Tuesday, October 16, 2007

Should Rewards be Used to Motivate Student's Learning?

Considering that instruction and acquisition is an indefinite journey, I am no manner in favor of using wages to actuate student's learning. I be given to inquiry and wonderment the relevancy and effectivity of wages in the long run. Volition instructors go so immerse in the use of extrinsic incentives to the extent of neglecting the existent demands of their students? Well, in that case, extrinsic incentives may eventually go a manipulative tool to determine student's behavior according to teacher's way. For instance, a instructor wages his pupil for doing things right or according to the manner the instructor wants. In this case, there is small or no consideration to the demands of the student. There is no manner that pupils will be motivated to larn under this circumstance. Not to sabotage the consequence of extrinsic reward, my purpose is to foreground the consequence of extended use of the extrinsic attack thereby neglecting the intrinsical acquisition portion of our student.

There is no uncertainty on the positive effect of wages have on student's learning. In fact, the consequence of rewarding a pupil is almost instantaneous. It is definitely a good word form of extrinsic motive in the short term but it can never fulfill the pupil over a long period. The motive of rewarding a pupil is good but once its consequence have on off, pupils be given to lose their motivation to larn and may not execute as desired. It come ups as no surprise as their motive is aroused extrinsically from the reward. Once the value of the wages diminishes, the instructor will have got to replace it with another 1 of higher value. Higher value makes not necessarily intend more than than dearly-won in footing of terms but usually it is the lawsuit of replacing a more expensive and appealing point to function its purpose. In addition, the consequence of wages may eventually impede a student's intrinsical learning. Considering a instructor rewarding an intrinsical motivated pupil to learn, this inappropriate enactment of the instructor may sabotage the student's intrinsical value in learning. Instead of enhancing his acquisition process, rewarding may advance student's loss of self-directed acquisition and Pb to an disposition towards extrinsic-directed learning.

In a short term basis, the usage of wages may function its utility but there should always be a timeline given to this approach. A instructor should not be using wages as a manner to actuate his pupil indefinitely. But, what haps when the instructor Michigan rewarding his students? It is highly possible that pupils will reciprocate in a loss of involvement to larn because their motive come ups from the extrinsic reward. Once the stimulation is removed, the desired response disappears. The outlook of wages from the pupil have go a habitual procedure of motivating them to learn. Furthermore, it have been shown in determinations that pupils who are subjected to external wages be given to bring forth less quality work. Students may lose inventiveness and creativeness by settling on an easy undertaking that rans into the criterion of their teacher. No uncertainty they have got completed the undertaking and are eligible for a reward, their public presentation is constrained and confined by the thought of external wages over their intrinsical value. An individual who exhibits high passionateness in an country be given to stand out in it because of their high intrinsical committedness he/she possess in that area. "People who are given wages take easier tasks, are less efficient in using the information available to work out novel problems, and be given to be reply oriented and more than unlogical in their problem-solving strategies than intrinsically, motivated people" (Condry, 1977)

The system of using wages is easy to implement but it is undesirable over a long time period as it may adversely impact student's motive to learn.

No comments: