Review of ‘Teaching Without Using Rewards’
by Tracy Mercier
http://www.responsiveclassroom.org/teaching-without-rewards/
Mercier, T. (2015) Teaching Without Using Rewards. Available at: http://www.responsiveclassroom.org/teaching-without-rewards/ (Accessed: 5th May 2018).
ClassDojo utilises points to reward pupils in the classroom. The impact of this has been discussed on page 8 [ClassDojo – The Impact]. Tracy Mercier however, writes an article which opposes rewards within the classroom, replacing this with verbal praise.
Mercier initially discusses how when using a reward system, the children are often focused solely on receiving the reward, rather than managing their behaviour independently within the classroom. Relating to personal experience, she particularly noticed how pupils in her class began to ask for prizes, rather than accepting them as a reward for their behaviour. Rob Barnes (2006, p.70) argues that rewards are positive within the classroom environment, however also highlights that over-praising pupils causes pupils to become expectant of rewards every time they achieve at task. The expectation of rewards demonstrates a clear link to David Wray (2010, p.44), who recognised the issues that arise with pupils’ dependence on receiving rewards for good behaviour. Mercier therefore, clearly evidences the faults that can surface when reward systems, such as those that provide physical prizes, are implemented to manage behaviour within the classroom.
Additionally, in an article written by Barnes (2006, p.70), it is stated that although rewards are a viable method of managing behaviour, praise also plays an important part in motivating pupils. This corresponds with the second part of Mercier’s article, which discusses the utilisation of language as praise for pupils. Mercier describes the impact verbal praise has upon pupils, emphasising that pupils “misbehaved less frequently” (2015) when they received verbal praise from the teacher, rather than their behaviour being led by rewards such as points or stickers. Language is a prominent feature of an article written by Bill Rogers (2015, p.176), which contradicts Mercier’s argument. He insists that with regards to sanctions, verbal communication does not impact upon pupils’ behaviour to the same effect as consequences. Applying this to rewards, Rogers therefore argues that physical rewards and sanctions have a more prominent effect when managing children’s behaviour.
Alternative research, undertaken by Partin et al. (2010, p.174), questions verbal praise and particularly highlights that teachers should be continually evaluating the behaviour in their classroom, to identify whether the use of praise is effective or having an adverse effect upon the pupils’ learning. Each article poses valid views regarding verbal praise in the classroom, therefore its impact upon behaviour is dependent upon pupil attentiveness and response towards receiving praise verbally from the teacher.
Mercier’s article (2015) utilises personal experiences and reflections to analyse the use of reward systems within the classroom. Despite lacking external research, much like Olmstead’s article [page 5], Mercier emphasises the importance of verbal praise as a motivator for managing behaviour within the classroom. However, from additional research into verbal praise, it is evident that consideration should be taken regarding pupils’ responses to verbal feedback, as no clear comparison can be made between verbal praise and the use of reward systems in the classroom.
Behaviour Management - ClassDojo 