In the educational landscape, maintaining discipline and fostering motivation are crucial to creating an environment conducive to learning. Schools often implement punishment and reward programs to manage behaviour and incentivize academic and social achievements.
The appropriateness and effectiveness of these programs has been questioned and extensive research shows that they are not only ineffective, they are harmful to student motivation and self-esteem. Both punishment and reward undermine intrinsic motivation and create power imbalance that leads to tension in relationships and acting out of undesirable behaviour.
Punishment and reward systems in schools are grounded in behavioural psychology principles, primarily the theory of operant conditioning. Operant conditioning posits that behaviours can be shaped through reinforcement (rewards) and punishment. The intention behind these programs is to encourage desirable behaviours and deter undesirable ones, thereby creating a structured and motivating learning environment.
This is a manipulative approach to ‘correcting’ behaviour. Compliance is not the same as the embedding of values and socially acceptable ways of being that emerge from an intrinsic desire to be that way. This desire is born out of relational approaches, out of love, respect, a sense of belonging, authentic listening, and appropriate agency in making choices and taking responsibility.
Compliance programmes can appear to be effective for many children who already have emotional resilience and feel at ease with ‘playing the game.’ For those with less emotional resilience due to any number of life experiences and circumstances that present challenges they are not yet equipped to manage effectively, they are plainly not effective. Negative behaviour escalates, relationships escalate and higher levels of ‘consequence’ are used repeatedly. The only way out is for the young person to admit defeat and turn their anger and resentment inward or engage in a never ending state of conflict.
Children and young people need guidance from more experienced others in whom they trust. Trust requires connection.
A relational approach to desired behaviour development is not something that can be prescribed in a ‘one size fits all’ way as a modification programme can. There are tools and strategies that can be implemented to support relational approaches. I draw on a number of these in parent and teacher coaching.
Resources
Alfie Kohn, Punished by Rewards This book explains how reward and praise can undermine intrinsic motivation and reduce self esteem, with reference to the research throughout.
How to talk so kids will listen and listen so kids will talk This is as close to a programme as it gets for developing relational communication with our children.
Positive Discipline - Jane Nelson Positive Discipline is an American organisation who produce books and training programmes for relational behaviour development. Lots of theory presented in a very digestible way and practical suggestions and examples to help educators and parents try out a different approach.