Rewards ARE COERCIVE. They ARE MANIPULATIVE. They ARE CONTROLLING.

Giving contingent rewards is not compassionate, kind, or a loving action. Kids understand this fact, and they fight against it. So when a child accuses me of manipulating them, they are right.

I have been through my approach before. I will refer you here and here to learn what I recommend regarding PBIS and here for behavior management in general. Overall, what I wholeheartedly believe is that we need to stop using external motivation as a way of getting kids to engage. We are depriving them of learning for themselves how to act and behave because they want to be good and because they like how they feel when they do the right thing. We are teaching them that, at least in school, their primary motivation to complete work should be to receive a reward from teachers and other adults. We teach them to distrust their intrinsic motivations and desires. We are robbing them of the ability to develop their socioemotional sense of self on their terms.

Source: External Incentives DECREASE Intrinsic Motivation: Implications for Classroom Management – Why Haven’t They Done That Yet?

Dr. Hunsaker is a behavioral neuroscientist and special education teacher. I’ve shared his work before. Some of my favorites:

See also,

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