EDUC3620: Relationships for Learning (S2, 2018)

Assignment 2: Letter-Analysis of Wider Practice

Negative effects of reward systems in the classroom

Sarah Mutch

Word Count: 1925

Due Date: Friday 12th October 2018 (5:00 pm via FLO)

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Analysis:

The letter (2015) outlines an anonymous parent’s apprehensions about the “happy and sad list”
reward system used in their child's classroom (Anon, 2015). The anonymous parent has
expressed their concerns after reading an article written by Oxley (2015) that discusses the
negative effect of punishment and reward systems in the classroom (Oxley, 2015). Oxley (2015)
suggests that despite current research and statistics, the predominant approach to behaviour
management in classrooms remains based on punishments and rewards (Oxley, 2015). In the
article, Oxley (2015) refers to punishment as an unequal power-based relationship, where
students are extrinsically motivated to control behaviour and ensure compliance (Oxley, 2015).
The parent’s letter supports Oxley’s (2015) view on reward systems and suggests that the happy
and sad list can negatively influence a child's mental health and wellbeing, which may result in
long-term psychological effects (Oxley, 2015). It is important to consider that the parent’s
concerns are opinionated and represent one perspective that cannot be checked for accuracy.
Additionally, it is crucial to consider that the school, classroom, teacher and student contexts are
unknown. With these factors in mind, it is evident that the anonymous parent’s letter expresses
valid concerns about the implementation of an inappropriate rewards system in their child’s
classroom.

Despite frequent controversy, the use of reward and punishment in the classroom is a widespread
approach that aims to manage students’ behaviour and encourage learning (Duchesne &
McMaugh, 2016). Focused on the behaviourism view, reward systems perceive learning as a
cause and effect mechanism, in which external factors rather than internal processes lead to a
response from students (Duchesne & McMaugh, 2016). Teachers that use this approach aim to
quickly and efficiently decrease the likelihood of disruptive or undesirable behaviours in the
classroom (Duchesne & McMaugh, 2016). The behavioural method can be used as a powerful
pedagogical tool for educators to provide a consistent response to students’ behaviour that
usually excludes emotional involvement (Duchesne & McMaugh, 2016). However, the “happy
and sad list” reward system described by the anonymous parent directly involves the student's
emotions. The happy and sad list associate's emotional labels with the students' academic
performance. The impacts this can have on diverse students’ mental health and wellbeing
highlight the long-term ethical and welfare issues concerning the use of punishment and reward
systems (Duchesne & McMaugh, 2016, p.212).

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Discussion
It is vital to consider the possible implications the ‘happy and sad list’ rewards system has on the
students’ welfare. The students on the ‘happy’ list experience praise from the teacher for their
good behaviour and academic results. In comparison, the students on the ‘sad’ list are publicly
labelled as the misbehaving or naughty students as they do not conform to the classrooms code
of conduct (Armstrong et al., 2016). The labelling of students as good, bad, happy or sad can
impact the student's self-image and how they are perceived by others (Armstrong et al., 2016).
When the students misbehave and are labelled as ‘sad’, this can lead to them adopting their label
which can have a significant impact on their mental health and wellbeing (Armstrong et al.,
2016). Children need to experience feelings of happiness and success in their learning
environment (Duchesne & McMaugh, 2016, p.141). If they are to experience repeated failure or
punishment, such as being placed on the ‘sad’ list, the students can develop low self-esteem and
self-worth (Duchesne & McMaugh, 2016, p.141).

In addition, the happy and sad list can affect the students’ academic performance and their
relationship with the teacher. The rewards system may work for some students in the classroom;
however, the strategy lacks consideration for individual student context. This raises the question
of how the happy and sad list would affect students from diverse backgrounds (e.g. low
socioeconomic areas or unstable homes) or students with diverse learning needs (e.g. a student
with Autism Spectrum Disorder) (Hallet, 2016). A student that is always on the sad list may feel
some resentment towards their teacher, as they feel unheard and unaccepted, which can have a
substantial effect on their academic performance.

