Relying on rewards to influence behavior changes the motivation in children. Teachers of upper elementary grades through high school know this truth by the most common questions students ask: “Will the material be on the test?” and “Will this count on the grade?” Rather than being motivated by curiosity, the challenge, or the enjoyment of learning, the students’ motivation turns toward the external reward—the grade.
The motivation is to do well for the teacher’s evaluation, rather than for the learning itself. In addition, and this is rather obvious, the more emphasis placed upon the external reward of the grade, the more students look for the easiest way to obtain it.
Here is a paradox. Many studies have shown that the … >>>READ MORE >>> →