I received the following communication:
First, I want to say that I have taught for 25 years and have never had to use rewards or punishment for discipline. However, I have moved to a new school where every teacher in the school uses the “pull your card” or “move your boat,” etc., resulting in punishments or rewards.
I have never had to do this but have been able to TEACH MY STUDENTS TO BEHAVE BECAUSE IT WAS IN THEIR BEST INTERESTS AND THE RIGHT THING TO DO. However, some of the children I am now teaching have no idea how to use self-discipline. They asked me to create a chart. I was ready to make up my own little chart system when I came across your book on the Internet.
THIS IS EXACTLY WHAT I HAVE KNOWN IS THE BEST FORM OF DISCIPLINE.
Thank you so much for sharing your wisdom on this topic.
Jody Jarjoura
Senatobia, Mississippi
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More and more research is showing that incentives such as rewards work for manual, non-thinking types of behaviors. However, whenever even rudimentary cognitive skills are involved, rewards are counterproductive to the three most effective motivators: autonomy, mastery, and purpose.
“If you do this, you will get that” (rewards as incentives), and “If you don’t do it, this is what will happen to you” (punishments and threats)—the old carrot and stick approach—are not nearly as effective as a more enlightened approach. Simply stated, motivation is best with commitment, not with compliance.
Sharing this enlightened approach is the purpose of this blog and the information at my website.
