Re: Intrinsic vs Extrinsic motivation

Join Teachers.Net

Chatboards

Recent Groups

Motivation

MEMBERS

7 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Motivating Students Chatboard

Intrinsic vs Extrinsic motivation

by Stellaluna

Jun 13, 2011

I have fought this battle over the years.....usually lose the argument when discussing with other teachers who like giving rewards... but win in my classroom by the way my students behave! (I teach kinder)

I do not want my students to do the right thing (in learning, behavior, etc.) because they are going to get a reward.... I want my students to do the right thing because it is the right thing to do.

It takes a LOT longer to teach this behavior but I believe that in the long run teaching kids to be kind, to problem solve and to be empathetic to others will serve them better.

JMHO. :)

Comment

(13)

report post

view previous comments

Leah Readers may also be interested in the following article

Jul 1, 2011

report post

Sara On 6/13/11, Stellaluna wrote: > I have fought this battle over the years.....usually lose > the argument when discussing with other teachers who like > giving rewards... but win in my classroom by the way my > students behave! (I teach kinder) > > I do not want my students to do the right thing (in > learning, behavior, etc.) b...See More

Jul 6, 2011

report post

JBeachDavey On 6/13/11, Barbara wrote: > On 6/13/11, Stellaluna wrote: >> I have fought this battle over the years.....usually lose >> the argument when discussing with other teachers who like >> giving rewards... but win in my classroom by the way my >> students behave! (I teach kinder) >> >> I do not want my students to...See More

Feb 22, 2012

report post

Madeleine On 2/22/12, JBeachDavey wrote: > On 6/13/11, Barbara wrote: >> On 6/13/11, Stellaluna wrote: >>> I have fought this battle over the years.....usually lose >>> the argument when discussing with other teachers who like >>> giving rewards... but win in my classroom by the way my >>> students behave! (I tea...See MoreOn 2/22/12, JBeachDavey wrote: > On 6/13/11, Barbara wrote: >> On 6/13/11, Stellaluna wrote: >>> I have fought this battle over the years.....usually lose >>> the argument when discussing with other teachers who like >>> giving rewards... but win in my classroom by the way my >>> students behave! (I teach kinder) >>> >>> I do not want my students to do the right thing (in >>> learning, behavior, etc.) because they are going to get a >>> reward.... I want my students to do the right thing because >>> it is the right thing to do. >>> >>> It takes a LOT longer to teach this behavior but I believe >>> that in the long run teaching kids to be kind, to problem >>> solve and to be empathetic to others will serve them >>> better. >>> >>> JMHO. :) >> >> I agree, in the long run students with intrinsic motivation >> will go further and do more regardless of rewards; however, >> when beginning this behavior lesson, we must start where the >> kids are and that's usually Extrinsically motivated. The >> really hard part is the transition from one to the other--I've >> got this issue with my own child :(. Any advice on the >> transition? > > > I feel like consistent praise is such an undervalued "reward" that > can instigate intrinsic motivation in students. My Pre-K students > obviously love stickers and treats, but getting down to their > level and telling them sincerely that they did a good job, or that > the way they solved that problem all on their own was so wise, > goes such a long way. And my students are only four!After i take > the time to praise, I see the change in their interactions with > their friends, using my words to encourage them and congratulate > them. It's a great site to see.

I agree with a lot that has been said. However, kids that depend upon their teacher's praise or approval become insecure in their own accomplishments. They are still receiving a reward - a verbal reward. I do believe a little encouragement is great because you need to assess your students. But I also believe that excess praise lays out a shaky foundation for them. They are happy because their teacher (who they admire and look up to) thinks they are great instead of being happy because they did something themselves and feel great about it

Apr 5, 2012

report post

ann I see extrinsic reward as necessary to gain a student's attention. I see rewarding for good behavior as a good thing. I do not favor rewards for academic success unless it is very small and when using such for mastery in certain areas or little areas. This is good, especially for special Ed students who may be mastering a certain operation or succe...See MoreI see extrinsic reward as necessary to gain a student's attention. I see rewarding for good behavior as a good thing. I do not favor rewards for academic success unless it is very small and when using such for mastery in certain areas or little areas. This is good, especially for special Ed students who may be mastering a certain operation or success where other students are also receiving rewards for mastery along the way and that does not hurt the motivation of other students. As for intrinsic reward, this is more wonderful. Intrinsic reward is that which enables the student to enjoy the work they are performing sufficiently to do their homework and work independently. To gain Intrinsic Reward we must use the effect our environment plays on our mind’s ability to learn. This is something that should be looked at from all levels of education, but especially for grades 4 through 12. I link motivation to intrinsic reward and see its formula as “mental reward received for mental work expended”. I see all students as capable of improving their long-term motivation or intrinsic reward when seen correctly as more mental energy to perform a task. I see two areas we can improve intrinsic reward. The first involves understanding that the old idea of just trying hard does not work very well for intrinsic reward. The harder we try, the more agitation we are creating and thus hurt our thinking, learning, and intrinsic reward. Here, all teachers can begin helping students learn the wonderful skill of slowing down when learning new things. As those students learn more about a task, their pace and intensity will increase naturally. This delicate way of approaching new things is a wonderful way to help keep and maintain intrinsic reward. The second is more complex. Try to see our minds as dealing with not just a task at hand but also other things in our lives at the same time. The more things our minds are dealing with, the harder we have to work to think, learn, and “enjoy the learning process”. By showing students and parents how their individual environments are helping or hurting their thinking, this will help all students respect others much more so in terms of our individual environments. By providing students and adults with tools to reduce some of the excess work our minds are working on in our lives by helping ourselves and our students learn to approach their lives more delicately, students can learn to have a more peaceful mind or a mind with less other mental work going on in their lives. As students get older, explain how our average stress is made up of different things our minds are dealing with. Help them learn to understand, resolve and perhaps change some weight or value that may be creating needless mental work in their minds. As students learn to remove some needless mental work, this becomes also and every increasing way to improve intrinsic reward or mental reward received for mental work expended.

Apr 23, 2012

report post