ERIC Number: ED439810
Record Type: RIE
Publication Date: 1997
Recognition without Rewards: Building Connections.
Cameron, Caren; Tate, Betty; MacNaughton, Daphne; Politano, Colleen
Noting that the use of rewards in the form of stickers, trophies, prizes, points, tokens, and grades is commonplace in elementary education today, this book explores the differences between rewards and recognition and shows how teachers can build student confidence, motivate learning, and develop skills for lifelong learning through recognition. Based on a holistic approach, the book presents: practical ideas for recognition in the elementary classroom and school, through sports and games and at the end of the year; criteria-based assessment ideas; responses to commonly asked questions; and an overview of research findings on the use of rewards. The book is presented in six chapters, each of which outlines practices to move away from, practices to include more of, practical suggestions for recognition practices, and responses to commonly asked questions for the particular area. Chapter 1 differentiates rewards and recognition and outlines the criteria for recognition. Chapter 2 focuses on classroom ideas, while chapter 3 deals with school-wide recognition ideas. Chapter 4 addresses sports and games ideas. Chapter 5 presents recognition practices for the end of the school year. Chapter 6 makes suggestions for student assessment. The appropriate age range for each recognition idea is included. Blackline masters for materials are appended. (Contains 52 references.) (KB)
Descriptors: Change Strategies, Classroom Techniques, Elementary Education, Elementary School Students, Foreign Countries, Holistic Approach, Holistic Evaluation, Incentives, Recognition (Achievement), Rewards, Student Evaluation, Student Motivation, Teacher Student Relationship
Peguis Publishers, 318 McDermot Avenue, Suite 100, Winnipeg, Manitoba R3A 0A2, Canada ($17). Tel: 800-667-9673 (Toll Free); Web site: http://www.peguis.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A