Banweixuanju
The usual approach to discipline—especially school and classroom discipline—is to teach toward obedience using rewards, punishments, and telling young people what to do. These are all external approaches and are various forms of manipulation, pressure, and coercion.
REWARDS
Rewards can serve as effective incentives—if the person is interested in the reward. School grades are a case in point. The reward of a good grade is important to some students--but of no interest to others. A reason why some students exert little effort for grades is that—to use Dr William Glasser's vocabulary—grades are not in their "Quality World." If a good grade or any reward is not important to the person, it has little value as an incentive.
Rewards can also serve as wonderful acknowledgements—ways of congratulating merit and demonstrating appreciation. Student of the week or employee of the month are examples of such acknowledgements. But notice that these are awarded after the behavior—not as bribes beforehand.
As opposed to using rewards as incentives and acknowledgements, giving rewards for expected standards of behavior is counterproductive. It is also based on the outmoded idea that all behavior is modified thorough external approaches, similar to the techniques used to train animals. Internal approaches—such as self-talk—have no place in this mindset.
People who use this behavioral approach—often referred to as behavior modification—have just one objective: changing behavior. Practitioners of this approach do NOT promote ADULT values. By rewarding kids with something youngsters value (candy, stickers, prizes, etc.), we simply reinforce their CHILDHOOD values. In the process, we lose opportunities to pass on OUR values—such as generosity, kindness, responsibility, perseverance, and integrity. What we really hope to do is to teach young people about values that will last a lifetime. So, while most kids will do what you want them to do to get the treat, and it might look...
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