The anonymous parent has expressed their concerns regarding their child's mental health in the
classroom. It is essential for the parent's welfare that they feel heard and appreciated. The parent
has an in-depth knowledge of their child, and with effective communication, this insight can be
used to assist in developing an engaging and supportive classroom environment (Raising
Children Network, 2018). The parent will be feeling uneasy and must be shown that their
experience, ideas, opinions and concerns are taken seriously to avoid defensiveness or
justifications (Raising Children Network, 2018). In addition to the parent's welfare, it is vital that

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the implications for the teacher's welfare are considered. The teachers play a crucial role in
establishing and maintaining all students’ sense of self-worth (Duchesne & McMaugh, 2016,
p.141). It is the teacher’s responsibility to provide an emotionally positive and academically
purposeful classroom environment. However, with the current implementation of the ‘happy and
sad list’, it is evident that the teacher may be struggling to implement ethical behaviour
management strategies that consider the impacts emotional labelling can have on their students’
wellbeing.

Recommendation and Discussion

It is recommended that a holistic approach between the parent, teacher, school and students is
taken to address the anonymous parent’s concerns and assist in maintaining all students’ mental
health and wellbeing.

It is suggested that the parent contacts the teacher or principle of the school about their concerns.
The school should view the parent’s opinions as valuable feedback about how well the teacher
and the school are meeting the students’ needs (Department of Education and Early Childhood
Development, 2009). It is the school and teacher's role to ensure that the parent feels supported,
valued and heard throughout the problem-solving process to find a solution for classroom
behaviour management (Department of Education and Early Childhood Development, 2009).
Furthermore, it is essential that the parent’s concerns are followed up through open
communication and mutually agreed on actions (Department of Education and Early Childhood
Development, 2009).

The teacher must stop using the ‘happy and sad list’ reward system and consider alternative
behaviour management strategies to create a positive, engaging and supportive learning
environment. The teacher should consider the negative implications that the happy and sad list
has on the student's mental health and wellbeing; for example, emotional labelling can have a
detrimental effect on the students’ self-worth, self-esteem and relationships with the teacher
(Duchesne & McMaugh, 2016, p.141). It is recommended that the teacher engages in
professional discussions with the principal and fellow educators around teaching practices and
pedagogies. Furthermore, the teacher should consider completing a form of professional

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development, such as an online course that provides evidence-based approaches to facilitate
students’ self-regulation and develops a learning-focused environment that meets all students'
needs (Teacher Professional Development Services, 2018). The teacher can also explore theories
and strategies that can be implemented to create an inclusive learning environment for diverse
learners. It is suggested that the teacher moves away from the use of behaviouralist approaches
such as the rewards system, instead moving toward a humanistic and ecological approach.
Compared to the behavioural model where the teacher controls all aspect of instruction, the
teacher's role in a humanistic classroom is to provide student-directed learning opportunities
(Duchesne & McMaugh, p.275). The teacher should strive to value the students’ ideas and
consider the whole child; mainly focusing on the social and emotional aspects of the learner
(Duchesne & McMaugh, p.275). A humanistic approach along with the implementation of the
ecological theory will foster positive student-teacher relationships (Oxley, 2015). Adapting the
ecological theory will support the teacher in considering the students’ individual context and
how the relationships that form their environment influence their behaviour (Ryan, 2001). This
theory will assist the teacher in looking beyond the immediate environment to understand that all
behaviours in the classroom have a reason (Hallet, 2016; Ryan, 2001).

It is recommended that the teacher begins to remove extrinsic motivators, such as the ‘happy and
sad list’ reward system from the classroom. Ryan & Deci (2000) suggest that too much of a
focus on extrinsic motivators may lead to a decline in a student’s intrinsic motivation (Ryan &
Deci, 2000). In comparison to extrinsic motivation, intrinsic motivation is when students are
motivated by internal factors such as curiosity, excitement, confidence and the satisfaction of
completing a task (Duchesne & McMaugh, p.299). Instilling intrinsic motivation in students is
the ultimate goal for educators. To encourage intrinsic motivation in students the teacher can
investigate the students’ interests, provide student choice, allow time for independent and
collaborative learning and work with the students to set goals (Ministry of Education: Guyana,
2017). When students are intrinsically motivated there is a reduced occurrence of challenging
behaviours in the classroom. While on placement I saw how goal setting in the classroom could
provide motivation for the student and create stronger teacher-student relationships in the school.

