DRIVE

The Problem with Rewards  

Traditional carrot-and-stick approaches rely on extrinsic motivators—external rewards or punishments designed to push behavior in a desired direction. While effective for simple, repetitive tasks, these methods often fail (or even backfire) when applied to work that requires creativity, problem-solving, or collaboration. 

While many students are concerned with short-term goals and rewards, they should be more focused on long-term goals and rewards. The goal of a teacher is to create a well-rounded, curious individual who is ready to contribute to society. Not to memorize cycles and get an A on an exam. While there is time for these short-term goals, there should be more emphasis on why the content is important in their lives. Encouraging students to want to find the solutions for modern-day problems, even if it’s not STEM-based. 

To accomplish this, teachers need to focus on 3 main concepts: 

1. Autonomy: The desire to direct our own lives.

2. Mastery: The drive to improve and excel.

3. Purpose: The need to work toward something larger than oneself.

When Rewards Work—and When They Don’t  

Rewards do have merit in life, especially in a classroom. However, teachers should be strategic when using rewards. Students spend most of their day in school with teachers. We help shape students into young adults, so by being very strategic about when to give out awards, we are setting students up for success in life. 

When Rewards Work:

Extrinsic rewards can be effective for tasks that are rote, mechanical, or require minimal cognitive engagement. For example, offering candy or a small item when students get a basic math problem done promptly or identifying the components of photosynthesis. 

When Rewards Fail:

For complex or creative work, rewards can undermine motivation. If your students are creating a project on a topic and you want them to create something engaging a reward system will not help the students. They will just get the work done and think of it as something they have to do, not be curious about the concept. They can’t appreciate their work or the concepts if they’re blinded by a reward.

(Lively, 2015)

Alternative to Rewards 

– Provide autonomy:  

 Giving students their own choice in a project or topic that they research allows them to bridge things that they enjoy and science. It also allows them to have control over their education.

– Encourage mastery:  

Working to get better at something, even if it’s small improvements allows students to build self-confidence and motivation. This can help them feel comfortable with the material and more likely to come up with solutions or interact with the material more.

– Emphasize purpose: 

So many students always ask “Why is this important” or “When am I going to use this in my life”. Provide students with the opportunity to integrate their lives into science. Use everyday items as examples or talk about how acne cream works or why you crave certain foods.

Sources

Lively, S. (2015, February 6). Disciplining Kids: Why Rewards Don’t Work! One Time Through. https://onetimethrough.com/disciplining-kids-why-rewards-dont-work/

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