Jamie

Lee Jackson
S00154554


Artefact 6: Excerpt of EDFD essay on behaviour management.

Key: Standard 4.2

Standard 4.3

The impact of extrinsic rewards on intrinsic motivation, and how to use
extrinsic rewards appropriately.

It is agreed upon by most theorists that intrinsic motivation isnt effected solely
from extrinsic rewards (Eisenberger et al., 1999 p. 677). Robert Eisenberger, W.
David Pierce and Judy Cameron (1999) state that rewards can decrease, have no
effect, or increase intrinsic motivation depending on its method of presentation
(Eisenberger et al., 1999 p. 677). They state that if rewards are used correctly,
they can increase perceived self-determination (Eisenberger et al., 1999 p. 677)
which can even positively influence intrinsic motivation and their behaviour
towards learning. It is also found that activities that include
characteristics of every day life (Eisenberger et al., 1999 p. 677)
usually find either positive or null reward effects on intrinsic
motivation (Eisenberger et al., 1999 p. 677). This suggests that
even if a reward is introduced, activities which include aspects

Evidence of standard
4.2, through
incorporating ways
to positively
influence behaviour.

that are personal or socially significant increase intrinsic

motivation (Eisenberger et al., 1999 p. 677) in students. Jere E. Brophy (2013)
also believes that extrinsic rewards can increase a students performance and
not negatively effect intrinsic motivation, if they are given out correctly and not
used inappropriately. Brophy (2013) and Eisenberger et al., (1999) state that
rewards arent just limited to being tangible, they can be verbal, which is one of
the most positive influential types of extrinsic motivators for students (Brophy,
2013 p. 131). For a reward to be appropriate and not have a negative influence
on intrinsic motivation, it is important to deliver the reward in ways that
provide students with informative feedback (Brophy, 2013 p. 131), which allows
students to appreciate the skills and knowledge they are developing, and not
only focus on the reward that comes with it (Brophy, 2013 p. 131). Rewards are
also more beneficial if they are not introduced before the task as an incentive
(Brophy, 2013 p. 131). Instead they should be given at random so students do
not anticipate it or change their behaviour based on the reward (Brophy, 2013 p.
131). However, if the reward does need to be stated before the task given, it is

Jamie Lee Jackson

S00154554


important to direct the students attention away from the reward (Brophy, 2013
p. 131). Instead you should emphasize the major instructional goals
(Brophy, 2013 p. 131) by setting criteria for the task. This should also
be done along side, expressing the important features of the educational
aspects for the activity (Brophy, 2013 p. 131).

It is also important that you reward students, for either

mastering key ideas, mastering skills or showing improvement in their

work, not just for participating in activities or turning assignments in

Ability to meet
standard 4.2, as
this demonstrates
how you should
manage classroom
activities by telling
students about the
goals and criteria
for the lesson.

(Brophy, 2013 p. 131). If you were to give out rewards just for participating, it
would be using rewards inappropriately, which could decrease a students
intrinsic motivation and negatively impact behaviour towards the task, if they
already enjoyed the task previously to reaping the reward (Brophy, 2013 p. 131).
These are things that they should be doing already, as they need to learn that
they are expected to do these things without reaping an award.

Conclusion:

From all of this research we can gather that there is a place for extrinsic
motivation in the classroom, however, its use must be appropriate and should
not be limited to only tangible rewards. It is important not to forget that praise is
also a type of extrinsic reward that is beneficial for students, and it is usually the
most helpful as it can help with their self esteem and behaviour towards
learning. However, no matter the reward, it is important that you are
informative about the task, and congratulatory in a way that students will be able
to appreciate the skills they are using, which will also allow students to increase
their intrinsic motivation and behaviour towards that activity.

This shows my ability to reflect

upon and meet standard 4.3,
through understanding the
different ways that positive
reinforcement can manage
behaviour in the classroom.