The school should be involved in a united approach to address the anonymous parent’s concerns.
It is essential that the school maintains open communication between the teacher, parent and
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students when responding to this situation (Raising Children Network, 2018). It is suggested that
the school investigates the behaviour management approaches used within the school and
consider alternative methods (e.g. adapting more humanistic and ecological behaviour
management strategies). The school may provide professional development opportunities for
teachers that require further knowledge and training on how to implement these alternative
teaching methodologies. Additionally, the school should assess the mental health of the students
who have been placed on the ‘happy and sad list’ and consider how the children's mental health
and wellbeing is being supported in the school. The school may wish to implement a mental
health initiative such as Kids Matter that aims to improve children’s mental health and wellbeing
(Australian Primary Schools Mental Health Initiative: Kids Matter, 2018). Kids Matter can assist
in developing a positive school community that enhances help-seeking, decreases stigma and
offers support for students experiencing mental health difficulties (Australian Primary Schools
Mental Health Initiative: Kids Matter, 2018). Alternative approaches to improving the mental
health and wellbeing of the students may be encouraging mindfulness in classrooms and provide
students’ access to welfare coaches. These responses will assist in developing a positive school
environment that supports the welfare of the teachers, students and parents and reduces the
likelihood of disruptive behaviour in the classroom.

Conclusion

In conclusion, it is evident that the anonymous parent’s letter expresses valid concerns about the
implementation of a ‘happy and sad list’ reward system in their child's classroom (Anon, 2015).
The association made between academic performance and emotional labels can have a
detrimental effect on the students’ self-worth, self-esteem and their relationship with the teacher.
It is recommended that a holistic approach between the parent, teacher, school and students is
taken to address the anonymous parent’s concerns and assist in maintaining all students’ mental
health and wellbeing. The teacher should move away from the use of behaviouralist approaches
such as the ‘happy and sad list’ reward system toward humanistic and ecological teaching
practices. Additionally, it is suggested that the teacher redirects the extrinsic motivators in the
classroom towards more effective methods, such as goal setting, to promote the students’
intrinsic motivation. Furthermore, the school should communicate openly with the parent and
teacher, provide opportunities for professional development and implement a mental health

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initiative such as Kids Matter. A multidimensional response to the parent’s concerns will ensure
that the child is immersed in an inclusive, supportive and engaging classroom and school
environment that provides for the welfare of the teacher, parent and students.

References:
Anon. (2015, December). Negative effects of reward systems in classrooms (Letter to the
Editor). The Psychologist. 28 (12), 954.

Armstrong, D., Elliot, G., Hallett, F., & Hallett, G. (2016). Understanding Child and Adolescent
Behaviour in the Classroom. Melbourne: Cambridge University Press.
Australian Primary Schools Mental Health Initiative: Kids Matter. (2018). About Kids Matter
Primary. Retrieved from https://www.kidsmatter.edu.au/primary/about-kidsmatter-
primary

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Department of Education and Early Childhood Development. (2009). Addressing parents’
concerns and complaints effectively: policy and guides. Retrieved from:
https://www.education.vic.gov.au/Documents/school/principals/management/parentsconc
erns.pdf

Duchesne, S & McMaugh, A. (2016). Educational psychology for learning and teaching. South
Melbourne, Victoria: Cengage Learning. (Pp.141-299).
Hallet, F. (2016). Using theory for understanding behaviour. In D. Armstrong., G. Elliot., F
Hallett., & G. Hallett. (Ed.), Understanding Child and Adolescent Behaviour in the
Classroom (pp. 25-37). Melbourne: Cambridge University Press.

Ministry of Education: Guyana. (2017). How to Promote Intrinsic Motivation in the Classroom.
Retrieved from: https://education.gov.gy/web/index.php/teachers/tips-for-
teaching/item/1899-how-to-promote-intrinsic-motivation-in-the-classroom

Oxley, L. (2015). New voices: Do schools need lessons on motivation. Retrieved from
https://thepsychologist.bps.org.uk/volume-28/september-2015/new-voices-do-schools-
need-lessons-motivation

Raising Children Network. (2018). Effective communication with parents: for professionals.
Retrieved from https://raisingchildren.net.au/for-professionals/working-with-
parents/communicating-with-parents/communication-with-parents

Ryan, D. P. J. (2001). Bronfenbrenner’s ecological systems theory. Retrieved from:

http://www.floridahealth.gov/AlternateSites/CMS-
Kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf

Ryan, R.M. & Deci, E.L. (2000). When rewards compete with nature: The undermining of
intrinsic motivation and self-regulation. In C. Sansone & J.M. Harackiewicz (Eds),
Intrinsic and extrinsic motivation: The search for optimal motivation and performance
(pp.13-54). San Diego, CA: Academic Press.

Teacher Professional Development Services. (2018). Behaviour Management. Retrieved from:

https://teacherprofessionaldevelopmentservices.com.au/behaviour-management/