Increased work load: customized/tailored to each student Time consuming to create

Rewards require surveillance Watching Monitoring Recording Tracking Consequence: Monitoring rewards instead of students

Rewards can be costly Separate rewards: boys and girls Paying out of their own pockets Pay for pizza, stickers, posters, prizes Adds up $$$

Teachers should spend more time understanding students Why are or aren’t they performing? Make material interesting and exciting Incorporate technology Get feedback from the students

Rewards are unrealistic Rewards cannot last forever Students go back to previous ways

Many teachers decide to implement a reward system to increase student motivation. Most do not foresee the numerous negative effects that rewards come with, regarding their students. Rewards DECREASE motivation Once a reward system is in full effect, students will be doing tasks for the sake of rewards Students are now extrinsically motivated

Although extrinsic motivation increases, intrinsic motivation is lost Students lose the value of learning “Why should I do this? I am not getting anything for it!”

Rewards can diminish : - Self-Motivation - Curiosity - Interest -Persistence -lowers conception of human nature’s strive for motivation and self-fufillment Empty Rewards have an impact on : -View of Competence - Self-Determination

Verbal Rewards : Positive Feedback from the teacher Leads students to engage in activity for this reason alone. Which in turn lowers intrinsic motivation in the student.

Tangible Rewards : Given as prizes to encourage and ensure good behaviour. Some may believe this causes the teacher to control the students. THREE TYPES: - Engagement – Contingent - Completion – Contingent - Performance- Contingent

Studies performed by : Deci, Koestner and Ryan Involved 128 participants. FINDINGS: Expected Rewards Diminish Motivation Tangible Rewards Affect Self-Intrest Engagment Theory- affects effort put in to student’s work. Why is this issue important?

Theory developed by Edward Deci and Richard Ryan Human are said to have two innate needs: the need for control and the need for competence. Ex: Puzzle – a student feels in control and they are competent enough to complete it (unless its beyond their competency)

Deci and Ryan say that intrinsic motivation springs forth once these two innate needs are fulfilled. Extrinsic motivation restrict us from feeling free and competent. Rewards impose more of a feeling of tension and pressure rather than motivate. Rewards are not always there as previously stated Controlling language: “You got an A because you finally listened to my instructions” v.s “You got an A because you understood the authors use of metaphors”

When rewards are introduced students tend to attribute their hard work as externally motivated rather than internally. Brings forth Self-Handicapping students