MOTIVATIONS ON REWARDS AND PUNISHMENTS IN THE CLASSROOM2BES1 BY: ROMA BLAISE G. FLORESThe classroom should be inviting. Inviting in a sense that the students must have a productive environment which they can learn and work together (Kyle Vanderlick, 1942). Classroom must be a place where success is attainable by all which means that the teacher must have to be fair and square, dealing with the students so that there will be no biases and improper discussion with the students. In the classroom, it does have a two-way process comprising of a teacher and a student. Teachers do use rewards such as incentives and punishment such as sanctions to students with the common goal to keep the students motivated to learn and study. In the Philippines, it adopts the American style of teaching like the use of English language as a medium of discussion and conversation with the student. But earlier than the American Style, the Spanish style of teaching is a vocational training but not the traditional schooling type. But they do influence the education in the Philippines through religious subjects that can be seen until today. During the Spanish period, rewards and punishments are already implemented. The most common means to discipline the students was corporal punishment. It is where the teacher is expected to be the second parents of the students and holds a paddle or yardstick and punish the students that violate the rules inside the classroom. But today, the corporal punishment is stopped and new kinds of punishment are already implied such as detention, suspension and explosion. (Thomson Reuters, 2015). Rewards such as food, privileges (the use of gadgets inside the room), incentives (in quizzes & projects) and exceptions (in recitation or exams) are given if the student do obey and performs well in class. A teacher knows who are the students that are motivated and unmotivated through the results of their activities in the classroom. To put some motivation for students, they provide rewards that can be intrinsically or extrinsically expressed. An intrinsic reward is an intangible award of recognition, a sense of achievement, or a conscious satisfaction like academic awards, compliments from the teachers and parents, and recognition of colleagues in the classroom. An extrinsic reward is an award that is tangible or physically given to you for accomplishing something. Extrinsic rewards can be incentives, exclusion from classroom activities and additional points for the grades and medals. (Mike W, 2014). Behaviorist psychologists (Skinner, 1953) said that behavior can be explained by humans motivation to approach pleasant and desirable results and also to avoid unpleasant and undesirable results. The pleasant results create a reward that boost the behavior whereas if unpleasant results are formed, it creates punishment, which reduces the chance that a behavior will happen. This mean that if the students have the urged to accomplish the reward, they will be motivated to learn and study more while the opposite will happen if the students do not have the desire to accomplish the reward. Goal Orientation Theory suggested that students do perform either the Mastery goal (Mastery oriented) or Performance goal (Performance oriented). (Michael Yough & Eric Anderman, 2009). Students that are focused on learning or mastering the task, interested in self-improvement, and students that compare their current achievements to their past achievements do achieve the mastery goal. While for the Performance goal, they are the students that are competitive and out-going while making the other students as their point of comparison and self-motivation, rather than themselves. These goals are divided into the approach and avoid orientation which means that every student that follows or performs the Mastery goal, do perform an approach and avoidance orientation and the same goes to the Performance goals. Mastery goal students are motivated to master the task, this follows the approach- orientation but if the student avoids misunderstanding of the task, this performs the avoidance orientation. Performance goal students are motivated to act that they are more knowledgeable than the others and this is the approach orientation while the avoidance orientation of the performance goals is that they avoid to appear stupid or unskilled in the eyes of others. Saying that both goals do follow a certain motivation that is rewarded through grades can be justified with their orientation and same goes with the goals that are motivated to avoid punishments (looking stupid) themselves. Teachers are also motivated by the desire to serve and share knowledge to the students. But teachers also wants the student to avoid violations that may lead them to certain kind of punishment. Punishments do occur because there are violations on rules and regulations inside the classroom that the student did. Punishments tend to cause anger, desire to violate more rules and change in behavior which can affect the growth of the student. There are four factors that lead to chronically violent behaviors: broken social bonds, stress and conflict, a culture of violence and unhealthy brains. (Brendtro and Long, 1995). Because of these factors, it may affect the well-being of the student that is why through rewards and punishment, these factors can be avoided. Teachers must use punishment, to be effective in the class, with a positive reinforcement to avoid the negative side effects such as if the student is always being punished, in the course of time, they may become unmotivated to study which can be justified through poor attendance and work output. One of the goals why punishments are applied is to discipline the students and let them reflect on their wrongdoings. Rewards and Punishments always go together whether it is a classroom, office or personal setting. Back in the days rewards and punishments can be seen and because of this it influences what kind of classroom orientation we have today. In the classroom, rewards and punishments are important to develop their motivations and to discipline them while they are learning. Observing directly to the students motivation is something cannot be done because recognizing the motivation is a hypothetical construct because it is something that we can only infer. (Samuel Ball, 1977). But only the act of describing the students motivations can be done with the use of the sense at the same time there is no way to directly measure it with our current knowledge. Realizing that the application of rewards and punishments to the students and school leads to changes in motivation and growth that will affect the student and the way the student interact with the society.

