[R]ather than offer rewards, shouldn't teachers create classrooms in which students love learning? It is difficult not to respond to this objection by saying "Well, duh." I can't imagine there are many teachers who would rather give out candy than have a classroom full of students who are naturally interested and eager to learn. The question to ask is not "Why would you use rewards instead of making the material interesting?" Rather, it is "After you've wracked your brain for a way to make the material interesting for students and you still can't do it, then what?" Sanctimonious advice on the evils of rewards won't get chronically failing students to have one more go at learning to read. I think it unwise to discourage teachers from using any techniques in the absolute; rather, teachers need to know what research says about the benefits and drawbacks of the techniques, so that they can draw their own conclusions about whether and when to use them.
February 7, 2008
Willingham to the Rescue
As always, Daniel Willingham, has the most insightful take on the new crop of pay for performance programs. Read the whole thing. A snippet:
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As much as I revere Willingham, his article on rewards pales next to Pryor's Don't Shoot the Dog.
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