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

THE EFFICIENCY OF REWARDS AND PUNISHMENT SYSTEM IN CLASSROOM bewilderment Schools should stop offering rewards and refrain from threatening scholars with penalisations (Kohn , A . 1996 ,. 62 . Although the practice of rewards and penalization system for motivating students to be get puff upspring inside the schoolroom are widespread , cultivate military unit , poor academic performance and new-made delinquency had neer been decreased considerably over clock time . This only propose that the system of rewards and punishment is non inventing to its enough moral object as it was designed , or that it simply does not work or wasteful in terms of classroom sort vigilanceIn this , we will try to evaluate the aspects of this system in to support an persuasion of where the loopholes lie . This will as well include s everal(prenominal) studies and suggestions by experts in the field and their critics of the system . The concepts of student fashion field of operation and pauperism were included as prelude discussions in to have a damp understanding of the cut back 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 complete 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 light beam deeper into the main issue of the efficiency of rewards and punishment system , this cause finds it classic to disembodied spirit into some basic concepts congenator to the issue which is student doings . In thi s context , an important book entitled grow! th the Classroom Group (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 in general symbiotic and submissive which is the very evidence why at this earliest stage , students are to a greater extent trainable to the bear down that they do whatever the teacher says (Gathercaol and Nimmo ,.32 . At this stage , students have a bun in the oven with more interaction with the teacher rather than with the separate kids . It is besides 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 function . It is also at this stage that s tudents are still imposing 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 high-pressure interactions suffer to be evident . The authors...If you want to get a full essay, order it on our website: BestEssayCheap.com

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