References:Vanderlick, K. (1942). A Vision of a Classroom. http://www.upenn.edu/almanac/v42/n9/teach.html Reuters, T. (2015). Discipline and Punishment: Student Codes of Conduct and Discipline Policies.http://education.findlaw.com/student-conduct-and-discipline/discipline-and-punishment--student-codes-of-conduct-and-discipli.html Mike, M. (2014). Intrinsic vs. Extrinsic Rewards (and Their Differences from Motivations). http://comumnity.lithium.com/t5/Sciene-of-Social-blog/Intrinsic-Extrinsic-Rewards-and-Their-difference-from/ba-p/128969 Skinner 1953. In Kaplan, A. ( 2010). Intrinsic and Extrinsic Motivation.http://www.education.com/reference/artilcle/intrinsic-and-extrinsic-motivation. Yough, M. & Anderman, E. (2009). Goal Orientation Theory. http://www.education.com/reference/article/goal-orientation-theory/Brendtro and Long (1995). The Threat and Reality of Violence in Your School. In Cangelosi, J., (2000). Classroom Management Strategies. United States of America: John Wiley & Sons, Inc. Ball, S. (1977). Motivation in Education. United States of America: New York: Academic Press, Inc.

The classroom should be inviting. Inviting in a sense that the students must have a productive environment which they can learn and work together (Kyle Vanderlick, 1942). Classroom must be a place where success is attainable by all which means that the teacher must have to be fair and square, dealing with the students so that there will be no biases and improper discussion with the students. In the classroom, it does have a two-way process comprising of a teacher and a student. Teachers do use rewards such as incentives and punishment such as sanctions to students with the common goal to keep the students motivated to learn and study. In the Philippines, it adopts the American style of teaching like the use of English language as a medium of discussion and conversation with the student. But earlier than the American Style, the Spanish style of teaching is a vocational training but not the traditional schooling type. But they do influence the education in the Philippines through religious subjects that can be seen until today. During the Spanish period, rewards and punishments are already implemented. The most common means to discipline the students was corporal punishment. It is where the teacher is expected to be the second parents of the students and holds a paddle or yardstick and punish the students that violate the rules inside the classroom. But today, the corporal punishment is stopped and new kinds of punishment are already implied such as detention, suspension and explosion. (Thomson Reuters, 2015). Rewards such as food, privileges (the use of gadgets inside the room), incentives (in quizzes & projects) and exceptions (in recitation or exams) are given if the student do obey and performs well in class. A teacher knows who are the students that are motivated and unmotivated through the results of their activities in the classroom. To put some motivation for students, they provide rewards that can be intrinsically or extrinsically expressed. An intrinsic reward is an intangible award of recognition, a sense of achievement, or a conscious satisfaction like academic awards, compliments from the teachers and parents, and recognition of colleagues in the classroom. An extrinsic reward is an award that is tangible or physically given to you for accomplishing something. Extrinsic rewards can be incentives, exclusion from classroom activities and additional points for the grades and medals. (Mike W, 2014). Behaviorist psychologists (Skinner, 1953) said that behavior can be explained by humans motivation to approach pleasant and desirable results and also to avoid unpleasant and undesirable results. The pleasant results create a reward that boost the behavior whereas if unpleasant results are formed, it creates punishment, which reduces the chance that a behavior will happen. This mean that if the students have the urged to accomplish the reward, they will be motivated to learn and study more while the opposite will happen if the students do not have the desire to accomplish the reward. Goal Orientation Theory suggested that students do perform either the Mastery goal (Mastery oriented) or Performance goal (Performance oriented). (Michael Yough & Eric Anderman, 2009). Students that are focused on learning or mastering the task, interested in self-improvement, and students that compare their current achievements to their past achievements do achieve the mastery goal. While for the Performance goal, they are the students that are competitive and out-going while making the other students as their point of comparison and self-motivation, rather than themselves. These goals are divided into the approach and avoid orientation which means that every student that follows or performs the Mastery goal, do perform an approach and avoidance orientation and the same goes to the Performance goals. Mastery goal students are motivated to master the task, this follows the approach- orientation but if the student avoids misunderstanding of the task, this performs the avoidance orientation. Performance goal students are motivated to act that they are more knowledgeable than the others and this is the approach orientation while the avoidance orientation of the performance goals is that they avoid to appear stupid or unskilled in the eyes of others. Saying that both goals do follow a certain motivation that is rewarded through grades can be justified with their orientation and same goes with the goals that are motivated to avoid punishments (looking stupid) themselves. Teachers are also motivated by the desire to serve and share knowledge to the students. But teachers also wants the student to avoid violations that may lead them to certain kind of punishment. Punishments do occur because there are violations on rules and regulations inside the classroom that the student did. Punishments tend to cause anger, desire to violate more rules and change in behavior which can affect the growth of the student. There are four factors that lead to chronically violent behaviors: broken social bonds, stress and conflict, a culture of violence and unhealthy brains. (Brendtro and Long, 1995). Because of these factors, it may affect the well-being of the student that is why through rewards and punishment, these factors can be avoided. Teachers must use punishment, to be effective in the class, with a positive reinforcementto avoid the negative side effects such as if the student is always being punished, in the course of time, they may become unmotivated to study which can be justified through poor attendance and work output. One of the goals why punishments are applied is to discipline the students and let them reflect on their wrongdoings. Rewards and Punishments always go together whether it is a classroom, office or personal setting. Back in the days rewards and punishments can be seen and because of this it influences what kind of classroom orientation we have today. In the classroom, rewards and punishments are important to develop their motivations and to discipline them while they are learning. Observing directly to the students motivation is something cannot be done because recognizing the motivation is a hypothetical construct because it is something that we can only infer. (Samuel Ball, 1977). But only the act of describing the students motivations can be done with the use of the sense at the same time there is no way to directly measure it with our current knowledge. Realizing that the application of rewards and punishments to the students and school leads to changes in motivation and growth that will affect the student and the way the student interact with the society.

Compulsory