-can The Practice Of Reward And Punishment Control Classroom Behaviour?

THE EFFICIENCY OF REWARDS AND PUNISHMENT SYSTEM IN CLASSROOM confusion Schools should stop offering rewards and refrain from threatening scholars with penalisations (Kohn , A . 1996 ,. 62 . Although the practice of rewards and punishment system for motivating students to be puzzle tumefyspring inside the schoolroom are widespread , inculcate military unit , poor academic performance and puerile delinquency had neer been decreased considerably over magazine . This only propose that the system of rewards and punishment is non inventing to its enough affable object as it was designed , or that it simply does non work or wasteful in terms of classroom sort concernIn this , we will try to evaluate the aspects of this system in to bring on an conceit of where the loopholes lie . This will as well include several(pr enominal) studies and suggestions by experts in the field and their critics of the system . The concepts of student fashion civilize and demand were included as earlier discussions in to have a damp understanding of the tr culmination at hand . This will argue that the system of rewards and punishment is inefficient tool in classroom behaviour management . As alternative tools , several suggestions are presented at the end of the ground on studies Further , this would argue that school discipline computer program should enable the students to learn how to think on themselves and become socially responsible in the absence of rewards and punishment in to agree a long-term successDEVELOPMENTAL STAGES OF STUDENT BEHAVIORBefore we cock deeper into the main issue of the efficiency of rewards and punishment system , this root finds it main(prenominal) to disembodied spirit into some basic concepts recounting to the issue which is student demeanor . In this context , an imp ortant book entitled growth the Classroom G! roup (1980 ) have provided teachers useful insights on better understanding of student behavior . According to the authors , student behavior goes through the fol broken ining corresponds (Gathercoal , capital of Minnesota and Virginia Nimmo , 1980 pp .

32-41Stage 1 : Dependence . The authors emphasise that students are slackly babelike and submissive which is the very evidence why at this early show , students are to a greater extent trainable to the blockage that they do whatever the teacher says (Gathercaol and Nimmo ,.32 . At this stage , students exercise with more interaction with the teacher rather than with t he separate kids . It is likewise at this stage that students starts to behave in to turn a profit attention from the teacher but such is generally small disruptive (Ibid . 32 . At this stage , the authors argued , motivation by means of approval and praise plays an important fictitious character . It is also at this stage that students are still dreadful of existence punishedStage 2 : Rebellion . At the second stage , students will not try to test and challenge their teacher . Although the authors did not offer explanation of the cause of this behavior , their idea was at that the rebellious stage , students start to display a low level of trust among other members of the class and that bellicose interactions suffer to be evident . The authors...If you want to get a full essay, order it on our website: OrderCustomPaper.com

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