Tammie R. Yazzie

EdPsy310-Ericksen

March 15, 2009

Taking Sides Issue 9:  Reflection

Reinforcement sounds like a great idea.  However after reading these articles it becomes more apparent that we create barriers within our classrooms using reinforcements.  These barriers may be difficult to cross or they may not be.  Throughout my school years I have been in classes that used reinforcement.   In Duncan, Kemple, and Smith’s article it stated, “Public uses of praise, such as, ‘I like the way Carlos is sitting so quietly.”  (203) I know for a fact how ineffective this technique is.  I worked as an educational assistant for an elementary school that practices individual praise.  This reinforcement tactic was definitely a backfire from the start.  Students did not care what the other students were doing.  However along with the praise the students were given a mark which was an added point to their tally sheet.  These tally sheets were given to them daily and the accrued points were a designated money system.  The monies they earned could be used to buy from the class store.  Ironically there were numerous occasions students would end up crying during shopping time.  Mainly because what they wanted was something they could not yet afford.  Students were praised and given a tally for behaving correctly.  I did not see this as a great strategy in the classroom.  It is definitely one that I would not use in my classroom.  However the article does convey that these reinforcement strategies are not for everyone.

I think about the many ways we as adults use external rewards in our lives as well.  Many of us reward ourselves for great marks in our own lives.  For instance we reward ourselves if we work hard at our jobs by attaining raises.   We reward ourselves for working out by losing weight.  Those are examples of intrinsic motivation.  I believe that is the best type of motivation.  We as educators are not going out of our way to give the student incentives.  Yet we are building what strengths the students we teach possess and work with that.  Coila King definitely stresses this concept in our teachings.  I agree with this strategy but do find it challenging.  Getting to know our students and work off their strengths are what we need to be doing.  However I realize that on most occasions this is difficult to enforce.  Why are we rewarding students for doing something that they should be doing?  That is the question that I keep in mind while I am working with students. 

I do not side with either argument but do find myself confused.  I am not quite sure what I would enforce in my classroom until the day that I meet my students.  I believe in letting the students voice their input on classroom management.  Therefore it puts the ownership of their responsibilities on themselves.  The ideas presented in the two arguments definitely allowed me to put certain aspects in consideration if the occasion does arise.  I feel that the information that I gained from reading these articles keeps certain things in perspective.  It makes me realize that I do need to think before implementing any reinforcements in my classroom.  The best thing that I can take away from this issue is to remember what worked during the years I was a student.  I remember having lunch with my teacher in second grade for making the honor roll.  In third grade I was able to be teacher for a day for making straight A’s. I remember being able to help the teacher was a reward.  It included helping to grade papers and pass out assignments, etc.  This is just a great point to make that it does not always have to be a costly reward.  I do feel that I will use these strategies in my class.  However it will be in an entirely different context dependent upon my students.