Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes by Alfie Kohn Download (read online) free eBook .pdf.epub.kindle

Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes

The basic strategy we use for raising children, teaching students, and managing workers can be summarized in six words: Do this and you’ll get that. We dangle goodies (from candy bars to sales commissions) in front of people in much the same way we train the family pet. Drawing on a wealth of psychological research, Alfie Kohn points the way to a more successful strategy b

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    Karin

    My daughter’s gr. 1 teacher just announced that if the kids read 100 books, they’d get a reward. Instead of being enthusiastic, or eager to read, DD just got upset and worried that now she can’t get the reward because 100 seemed way too many. How different is 100 from a bazillion to a gr. 1 kid who barely knows how to count that high?

    Reading this book helped me to understand that frustration, and non-interest is a normal reaction to bribery. Kohn states that kids and adults alike see both rewa

    Reading this book helped me to understand that frustration, and non-interest is a normal reaction to bribery. Kohn states that kids and adults alike see both rewards (incentive programs) and punishments as methods of controlling them. They tend to like the task less and work less hard to accomplish the project. This goes against society’s ingrained belief that rewarding someone -whether by tangible items or praise motivates them to do better. He believes we should discuss things with kids, employees etc.& work together to empower people no matter what age so they feel interested in the work they are doing. Kids can only learn to develop values and make decisions by being given the opportunities to practice and see the natural concequences of their own choices (age appropriately, of course.)

    My daughter does like to get a reward when she accomplishes something that’s difficult for her! i guess i’m kind of working on the less rewards/ punishments and more explaining stuff to her. OTOH, how do you explain to a 6 yr old she can’t stand outside the grocery store because in our society she could get picked up by an evil person. I don’t want to scare her. I also didn’t want her to find out the hard way that i was right on this one (hopefully i’m wrong). So it became a ‘because i said so and i don’t want to scare you so i’m not telling you why’.
    I did let her watch her ballet class last week instead of making her participate. By the end of the lesson she decided on her own that maybe she could have participated. This week she went to class no problem. I let her learn by her own experience that she actually likes dance class. So i am testing his theory out.

    Good points: Kohn backs up his theory with lots of studies. He divides the book into sections so if you’re just looking for how incentive programs work to motivate employees you can turn to that chapter. Ditto for school teachers and for parents.

    Unfortunately because the book is divided into sections above, it gets repetitious. hence 41/2 stars.

    fav quotes:

    P 250-1 Ryan and Deci have made an important distinction between 2 versions of internalization. In ‘introjection’… children swallow the rule whole. It is inside them but essentially unprocessed. It is possible to feel controlled from the inside as well as the outside; people sometimes pressure themselves in much the same way that they can be pressured by external events.’
    Internalization by itself- even the kind identified as introjection satisfies someone whose chief concern is to get a child to do something without the adult’s having to stand around prodding him with bribes and threats. Like a wind-up toy, a child who has introjected a particular value will stay in motion after the controller has left the scene. No wonder those who direct and profit from a particular … system prefer a ‘self-controlled—not just controlled—work force.’ 47
    Ryan & Deci argue persuasively tht we shold aim higher than this. [They propose] integration, [which] involves helping a child make the value her own, understand its rationale,and experience a sense of self-determination in acting in accordence with it. The objective here is a deeper experience of choice, one understood not just as a selection of Option A over Option B but as something’ anchored’ in the sense of a fuller, more integrated functioning. 49. Adults can help children reach this goal by supporing their autonomy, giving them chances to solve their own problems… inviting them to participate in making meaningful decisions and engaging them in discussion about all of the above.
    I [ A Kohn] think we want children not only to be deeply committed to our values and rules but to be capable of making their own decisions about which values and rules to embrace. Here, too, the best preparation for making decisions is practice at making decisions…Moreover, we will have to trust children at some point. This is a far cry from trying to implant a piece of ourselves in a child so he or she ‘voluntarily’ makes all the same decisions we would make.

    P 265 In another study, … supervisors were told that someone whose work they were overseeing either enjoyed the task or was doing it just for the money. Even tho these messages were generated randomly and bore no relation to the individual’s actual attitudes, the supervisors who believed they were in charge of someone who was extrinsically motivated responded by becoming more controlling. As a result, the employee did in fact end up less interested in the task, confirming the expectation about how one ‘has to’ treat such employees. Conversely, the belief that a worker wasn’t just interested in getting a reward led supervisors to create the kind of work environment where the employee did come to enjoy the work more. 1

    1 Pelletier, L & R. Vallerand. Supervisors’ Beliefs & Subordinates’ Intrinsic Motivation. Journal of Personality and Social Psychology 71 (1996) 331-40

    252 In the final analysis, none of the virtues, including generosity and caring, can be successfully promoted in the absence of choice. A man recalled being “taught that my highest duty was to help those in need” but added that he learned this lesson in the context of the importance of “obeying promptly the wishes and commands of my parents, teachers, and priests, and indeed of all adults…Whatever they said was always right.”
    The man who said this was Rudolf Hoess, the infamous commandant of Auschwitz. Prosocial values are important, but if the environment in which they are taught emhasizes obedience rather than autonomy, all may be lost.

    Question: My daughter is afraid to try new foods (won’t even touch them.) If i reward her for surmounting her fears is that the same as rewarding for something normal? See, i thot that getting something tangible helps her think about something other than how afraid she is. And it seems to work, too. She sees the goodies from the dollar store and wants to try a new food ( or retry a new food, since it takes more than 1 try to like a food, experts say) to get the coveted toy she’s seen. She now eats vanilla yoghurt 🙂
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    Elizabeth  Fuller

    Aug 12, 2007

    rated it
    really liked it

    A lot of what the author says – that the use of rewards as motivators (for children, students, employees, etc.) is not only ineffective, but often detrimental to morale and motivation – makes a lot of sense, and certainly represents a fresh perspective. Despite this, however, I couldn’t shake a lingering feeling of disagreement. Not that I don’t believe his arguments…but I also don’t think he leaves enough room for individual difference. For example, while I do agree with him that intrinsic mo

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    Sharlee

    Mar 13, 2008

    rated it
    really liked it

     · 
    review of another edition

    Recommends it for:
    teachers, parents, any person in a management position
    Recommended to Sharlee by:
    College peers/professors

    As a college student, I had been very interested in Alfie Kohn’s philosophies. After graduating and getting a job much sooner than expected, I decided to read this book. I am amazed by how much we control other people with rewards. I’ve never been a fan of behaviorism…in any form. Which doesn’t make me widely popular as a teacher. My students were stunned when I took over and explained that I do not give treats for asking questions or learning. I also explained to them that they are not dogs a

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