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[> [> Re: Punishment versus Reinforcement -- Nick Getschman, 22:08:54 01/31/07 Wed

I decided to add my 2 cents to this discussion and basically reaffirm what Emily and Beth said. My main struggle is to understand what motivates students and how to tap into this. I've dealt out the punishment and added the reinforcements, seeing both successes and failures. After implementing a rewards system, students who couldn't get to class on time and wouldn't answer a question started running down the halls to be on time and couldn't put their hands down from participating. And then there were the others who could care less about the rewards and could care less about being punished for misbehavior. I agree with the girls that it takes some form of intrinsic motivation to get this all started, but what sparks those who don't show any motivation at all? Also, what affect does timing have on motivation? My classes are required to take a standardized state test later in the spring. While I personally feel pressed for time, I can't detect a sense of urgency out of some of my students. I had figured that this timing factor would add a boost to the motivation factor (and with some it did), but a group of my students haven't felt it yet. Anyways, I'm just rambling now, figured I'd throw out a few thoughts.

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[> Re: Punishment versus Reinforcement -- LaShundra Richmond, 19:55:49 02/07/07 Wed

>I know exactly what some of you mean when you say many
>teachers threaten to punish students to make students
>do their work. I too have been guilty of this.
>Reinforcement (ie. negative reinforcement like taking
>away something bad, like a boring writing assignment
>and replacing it with a fun activity, or positive
>reinforcement like treats, grades, etc. ) should be a
>motivating force behind students acheiving and
>behaving in the classroom. Unfortunately, I think not
>all students respond solely to this. So, while
>punishment may not be the best solution, (as the power
>point suggests, and as many of you have mentioned),
>mild punishment combined with rewards for the right
>behavior I believe are a means to maximized class time
>on task and minimized time off task. My consequences
>system is mild (student gets a warning, student has
>meeting (mini detention of like 5 minutes) with me
>after class, students parents are called, and then
>student is removed from classroom), but it works
>alright. And I am almost positive that if I made it
>any weaker, I would lose the control that I do have
>over some students. While some seem intrinsically
>motivated (and motivated by rewards), others don't
>seem motivated by much except not having to stay after
>class. I would like to find a way to make
>reinforcement more effective and minimize punishment,
>as I am not a natural disciplinarian, but I don't know
>how well it would work. Perhaps others have
>suggestions they have tried.
Its interesting reading the responses from those who are already in the classroom and how each of you are responding to the issue involving punishment vs. reinforcement. As a future teacher, I wonder if any of these suggestions/ideas will work once I enter into a classroom. During my undergraduate study, of course, field experience was also required. In the classrooms I observed, I witness many types of disciplines and authroitarian styles. I also noticed that students responsed more to teachers who were more relaxed with students and not the aggresive and assertive type. Students respected these teachers, not because there weren't any rules, but because teachers showed confidence without having to holler and scream at children

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