A STATEMENT OF PURPOSE

The Birth of “Do the Right Thing, just Because”

All teachers are teacher of values and character whether intentional or by accident. What is said to students, how it is said, issues of fairness, humor, managing crises, and a myriad of simple interactions transmit messages about how "grown ups" are supposed to act in the yes of young people.


One day a student expressed his aversion to being "bribed" by some teachers to study. He said he knew that studying was a good thing, and that his parents had raised him to do right things without expecting rewards. His parents shared an view that very close to my own. Coincidentally, my only posted class rule was "Do the right thing just because." A lively class discussion began.

Surprisingly, over half the class agreed with the idea of studying without a reward because they clearly understood the connection between studying and grades. But the real issue was deeper -- many students just didn't like that "bribed" feeling. The discussion mainly addressed the connection between rewards or bribes and materialistic behavior. Many students received money for good grades. That was often true even for students who expressed dislike for bribery.


The Birth of “Do the Right Thing, just Because”



One day a student expressed his aversion to being "bribed" by some teachers to study. He said he knew that studying was a good thing, and that his parents had raised him to do right things without expecting rewards. His parents shared an view that very close to my own. Coincidentally, my only posted class rule was "Do the right thing just because." A lively class discussion began.

Surprisingly, over half the class agreed with the idea of studying without a reward because they clearly understood the connection between studying and grades. But the real issue was deeper -- many students just didn't like that "bribed" feeling. The discussion mainly addressed the connection between rewards or bribes and materialistic behavior. Many students received money for good grades. That was often true even for students who expressed dislike for bribery.


We have Caused Students to Expect Rewards


They admitted that they took the money because they liked what it could buy, but the resented the assumption by teachers that they would not do the right thing. Others said that it would be foolish to not expect a reward for doing things if it was like work or if it was an act that made someone else feel good. After all, adults got paid for working.

The discussion lasted about fifteen minutes. We had a lesson to tend to, but I had an idea which I didn't reveal. I decided not to share the discussion with other classes, and two days later I went to the playground during lunch and began to pick up paper and other litter. I was encouraged by the fact that so many students expressed a knowledge of "the right thing" and a dislike of bribery. I wanted to see how many students would offer to help without being asked.

For ten minutes students seemed to pretend not to notice me and I was running out of trash to pick up. Finally a girl from one of my classes approached. Hope welled up inside me. She would be the one to do the right thing. Her words left me crestfallen.

"Mr. Craft, if I help you pick up trash will you pay me?"

I told her that I was through, and returned to my room with a bagful of trash for my efforts. No one else had offered to help.

The lesson I took away was that the student who approached was paid for chores around the house. I also assumed that the desire among students to help was not as great as the desire to socialize. I decided that in months to come, I would try to do a better job helping students understand the meaning of "Do the the right thing." It would require a better understanding of motivation.

So ended my simple "experiment." But there was success to come that changed my life and the lives of many students who I taught. I'll discuss that at a later date.


Disney World is nice but it doesn't beat giving children your time.

Friday, January 6, 2012

Selected Quotes about Rewards as a Source of Motivation

"Rewards to not teach children to become more responsible. The bribe becomes the focus, not responsibility. In addition, we are not honest with young people when we give them rewards for expected standards of behavior. Society does not give such rewards." ~ Marvin Marshall

"Studies over many years have found that behavior modification programs are rarely successful at producing lasting changes in attitudes or even behavior. When the rewards stop, people usually return to the way they acted before the program began. More disturbingly, researchers have recently discovered that children whose parents make frequent use of rewards tend to be less generous than their peers."  ~ Alfie Kohn

"Awards are so unnecessary, because I think we get so much out of our work just by doing it. The work is a reward in itself."  ~Natalie Portman

“A kind and compassionate act is often its own reward.”   ~ William Bennett

“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.”   ~ Princess Diana


“In nature there are neither rewards nor punishments; there are consequences.”  ~  Robert Green Ingersoll


“The medals don't mean anything and the glory doesn't last. It's all about your happiness. The rewards are going to come, but my happiness is just loving the sport and having fun performing.”    ~ Jackie Joyner-Kersee 


“In the arena of human life the honors and rewards fall to those who show their good qualities in action”  ~ Aristotle 


“We need to help younger people recognize their own capacity to do good, and help them discover the rewards of generosity.”   ~ Bill Clinton 


“There is no evil that does not promise inducements. Avarice promises money; luxury, a varied assortment of pleasures; ambition, a purple robe and applause. Vices tempt you by the rewards they offer.”   ~ Seneca 


Wednesday, December 28, 2011




Rewards and Motivation
Effective Classroom Management Doesn't Need Rewards
by Harvey Craft

Teachers have different techniques for maintaining discipline and motivating students. Rewards are arguably the most popular, but they may discourage intrinsic motivation.