PRINCIPLE 3

MAI ANH & GIA KHANH

Table of
contents
01. 02.
Definitions Previous research
Mai Anh

03. 04.
Teaching implications Class Discussion
Gia Khanh
 01.
Definitions
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Reward and Reinforcement

A reinforcer A reward

An event that increases A stimuli that is

the frequency of the assumed to be positive
behaviour it follows events, but not to
strengthen behaviour

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Anticipation of Reward

According to Skinner, the

anticipation of reward is
the most powerful factor in
directing one’s behavior.

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Reward principles

Human beings are universally driven to

act, or “behave”, by the anticipation of some
sort of reward – tangible or intangible,
short term or long term – that will ensue
as a result of the behavior.

H. Douglas Brown

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 02.
Previous Research
The impact on intrinsic motivation

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 Praise – intrinsic motivation

Deci, 1971: have found an increase in intrinsic motivation;

while some reported no significant differences (Orlick & Mosher, 1978)

Tangible reward – intrinsic motivation

Danner & Lonkey (1981) - a decrease in intrinsic motivation

while others indicate an increase (Rosenfield, Folger & Adelman, 1980)

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 03.
Teaching Implications
Van Tran Gia Khanh
Teachers can give

praises for appropriate other public

correct responses grades/scores to recognition
indicate success

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 1
Provide an optimal degree of
immediate verbal praise and
encouragement

●Van Tran Gia Khanh

 2
Encourage students to reward
each other with compliments
and supportive action

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 ●Van Tran Gia Khanh

Reward chart

3
Encourage students with
short-term reminders of
progress

Progress chart
Stickers
 4
Display enthusiasm and excitement
yourself in the classroom

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 5
Get learners to see the long-
term rewards

●Van Tran Gia Khanh

 Teaching Implications

1 2 3
Provide an optimal degree of Encourage students to reward Encourage students with
immediate verbal praise and each other with compliments short-term reminders of
encouragement and supportive action progress

4 5
Display enthusiasm and Get learners to see the
excitement yourself in the long-term rewards
classroom

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Shortcomings
lead learners to become dependent on short-term
reward

coax them into a habit of looking to teachers and

others for their only rewards

forestall the development of their own internally

administered, intrinsic system of rewards
 04.
CLASS DISCUSSION
Mai Anh & Gia Khanh
 DISCUSSION QUESTIONS

01. 02.
What are some effective How can you apply
types of REWARD in REWARD systems
classroom management? in your classroom?
 1. TYPES

Badges

Reward coupons

Special events

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 2. SUGGESTIONS

Pre-stage While-stage Post-stage

Tangible reward Bonus mark Special events

Ex: Gifts – Game participation Ex: Exercise taking Ex: presentations

Individual/group praise
Ex: Individual/ group work

Verbal praise
Ex: Question answering

Progress Chart: record and track students’ learning and behaviour

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THANK
YOU
Mai Anh & Gia Khanh