Punished by Rewards free essay sample

The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes (1993), contends that rewards and punishments are â€Å"two sides of the same coin† (p. 50). Although rewards are certainly more pleasurable, they are â€Å"every bit as controlling as punishments, even if they control by seduction† (p. 51). According to Kohn, if we want youngsters to become self-regulating, responsible, caring individuals, we must abandon attempts at external control and provide students with opportunities to develop competence, connection, and autonomy in caring classroom communities One of the most important parts of being an effective teacher is motivation of the children you are teaching. When I was learning have to be an effective teacher in my methods classes, many of the techniques that I was taught included extrinsic motivation. When I began my student teaching I watched techniques my cooperating teacher used to motivation and noticed she did not use any of the techniques I had learned in my classes. We will write a custom essay sample on Punished by Rewards or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I found myself confused about how I would handle the matter of motivation when it came time for me to take control of the class on my own. I used candy and a treasure chest for rewards, but found that I only received motivation for a short time in return for these rewards. I knew that I would have to do more research and construct a new plan to motivate my student’s long term. I did some research and found that, extrinsic motivation refers to an individual’s involvement in an activity because an incentive or reward external to the activity has been offered. An extrinsically motivated child will choose to read a book or complete homework because they will get stickers when they have finished or not be allowed to watch TV if they do not finish. Another frequently used tactic to motivate children is threating to call the parent or some other authority figure if they do not get their work done. Another form of motivation is intrinsic motivation, this involves knowing that a person does what they do, not because someone else wants them to do it, or because I believe someone will respect or like me for doing it. What they do satisfies them regardless of what others may think. This true form of motivation reflects the genuine inclinations and feelings of the child, not the values or expectations of teachers or parents (Dr. Gabor Mate, 1999). Although the motivation literatures point out that intrinsic motivation is critical to student learning, the U. S. education system is organized and ran in a way that supports and promotes extrinsic motivation. Many parents and teachers believe that the external rewards such as money for good grades and bribes are the best way to motivate children. These well-intentioned, quick fix approaches to motivate send the message that there should be a tangible reward for doing schoolwork or behaving correctly. These techniques may work short-term, but long-term they will weaken the development of intrinsic motivation. Internal and external motivation does not necessarily reinforce one another. Extrinsic rewards can interfere with intrinsic motivation by turning an intrinsically attractive activity, such as reading for pleasure, into a means to an external goal, such as getting a pizza (Deci, 1995). Researchers studying motivation (Deci 1990; Ryan 1985; Nicholls 1983) generally agree on three points. First, motivation is an inherent natural capacity to learn that need to be elicited from within an individual rather than established form outside an individual. Second, teachers and parents must become aware that the long-term earning is to promote the development of motivation that arises for the child’s own nature and inclinations. Third, children must be intrinsically motivated to become self-regulated, independent, lifelong learners. One hypothesis that tested internal and external modification is the overjustofocation effect. The overjustification effect states that how individuals will feel toward performing certain tasks is determined by whether they are intrinsically or extrinsically motivated to perform the task (Deci, 1971). Using the self-perception theory’s prediction that when extrinsic motivations are present they will take precedent over intrinsic motivations, the overjustification effect reveals the importance of motivation on performance (Lepper, Greene, amp; Nisbett). In 1971, Deci suggested that in a situation where an individual was to receive a reward for an activity, and knew about the reward prior to participating in said activity, then the individual would attribute his or her behavior to the reward instead of the activity itself. Deci’s theory led to the hypothesis that once an activity is associated with the external reward; a person will be less inclined to participate in the activity in the future without a reward present. Two years after Deci’s study, a group of researchers again tested the overjustification hypothesis in a field experiment. Lepper, Greene, and Nisbett (1973) went to a nursery school and observed children’s intrinsic interest in various activities to confirm Deci’s theory. The children were then put into one of three conditions for the experiment. In the first condition, known as the â€Å"expected-award condition,† children were told they would receive a reward (a certificate with a seal and a ribbon) for partaking in the activity that they were previously doing out of pure intrinsic interest. †¢ In the second condition, the â€Å"unexpected-award condition,† the children were not told of the reward until after they finished the activity. †¢ In the third condition, also called the â€Å"no-reward condition,† the researchers did not tell or give the children any reward. This group thus served as the control group, since extrinsic rewards were not involved either before or after performance. The extrinsic reward phase ended with the researchers giving the children the certificates based on their condition group. In the following phase, the researchers let the children go about their activities, but this time without offering or giving any rewards. In accordance with the overjustification hypothesis, the children in the â€Å"expected-reward condition† had become less interested in their activities since the introduction of the extrinsic motivation. However, there was no change in the interest of the group who received the reward unexpectedly. This is because the children in this condition did not know about the reward until after the activity, and therefore attributed their behavior to an enjoyment of the activity. Similarly, those who did not expect or receive a reward had no extrinsic motivation, and showed no decline in interest as a result. Based off of the research I did and examples I found, I plan to base the motivation I provide to my students on intrinsic techniques and rewards. I will do everything I can to help to develop the children’s intrinsic motivation, so they can gain the tools needed to motivate themselves internally. This will be a skill, once mastered that will continue to benefit them and assist them to become successful in all aspects of their lives.

