Doesn recognizing positive student behavior make them dependent on rewards?
The goal for all behavior and discipline systems should be to strive for an internal, intrinsic sense of “doing the right thing.” This does not happen for some children, however, until they have sufficient practice. And students are more likely to practice correct behaviors if they receive frequent and specific positive feedback. Verbal praise is fine, but many of us forget to acknowledge correct behaviors specifically and frequently. Tangible rewards do not need to be large, fancy or expensive, but visible recognition can often supplement verbal recognition very effectively. The goal over time is to reduce the frequency of tangible rewards so that behavior does become internalized. Verbal acknowledgement and encouragement, however, should consistently be given on average at least four times for every correction or reprimand.
Related Questions
- What is the difference between a "Dependent" student and an "Independent" student, and how does that classification impact the application process?
- What is the difference between a "Dependent" student and an "Independent" student, and how does that classification impact the application process?
- Will fostering positive self-esteem and creating awareness of gender issues improve student performance, especially in math?
- Doesn recognizing positive student behavior make them dependent on rewards?
- How is Individual Student Positive Behavior Support Implemented?
- How is Individual Student Positive Behavior Support Implemented?
