student comments about the practice of rewarding them extrinsically were overwhelmingly positive. Until it can be shown that the practice is immoral or educationally unhealthy, the practice of giving rewards and treats can be recommended among English teachers. (HB)
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A