You have received a notice from the principal of the school that a program of tangible rewards (buttons, stickers, starts, bags of popcorn, cookies) is being considered. The notice compares tangible rewards of the children with the pay adults get for work. From what we know about behaviorism, is this a good idea? Explain why the extensive use of tangible rewards may backfire in this situation.

Explore the differences between intrinsic and extrinsic motivation.

To determine whether the extensive use of tangible rewards is a good idea in this situation, we can consider the principles of behaviorism. Behaviorism is a psychological theory that suggests that behavior is primarily influenced by external stimuli, such as rewards and punishments.

In this case, the idea of using tangible rewards to motivate children may initially seem appealing. After all, rewards like buttons, stickers, stars, and treats can be seen as positive reinforcement, which is an effective way to encourage desired behavior. It is common practice in many schools to use rewards as a way to incentivize students and promote positive behavior.

However, it's important to consider the potential drawbacks of relying too heavily on tangible rewards. Here's why the extensive use of tangible rewards may backfire in this situation:

1. Intrinsic motivation: One of the key aspects of behaviorism is that it focuses on external rewards to shape behavior. However, relying solely on external rewards can undermine intrinsic motivation, which refers to the inherent satisfaction and enjoyment that comes from engaging in an activity. When children become solely motivated by tangible rewards, they may lose interest in learning for the sake of learning or engaging in behaviors simply because they are inherently meaningful.

2. Short-term focus: Tangible rewards generally encourage short-term thinking. While they may be effective in eliciting a desired behavior in the immediate term, they may not foster long-term engagement or learning. This can hinder the development of skills such as persistence, self-discipline, and intrinsic motivation, which are crucial for academic success.

3. Dependency on rewards: Over time, children may develop a dependence on tangible rewards to engage in desired behavior. This can create a situation where they engage in the behavior solely for the reward, rather than developing a genuine understanding of the value or significance of the behavior itself. This can be problematic when the rewards are no longer available or when they are unavailable in certain contexts, such as at home or in other environments.

4. Inequality and comparison: Drawing a comparison between tangible rewards received by children and the pay adults receive for work can potentially create a sense of inequality among the students. This comparison may lead to feelings of unfairness and can affect the classroom dynamic, as children may start to compare and compete with one another for rewards. This can contribute to a negative learning environment, as collaboration and cooperation may be overshadowed by a focus on individual rewards.

In conclusion, while the use of tangible rewards may initially seem like a good idea based on behaviorist principles, there are potential downsides to consider. Depending too heavily on tangible rewards can undermine intrinsic motivation, encourage short-term thinking, create a dependency on rewards, and foster comparison and inequality among children. It is important to strike a balance and consider other methods of motivation and encouragement, such as providing meaningful feedback, fostering a cooperative classroom environment, and promoting intrinsic motivation through engaging and relevant learning experiences.