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Rewards and Sanctions

Learn about utilizing rewards and sanctions to set clear boundaries and manage behavior in the classroom. Discover behaviorist theories and practical strategies for implementing rewards and sanctions effectively.

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Rewards and Sanctions

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  1. Rewards and Sanctions By Katie Unsworth

  2. Why? • Rewards and sanctions are used to set clear boundaries. • The parents know what is expected of their children as pupils. • The pupils know what is expected of them. • The teachers can impose the school rules. • Good classroom management limits bad behaviour.

  3. Behaviourist Theory • “Wheldall, Watson and Skinner state that the most effective ways to help learners is to teach them new behaviours by using rewards and sanctions”. (Crisp & Soan 2003:160)

  4. Firstly: • As a teacher you should find out what rewards and sanctions are used in the school. • What happens if sanctions are not served? • What happens in a crisis? • What are your expectations of pupil behaviour? (Cowley 2005: 32)

  5. Rewards must be wanted. They need to be age specific. They must be properly earned. The reward must fit the individual. They have a sell-by date. Reward all the students. Sometimes rewards need to be private. (Cowley 2006:82) Rewards 1

  6. Rewards 2 • Types of rewards: • Merits • Star chart • Certificates • Praise • Trips • Raffles • Sweets • Listening to music • Special time

  7. They must be unwanted. They must be followed through. Don’t threaten what you can or won’t deliver. Avoid the threat of someone else. Sanctions can create a negative atmosphere. (Cowley 2006: 86) Remain calm when sanctioning a pupil. Sanctions 1

  8. Sanctions 2 • Detentions. • Demerits. • Phoning/writing home. • Code of Conduct. • Loss of privileges. • Whole-class sanctions. • ‘Comedy’ sanctions (Cowley 2006:88)

  9. Finally • Rewards and sanctions create an atmosphere in the classroom. • Rewards and sanctions must be consistent. • Pupils need to understand that their behaviour results in consequences. • Teachers need to know what the school’s policies are.

  10. Bibliography • Cowley, S. (2006) Getting the Buggers to Behave. London: Continuum. • Cowley, S. (2005) How to Survive Your First Year in Teaching. London: Continuum. • Criso, J. & Soan, S. (2003) ‘Managing Behaviour for Learning’ in Alfrey, C. (Ed.) Understanding Children’s Learning. London: David Fulton Publishers. • Ginnis, P. (2002) The Teacher’s Toolkit. Carmarthen, Wales:Crown House Publishing.

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