Module 15: Blog Post 1

• After reading the chapter and the Dweck article, discuss one question or confusion that you had about the material.

- The book offers applications for using rewards in the classroom. Is it possible to use rewards too much or too little with students? If so, where is the fine line?

• When are extrinsic forms of motivation most beneficial or appropriate, compared to other forms? What do they offer?
  

- Extrinsic motivation is when a child receives obtains an outcome unrelated from task itself. Young children often do not need extrinsic rewards because they are often more motivated. They are curious, willing to listen/pay attention, and interested in what is going on in the classroom. When children get older, starting in the middle school and high school, they become less intrinsically motivated. They show less interest in learning, being challenged, and often want the easy way out of things. I can remember back to my high school/middle school years and being happy when I got "the easy teacher." This applies to the idea that starting in middle school or high school (when children start to become disinterested) extrinsic motivations forms can be used as a motivator for students. Different forms of motivation a teacher can use include: praise and reward. Rewards are often the easiest way to get students motivated, by offering a benefit or "prize" to good behavior/completed tasks. Students who need extrinsic motivation like to see the benefit from learning. Using rewards can help students participate, which will in turn help them learn. Praise is another way to get students motivated. Giving positive feedback and written or spoken positive comments, helps encourage reinforcement, while extrinsically motivating. Teachers that write positive comments, provide stickers on papers, or congratulate a job well done, are motivating students in their learning. Although extrinsic is often useful for middle school/high school students, it can be applied to younger ages for different circumstances.

• When do you think that extrinsic forms MIGHT be the wrong choice? (Look to the Dweck article where she discusses how praise can be dangerous) Discuss some form of extrinsic motivation and why IT might also be 'dangerous'.
  

- Extrinsic forms of motivation can be "dangerous" or inappropriate in certain situations. In the Dweck article, it discusses how using praise can be controversial given different scenarios. It says that complimenting a job well done on tasks makes students feel intelligent. On the other hand, complimenting students on easy tasks can insult them, by making them feel not-so intelligent. In this example, there is a fine line that must be walked in order to effectively motivate students without insulting or criticizing them. I think that extrinsic forms might be the wrong choice if a behavior or action of the student is expected. In the classroom when a child raises their hand, the teacher does not have to praise/reward them for it because the behavior is learned and expected. I think that teachers sometimes can overuse extrinsic forms of motivation that can in turn negatively effect motivation. If students are constantly expecting to receive praise/rewards for their actions and behaviors, some may never participate until they get that. There is a balance the teacher needs to create in the classroom that encourages learning, rewards good behaviors/work, but doesn't abuse extrinsic motivation.