When I was new to teaching, I jumped on the bandwagon of rewarding kids with 15 minutes of free time, pizza parties, and prizes. I created elaborate reward systems with tickets and weekly drawings. In some instances, it was very successful. However, I found that I was taking time from preparing instruction by preparing for rewarding at the detriment of student learning. And I questioned what the kids were really learning from the rewards. Are they concentrating on the material they are supposed to be learning, or are they focused on that pizza party? Would their grades really be lower if they didn’t have these rewards to shoot for? Is a ticket for an eraser teaching them that hard work and good character really pay off? Or am I just bribing the kids to make my classroom management easier? “If you all don’t work quietly, no one gets the pizza party.”
I started a new approach. I got rid of ALL rewards and started verbally rewarding good behavior. What were the results? Not only can I see an increase in intrinsic motivation, but I also see better grades. With positive verbal rewards, students are not motivated by tangible things but by the inherent feeling of success, which, in turn, becomes addictive. I see students working hard to please me and get that verbal reward while noticing that they have the power within themselves to be successful. It’s rewarding for me because I feel like the kids are empowered and really learning something. Not to mention, it’s cheaper and less stressful to organize.
I also used verbal rewards as a disciplinary strategy. After reprimanding a student, I make it a point to tell him or her that I noticed that he or she is making an effort to do the right thing, and I’m very proud of them for that. Boom! Discipline problem gone! This shows the student that I have forgiven him or her, I’ve noticed his or her efforts, and I really do care.
I found, too, that when I verbally reward one student, other students took it as a cue and race to do the same thing. In that way, I never have to raise my voice. When the kids say, “I’m doing it, too!” I say, “I’m so happy! Thank you for doing that! Maybe next time you can be the first to do it?”
Another form of verbal rewards includes messages to parents. Every month I call, email, or send postcards to 15 or so parents letting them know how well their student is doing. This is great for those quiet students who are awesome everyday but slip through the cracks because I’m so busy concentrating on the more attention-demanding kids. Parents are so appreciative, and the kids feel good, too. They feel like I really do notice how good they are even though I don’t always say it.
When students are told that they are good, that you’re proud of them, or that they are good at something, they are more likely to maintain that behavior, or do it better. I can remember early in my career when my principal told me that I was a good leader. I never thought about it until then. Afterwards, I did everything I could to show him, and everyone else that I, in fact, AM a good leader. I volunteered to be the department head, I put together social activities, I checked in with everyone to make sure they were doing okay, and let them know that I was willing to help in any way. All in all, I became that person that my principal said I was. I wouldn’t have unless he gave me that positive verbal reward.
Kids are like that, too. They will become the person you think they are. Always make it positive.
Examples of positive verbal rewards:
- You all did a great job making that transition quiet. I really appreciate that because then I’m not forced to talk over you. Let’s see if we can do that the rest of the period.
- I can tell that this group is really focused and working hard on their project.
- I never have to remind you to be quiet in the halls, and I’m so proud of you for that. It really says that this class is mature and knows how to be respectful.
- Everyone in this class wrote very thoughtful answers. Keep up the good work.
- I am so proud of all the students who turned your work in on time. That really shows good work ethic.
- I noticed that you are working hard to focus on class rather than distract others lately. I am so proud of you for your effort. You are giving me better work as a result.
- I can tell that you are working on being more respectful. Yesterday instead of tapping my shoulder, you waited politely with your hand raised and asked very kindly if you could go to the bathroom.
- You really did a great job on your report.
- Thank you to those of you who remembered to work on your grammar after the test.
- If you remembered to read your novel after you are done with your work, you are doing the right thing. Thank you.
