At
least they did not 'shush' me.
“However, you are also learning that educational psychology is
interesting or dull, useful or useless. Without knowing it, you are
probably learning about where on the page certain pieces of
information are to be found. You might be learning to associate the
content of this chapter with unimportant aspects of your surroundings
as you read it, such as the smell of books in a library or the
temperature of the room in which you are reading. ” Slavin page
116.
After
I finished reading the above I let out a louder than appreciated
laugh in the Sherrill Library. The students around me may have
thought I was a bit “off my rocker” as they may have been able to
tell that I was reading Educational
Psychology.
I sighed and simply had to shake my head though because the quote
above was true. Learning can take place in many forms and can happen
without paying it too much attention. Freshly back in academia I am
struggling to try and get all my reading done and to adequately
remember the myriad definitions that I am confronted with in not one
or two text books, but five. Some concepts are interwoven amongst the
differing texts, but most feel fresh and have taken quite a bit of
work to wrap my arms around. I am getting there but my learning has
been a slow process, and somewhat unconsciously I am adapting.
The
story of my life?
Facing
the struggle between “having to” versus “wanting to” it can
be said that life
is filled with such battles. The Premack Principle always seems to be
in place.
“Eat your veggies and you will get some dessert.”
“Clean your room and you can go the movies.”
“Do your homework and you can play video games.”
“Sell six cellphone plans and you will get an extra personal day.”
The concept of motivating a person – child or adult – to
undertake an undesirable task is not a new concept and has probably
been around since caveman Grog told his son to throw the mammoth
bones outside the cave and then he can paint on the walls. The
Premack Principle works and perhaps over time children will see the
value of completing those enjoyable tasks beyond the obtaining of a
pleasurable activity.
“Thanks
for showing up – here's your trophy!”
The above is actually the title of a book that I have begin to
outline. Will it ever be completed? I hope so. May it sit in the
desktop folder of my laptop for periods of time? Certainly. Is the
notion that kids are gratuitously over-rewarded for very little
actual real activity or performance something I think of often? A
resounding “YES!”
I understand that using extrinsic reinforcers can yield some positive
results especially as motivational factors, but all too often
organizations seem to jump to the ultimate prize and give it to all
participants as opposed to really rewarding performance.
My assorted nieces and nephews all participate in various activities
at my siblings' behest: sports, musical endeavors, art. In every
instance that I can think of, everyone gets a trophy or a big ribbon
for having participated. While no one wants to hurt the feelings of a
child, the reward should be in-line with the performance.
If
I finish reading and commenting on Chapter 5, I can go home and watch
the Patriots game.
Throughout my life I have always self-regulated and self-reinforced
my behaviors. Even as an adult rewards are necessary. The overbearing
sense of needing to do what has to be done forces me to accomplish
activities. Every so often though a really difficult, annoying, or
exhuasting set of tasks will afford me the thought, “Wow, I worked
my behind off and got everything done ahead of schedule! I
deserve...a couple of new books or a video game as reward.” I
learned early on in my educational and professional worlds that I am
responsible for my own actions and the actions that I undertake have
affects upon my life and those around me. But why not make those
actions a bit easier and reward myself from time to time?
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