Lesson 4 Question 3

Jones and Incentives

The word bribe is often used in education. Critics think that when we offer a reward of some sort we are bribing our students. This is simply not the case. Webster's dictionary defines a bribe as " a gift or promise  given unethically in return for a favor." We are not trying to persuade them to do something illegal or immoral. We are simply trying to modify their behavior in a positive way. Of course, it would be nice if everyone was able to engage in academic activity and other appropriate behavior for the "love of learning," but the sad truth of the matter is that children sometimes have never experienced any success with academic work. (Hopkins)

The goal of any behavior modification program is to wean the child or adult from the more obvious externally provided reinforcers to the intrinsic, more naturally occurring reinforcements that the successful completion of a task brings. The rewards are simply a means to show the child the intrinsic rewards that accompany the external rewards.

Incentives, often confused with bribes by critics, are defined as something that incites to action; motivates; spurs. In the classroom, incentives come in the form of something that is preferred by an individual or an entire class. In the Jones model, Preferred Activity Time [PAT] is time allocated for activities that students enjoy. Jones believes that is important to consider three things when introducing PAT: first, students must want the activity, second, they must earn the time, and third, the teacher must be able to live with the PAT. (Charles, 114) When these criteria are met, PAT can be goof for both the children and the teacher.

Dr. Ruth Peters, a clinical psychologist from Clearwater, Fla., and study skills consultant to Sylvan Learning Centers, suggests a system of rewards to motivate children to do their homework in a timely, acceptable fashion. She would rather provide incentives to a kid and jump start the behavior, internal motivation and attitude change than watch kids fail. (Kranz)

Experts are sharply divided over the use of rewards or bribes to get children to do their homework or behave in an acceptable manner. Those opposed say rewards don't teach children to take responsibility for themselves. In an article about business management, Alfie Kohn states his opposition to incentives and rewards:

Do rewards work? The answer depends on what we mean by "work." Research suggests that, by and large, rewards succeed at securing one thing only: temporary compliance. Incentives, a version of what psychologists call extrinsic motivators, do not alter the attitudes that underlie our behaviors. They do not create an enduring commitment to any value or action.

Punishment and rewards are two sides of the same coin. Rewards have a punitive effect because they, like outright punishment, are manipulative. "Do this and you'll get that" is not really very different from "Do this or here's what will happen to you." In the case of incentives, the reward itself may be highly desired; but by making that bonus contingent on certain behaviors, managers manipulate their subordinates, and that experience of being controlled is likely to assume a punitive quality over time. Do rewards motivate people? Absolutely. They motivate people to get rewards.

In a perfect world, all students would follow the rules because it is the right thing to do. Unfortunately, in reality those students are outnumbered by the ones that need incentives to help them see the intrinsic, more naturally occurring reinforcements that the successful completion of a task brings.

While teaching fifth grade last year, my classroom was next to someone who used PAT on a regular basis. The students were allowed to earn time by exhibiting good behavior in the classroom. This particular teacher allowed them to bank time and use it every Friday afternoon. All afternoon. When used in that fashion, I think it loses the appeal. I believe that in order for it to be effective, it truly needs to be earned by the students. In my classroom I used incentives regularly with my students. They ranged from educational: spelling games,  math puzzles and extra computer time, to simply fun: popcorn, class discussions, and the occasional movie (which was always tied to classroom reading).

References:

Personal:

Iles Elementary School, 1999-2000. Fifth grade teaching experiences.

Websites:

Kohn, Alfie. Why Incentive Plans Cannot Work

Kranz, Cindy. Should you bribe your kids to do homework? The Cincinnati Enquirer.

Timothy Hopkins Behavior Management FAQ.

Book:

Charles, C.M. Building Classroom Discipline.