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In the educational discourse, "Punished by Rewards" by Alfie Kohn (1993) sparked a critical conversation about the use of rewards in learning environments. While the book insightfully critiques the misuse of rewards, it inadvertently led to a broad-brush assumption that all reward-based approaches are counterproductive. It's not that the book is all wrong, but the concept of rewards and reinforcement can be nuanced and often confusing, Kohn being amongst many of the folks who are confused! This thought that rewards are "bad" has lived rent-free in the minds of generations of educators for more than 30 years now. In fact, somebody recently cited the book to me as a reason not to use token economies in classrooms or schools. That led me to write this Behavioral Brief. Let's take a look, but I encourage you to dive further into the concept yourself, as the following is just scratching the surface.
What Reinforcement Is – And What It Isn't
Reinforcement, in the realm of behavior analysis, is a process aimed at increasing the likelihood of a desired behavior being repeated. It's critical to distinguish between reinforcement and rewards, as they are not synonymous. While a reward refers to a specific incentive or item given in response to a behavior, a reinforcer is any consequence that strengthens or increases the frequency of that behavior. Reinforcers can be as diverse as the behaviors they aim to encourage and are not limited to tangible rewards. The true measure of effective reinforcement is not found in the nature of the reward but in its ability to consistently evoke the desired behavior.
When it comes to education, the ultimate goal of employing rewards should not be merely to obtain immediate compliance or completion of tasks. Rather, it should be about strategically using rewards as a tool to guide students toward engaging in behaviors that are inherently reinforcing. This involves creating a learning environment where students discover the value and satisfaction in activities such as learning, participating in class discussions, collaborating with peers, and being proactive members of their educational community. The real success of reinforcement is observed when a student engages in these activities not just for external rewards like grades or praise, but for the internal fulfillment they bring. For instance, a student who reads more driven by a newfound love for the subject, or participates in discussions out of a genuine interest in the topic, exemplifies the successful application of reinforcement, where the behavior and outcomes themselves become their own reward.
Navigating Beyond 'Punished by Rewards'
"While 'Punished by Rewards' raises crucial concerns about the superficial and over-reliant use of rewards in education, it's essential to recognize that rewards, when used appropriately, are not inherently detrimental. The real challenge for educators lies in strategically employing rewards as an initial tool to mitigate behavioral challenges and to foster an engaging learning environment. For instance, in a classroom where behavioral issues are prevalent, a teacher might use praise or tokens to encourage participation and attention. These rewards can act as an initial catalyst, helping to reduce disruptions and guide students toward more productive behaviors.
The primary defense against behavioral challenges should always be dynamic, engaging instruction that captivates students' interests and challenges them intellectually. When students are deeply engaged in the lesson, the likelihood of off-task behavior naturally diminishes. In an ideal educational scenario, the teacher’s ability to deliver compelling content and create an interactive learning environment reduces the need to rely on contrived reinforcers like rewards.
The True Purpose
True reinforcement in education goes beyond the mere transaction of rewards. It's about creating a learning atmosphere where students are not just motivated by rewards but are driven by the natural reinforcements of learning and community involvement. As educators, our role is to thoughtfully apply reinforcement principles to help bridge this gap, moving from external rewards to the satisfaction that comes from learning and belonging.
References
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin.
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