When my daughter started kindergarten, this was what surprised me most: She was utterly distracted from the purpose of learning by systems of reward and punishment.
A typical conversation on the way home from school:
Me: So what happened in class today?
Ariana: Christopher had to move his pin down twice! I got on purple, and Susan moved up all the way to pink. During Computers I passed a level on 69传媒 Rocket, so Mrs. Drury gave me a sticker and a piece of candy.
Me: Mmm hm, mm hm. So 鈥� What did you learn about?
Ariana: I don鈥檛 know. Stuff. Mrs. Bindle read us a book.
True, my daughter was five years old at the time. Still, I wanted to hear about the block castles she built, the stories that grabbed her imagination, or the crazy science experiment that exploded all over the place.
Instead I got a daily commentary on who changed their color on the behavior chart, the compliment her class got for being quiet in the hall, and whether she got Tropical Skittles or Peanut M&M鈥檚 for passing another reading level.
Two important notes:
1. My daughter had a very competent teacher for kindergarten, and she made dramatic progress in reading, writing, science, and math.
2. Her school has an incredible art teacher, a STEM focus on engineering challenges and scientific inquiry, and a global focus due in part to the 30 countries of origin represented among the 300+ kids.
So why was she so fixated on the punishments and rewards? How could something as mundane as a fun-size packet of Skittles have dislodged all memory of the read-alouds, math games, and science experiments she did that day?
As Alfie Kohn wrote in , 鈥淪ome people assume that children will run wild if they are not controlled. However, the children for whom this is true typically turn out to be those accustomed to being controlled鈥攖hose who are not trusted, given explanations, encouraged to think for themselves, or helped to develop and internalize good values.鈥�
Kids are capable of intrinsic motivation. They like to think. They like to make art, write stories, and build things.
There鈥檚 a reason Carl Sagan said that 2nd graders make the best scientists鈥攖hey possess a curiosity, an excitement about the natural world, and a spirit of inquiry that amazes those of us lucky enough to teach or raise them.
We should be igniting and sustaining that trail-blazing spirit. So why do we distract the children in our care with sticker charts, time-outs, and treasure box troves that have no clear connection to learning?
Walking the Harder Path
Rewards and punishments are a shortcut. It takes a lot longer to develop an intrinsic love of learning in students than it does to hand out glittery pencils and Strawberry Shortcake stickers. It takes longer to develop a connection with an angry child than it does to threaten him with letters home or send him to the principal鈥檚 office.
Confession: I throw these stones from a glass house. I have had a behavior chart every year I鈥檝e taught. I give weekly rewards like bookmarks and snowman stickers for 100 percent homework, and I have consequences when kids do the wrong thing.
But I try every year to move toward the harder, deeper motivations my students need.
The child who is cruel to other children needs to know that his actions won鈥檛 be tolerated in our class. But he also needs to develop compassion. He needs a deeper reason than fear of punishment to stop shoving classmates at recess or making fun of their clothes.
The child who works hard all day needs to know that her diligence will be noticed now, not just in some hazy future when she makes it into college or gets a good job. But she also needs to develop a love of learning that has nothing to do with a trip to the treasure chest. She needs to work hard because she wants to become a better scientist, writer, and mathematician, not so the teacher she adores will favor her with praise or move up her clip.
We need to walk the harder middle path. We need to trust children鈥檚 capacity for goodness and brilliance, and we need to be purposeful about the class culture we build.
That鈥檚 easy to say but hard to do, of course.
Here are three ways I鈥檝e found to move away from external incentives with the 1st, 2nd, and 3rd graders I teach.
Talk about the purpose of learning. A few months back, I had a class discussion with my 1st graders about the kinds of lives they want to live someday. They talked about what would be fun to study in college, what job they might like best, and the kinds of people they want to become. We connected those long-term intentions to decisions they make now, like whether to read at home or pay attention at the rug during a math lesson.
Teach kids to resolve their own conflicts. Most misbehavior in the classroom starts with the inevitable struggles that arise from 25 young human beings sharing a relatively small space for seven hours a day. During the first couple weeks of school, I teach kids how to have a . (I recently wrote a chapter book called with a Peace Talk at the center of the plot, for teachers who鈥檇 like to introduce the concept through a read-aloud.) My 1st graders can usually resolve their conflicts on their own now, instead of coming to me to hand down a consequence.
Give students plenty of choices, time to collaborate, and meaningful work. Daniel Pink wrote in that human beings are deeply motivated by autonomy, collaboration with like-minded colleagues, and work that matters to them. Policies that govern school and the workplace tend to rely almost exclusively on punishments and rewards, but that focus has more to do with habit and convenience than proven effectiveness. Behavioral research shows that for most children and adults, intrinsic motivation is a more powerful sustaining force than sticks and carrots.
At a classroom level, this means : on what book to read, what topic to research, or what to write about during writer鈥檚 workshop. It means talking less, so the kids can talk more. And it means handing out fewer worksheets (which most teachers furtively toss in the recycling bin at the end of the day), in favor of more meaningful projects.
As we get to know our students, we can find out what each child is most excited about鈥攚hether it鈥檚 kittens, monster trucks, or superheroes鈥攁nd find ways to connect the curriculum to that topic. We can help students set their own goals and tie those goals into the dream each child has for her or his life.
We can also begin removing some of the punishments and rewards that tend to be such potent distractions from purposeful work.
Pulling Down the Behavioral Chart
When I looped to 3rd grade with my last class, we had a discussion mid-year about whether the behavior chart was still necessary. We talked about the pros and cons, and decided in the end to take it down, to great cheers and applause.
The kids鈥� behavior didn鈥檛 deteriorate the next day. They didn鈥檛 start misbehaving or slacking off. They kept working hard, and they kept being kind to each other.
My job got harder at that point, but it also got better. When a student did the wrong thing, I couldn鈥檛 just move his pin down. I had to have a conversation with him, and I had to think hard about where the misbehavior was coming from.
A few weeks ago, I had a similar discussion with my 1st graders, though it led to a different outcome. The kids like the three levels of positive consequences on our chart (we have a superhero theme, so the top levels are 鈥済aining power,鈥� 鈥渟oaring,鈥� and 鈥渇lying high.鈥�) But they feel embarrassed when they have to get up and move their pin down in front of everybody, so we got rid of the negative half of the chart.
69传媒鈥� actions in my class still have consequences. If a child keeps distracting her classmates during writer鈥檚 workshop, she moves to a different desk. If a child hurts another student at recess, we have a conference with his parents. But the conversations mostly happen one-on-one now, between the student and me, without the whole class watching.
Rich Conversations
When one of my students鈥� moms or dads picks her up at the end of the day, this is the conversation I鈥檓 hoping takes place on their drive home:
Dad: What did you do in school today?
Child: We built this parachute, and at first it kept falling too fast, but then we made the strings longer and the parachute bigger and it worked. And I wrote a story about a penguin who hated being cold so she learned from this seal how to knit a scarf. And Mr. Fox dug a tunnel to this mean farmer鈥檚 chicken house so the animals won鈥檛 starve now, and we talked about whether it鈥檚 OK for Mr. Fox to steal. Joel said it is because the farmers are mean and nasty so it鈥檚 fine to be mean back to them, and besides he鈥檚 a carnivore so that鈥檚 what he鈥檚 supposed to do, but I said 鈥�
Not a sticker chart or Skittles bag in sight.
