Goals and Rewards
pa...@my-dejanews.com
discussion makes reference to Taking charge: A Parent's Guide to Monitoring
the Education Process. The full report can be read by visiting
http://www.academics4u.com
1/4/99 -I have looked at the suggestions regarding goals and rewards and find
it difficult to line up against current research. Much of the research
suggests that the more you reward a child to do something, the LESS
interested they are in doing the task. How do you marry what you are saying
to this type of research. (see the work of Deci, Kohn et al)
Bill Rusin, Deputy Principal Tyndale Christian School
Blacktown, Sydney
1/5/99 Response - Hi Bill, Thanks for the comments. When we use the word
"rewards", it is necessary to more clearly define the type of reward we are
talking about. 1. There are rewards that are given after something "good" has
been done in a random fashion that we (parents and teachers) subjectively
decide. 2. There are rewards that are given for accomplishing a "self set"
predetermined objective. * I use the word "rewards" to explain a celebration
after a "self set" predetermined objective has been achieved. It is important
that the student set his or her own goal, guided by the parent or teacher.
Therefore they are attaining their own predetermined goal. *However, there is
no better way to increase motivation than by creating vision. When they are
deciding their objective or goal, it is important that they make their
decisions while reflecting on their aspiriations.
Christopher Rudolph
1/6/99 Bill Rusin's Response
Dear Chris, Thank you for your prompt reply. My understanding of the research
suggests that contigency based reward systems are those that are the most
destructive for the on going motivation to learn. It is obvious that any
child in a setting where there is teacher/parent involved will recieve
"rewards". The type of rewards are critical in enhancing self motivation. As
you are most probably aware, goal theory suggests that the type of goal
offered to students is important in maintaining a "vision" that you rightly
suggest is very important for the learning of children (and adults). However,
the use of tangible or concrete rewards are less useful than simple words of
encouragement or other forms of specific feedback about the task at hand.
Whilst delayed gratification is a useful tool for children to adopt for
themselves to promote perseverence in a task, it become a contractual
agreement which tends to be more manipulative rather than helpful to the
child, especially if you are interested in promoting "deep learning". I do
think that your emphasis on achievable "self sets" is excellent and that
achieving success in these "self set objectives" is the major contributor to
student motivation and vision. Schools would be much happier and focussed
places if teachers were able to work this way in the classroom. Best wishes,
Bill Rusin
Chris Rudolph
pa...@academics4u.com
http://www.academics4u.com
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