Global Warming Essays

Global Warming Essays Global Warming Essay Global Warming Essay The customer is asking for the required pages. Please save the pages cited in essay as pdf files and upload them.Thank you very much. Name: Instructor: Course: : Fossil fuels were burned more and more to run our cars, trucks, factories, planes and power plants, those fuels released carbon in the form of carbon-dioxide. Greenhouses are released not only when these fuels are burned, but also when they are retrieved from the earth. Coal, oil and natural gases are fossil fuels, but they are not all the same. They differ in how they are used, the greenhouse gases that they released when they are burned. Another is, electricity, generating electricity produces large amounts of greenhouse ases. Large scale power plant waste as much as two-thirds of the fuel that they use, either as heat sent up smoke stacks or electricity lost along transmission lines. Global warming has many damaging effect. It might harm animals and plants that lived in the sea. It could also force animals and plants on land to move to new habitants. Change in weather can cause floods, droughts, and an increase in damaging storms. Global warming could melt enough polar ice to rais e the sea level. As a result of global warming, the surface water of the ocean could become warmer, increasing the stress on ocean ecosystem. High water temperature can cause a damaging process called coral bleaching. Coral bleaching expels the algae that give them their color and nourishment. Consequently, the coral turn white and the animals and plants die. Warmth temperature also spread diseases that affect sea creatures. Another one is changes of habitat, when there is change in climate, shift might occur in the natural habitats of animals and plants. Many species will not survive in the new region they inhabit. The plants and animals that sustain people in a given area may be unable to adapt to local or regional change in climate. Consequently, the weather pattern could change. Changes in the rainfall patterns could increase both flooding and drought in some areas and it will a have serious bearing on agriculture and the tourism industry as well. In addition changes in temperature are altering evaporation and precipitation patterns which means more rain in some places and less in others. This might lead to hurricane and other tropical storms. As a result, the sea level will rise, when the planet heats up, the sea level rise for two reasons: the ice from Greenland melt into the water and it changes the water’s salinity, or saltiness and water expands when it warms. The sea level would rise throughout the world. Unfortunately, global warming is endangering those water sources. Glaciers are melting more quickly, this rapid melting can mean floods in the spring and drought in the late summer because the water has drained away. Hence, there will be threats to human health; tropical disease such as malaria might spread to larger regions. Heat waves can cause more death and illness, and Floods and drought can increase hunger and malnutrition. Due to global warming, crop yield could decline. Therefore, yield in the tropics might fall because the temperature there is too high for many plants to tolerate. Everyone can participate in reducing global warming. Alternate energy sources that do not emit carbon-dioxide and that can convert the sunlight, wind energy into electrical energy. Also, we should reduce the amount of electricity we used at home by turning off our computers and electricity while we are away from home. At home we should develop the habits of energy saving, choose low energy technologies and turn down your thermostats when the house is empty in winter. We can take our commitment to renewable energy. And the industry would have to reduce the emission of gases. Industrialized nation should have different emission target. We need to take action quickly to reduce the emission of gases and there should be an agreement internationally to target the emission. In summary, global warming would cause economic and ecological damage and it would be disastrous on agriculture, which is the mainstay of the world. Therefore, the alterations to the climate are expected to be serious: more intense storms, more pronounced droughts, coastal areas more severely eroded by rising seas. High end, the world could face abrupt, catastrophic and irreversible consequences. Finally, everyone can play a part in slowing down global warming. It requires a major commitment from everyone, industry and business, and these changes can make the necessary difference. References: Elizabeth May and Zoe Caron (2009) on Global warming. www. nasa. gov/worldbook/globalwarming .