Not all forms of reinforcement are considered detrimental. A distinction is made between reinforcement involving intrinsic reinforcers, or rewards as they are often called, and reinforcement involving extrinsic reward. Only extrinsic rewards are said to be harmful. An intrinsic reward is ordinarily the natural consequence of behaviour. We learn to throw darts by seeing how close the dart is to from an outside force, such as a teacher. Probably the most ubiquitous extrinsic reward ( an d one of the most effective) is praise. The teacher reinforces behaviour saying “good,: “right,” “correct,” or “excellent,” when the desired behaviour occurs . Other extrinsic rewards involve non-verbal behaviour such as smiles, winks, thumbs up, hugs, congratulatory hand shakes, pats on the back, or applause. Gold stars, certificates, candies, prizes, and even money have been used as reward, but they are usually less important in teaching- and even in the maintenance of good discipline –than those mentioned earlier-
The distinction between intrinsic and extrinsic reward is what artificial . The teacher may count himself successful,” as Skinner wrote, “ when his students become engrossed in his field, study conscientiously, and do more than is required of them, but the important thing is what they do and when they are no longer being taught” (emphasis added). It is not enough for students to learn the three R’s and a little in science and geography; they must be prepared for a lifetime of learning. To reduce their interest in learning would be a terrible thing; even if it was done I the interest of teaching them effectively.
There are suggested guidelines in using the extrinsic reward
-When possible avoid using rewards as incentives.
-Reward at a high rate in the early stages of learning and reduce the frequency of rewards as learning progresses.
-Remember that what is an effective reward for one student may not work well with another.
– Reward success and set standards so that success is within the students’ grasp.
-Bring attention to the rewards (both intrinsic and extrinsic) that are available for behaviour from sources other than the teacher.
-Reward only the behavior you want repeated.
Following these rules is harder in practice than it might seem, and most teachers will need training in their implementation. But reinforcement is probably the most powerful tool available to teachers, and extrinsic rewards are powerful reinforcers. To teach without using extrinsic reward is analogous to asking our students to draw with their eyes closed. Before we do that, we should open our eyes.
By: Ricer B. Santoyo | Teacher III | MNHS-Cabcaben
