Zarate

Diana Zarate
September 21, 2011
EDU 206
Rewards and Consequences

I would deIinitely use rewards, social contracts, rules and consequences in my classroom.
In my classroom I would create social contracts with the students the Iirst day oI class. We will
come up with rules, and consequences that directly relate to that rule (Bucher, Manning, 2007,
p.119). We can as a class come up with rules/consequences/procedures and in the end vote on
which rules/consequences/ procedures to keep the rest oI the year. That night I can type the
social contracts and the next day give each student a copy, have them sign it and collect them
and keep all the social contracts in a Iile. I would emphasize to the students that I too must abide
by the contract. We would sometime in the Iirst week have a test on the content oI the social
contract to make sure all students understand what is expected oI them. Also I would pin extra
copies the social contract in the classroom bulletin board.
It is imperative that in a classroom there is order; students need to know what is expected
oI them, what the results oI not Iollowing the rules are, and even possible rewards Ior good
behaviors. Teachers may Iail to note that consequences are not punishments and their purposes
are diIIerent. When using a punishment the purpose is the student to pay Ior the rule broken, in
contrast consequences are instructional and are aimed at shaping behavior by learning (Bucher,
Manning, 2007, p.119). I would use logical rule related consequences. For example iI Bobby hits
another student a consequence can be to do one nice thing Ior that student. OI course the social
contract will go onto detail depending on grade level and school regulations.
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Rewards although not liked by many educators to me are essential in a classroom.

Rewards can be anything Irom a small bag oI m&m`s (talk to school nurse the begging oI the
year to ask about any peanut allergies), a high Iive, praise or words oI encouragement. I am a
Iirm believer in Skinner`s Behavior modiIication philosophies. I believe humans/animals seek
gratiIication be it Iood, acceptance, or pleasure. Even I as a college student am happy and Ieel
rewarded when a proIessor comments positively about my work, it reinIorces me to continue to
produce more excellent work so in the Iuture I can be rewarded again.
As teachers we have to be careIul when using praise. According to one oI my Iavorite
educational reIormers Ginott there are two Iorms oI praise; 'evaluative praise, which is
destructive and appreciative praise, which is productive (Bucher, Manning, 2007, p.86).
Evaluative praise Iocuses on the persons (student) character or personality while appreciative
praise emphasizes the persons (student) eIIorts and accomplishments. For example in a math
lesson a child can do really good on a test 90. These are the possible praise phrases a teacher
can use:
1. Evaluative praise: Wow, Karina you are such a smart girl! (she can be behind in other
areas)
2. Appreciative praise: Karina I really have noticed your eIIorts in math class all oI your
math assignments has been on time, keep up the good work!
In conclusion in my Iuture classrooms I will use social contracts, rules, rewards and
consequences. I believe they are imperative in a classroom I will continuously do outside
research to Iind better ways in which to modiIy student behavior and create a healthy classroom.

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ReIerence
Bucher, K. T., & Manning, M. L. (2007). Classroom Management (2nd ed., pp. 3-127).
Upper Saddle River, NJ: Pearson Education Incorporated.