punishment does not motivate students teachers need techniques that encourage positive behavior

Punishment does not Motivate StudentsTeachers Need Techniques That Encourage

Positive Behavior

Teachers and educators generally must comprehend the psychological basis of punishment if they wish to understand its use. Generally, punishment is ineffective as a motivator.

Prisons prove the failure of punishment as a way of correcting behavior. Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

The data regarding prisons does not mean punishment is useless when applied to all students; however, it does not always bring about a positive change. All teachers are aware that only a small percentage of students in most schools are responsible for the majority of serious problems. These students are typically students who have already been punished repeatedly.

Why do Schools and Teachers Endorse Punishment of Students?

First, there is the matter of protecting other students from danger. There are, regrettably, dangerous students who can harm their innocent classmates. Schools need ways of assuring a safe environment for most students, whose primary purpose at school is to learn.

However, many years of research have shown quite clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

Can Punishment Motivate Students to Behave Positively?

Punishment does not affect all students the same way. Punishment works best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

These students are usually intrinsically motivated because of their "functional families" to avoid misbehavior. However, peer pressure and the need to feel independent sometimes wins them over to the “dark side.” That behavior is usually experimental and self-correcting. Appropriate punishment with children who are fortunate enough to want to avoid consequences may be effective. It is important to understand that the punishment may not be causing any major behavioral changes; it is only calling causing the student to return to behavior that he or she has already learned. That may be quite enough for the teacher.

If punishment is used with well-adjusted, intrinsically motivated behavior it is not likely to motivate them to achieve. Punishment creates counterproductive stress, frustrations and a need to avoid threatening situations. For example a student might mean try to avoid school by feigning illness.

Motivating the Students to Make Major Changes in Behavior

There are many children for whom punishment is no big deal. They may be lacking positive family values. These are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

Punishing students may only serve to prove to them once again that the world is an uncaring, unfriendly place and it is occupied by other people who punish. For these unfortunate children, punishment intensifies resentment and hostility. Often these students are not easy to “warm up to” and frequently have friends who display similar attitudes and behavior. They present a challenge for schools – the students who need the most encouragement are the least likely to receive it.

That is true unless school personnel adopt a plan that embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

In class, any plans to discipline students should be incremental. They should offer warnings before disciplinary actions are taken. When disciplinary action is necessary it should be consistent and calmly enforced. Schools should offer counseling in anger management and social skills. Parents of students with behavior problems should have access to group counseling and be encouraged to maintain contact with teachers.

Punishment is widely used in schools although it does not achieve the best results in the long term. Punishment is most effective in the temporary suppression of some types of behavior, which in some cases is sufficient. It is most effective with students who learn values in a successfully functioning family. Such students are intrinsically motivated not to want to disappoint their parents.

On the other hand, students who chronically misbehave do not respond to punishment as might be expected, and may even become worse. Schools should be proactive in identifying and providing programs that encourage good behavior rather than punish bad behavior.

Punishment does not MotivateStudentsTeachers Need Techniques That Encourage Positive Behavior

Teachers and educators generally must comprehend the psychological basis of punishment if they wish to understand its use.

Schools should be proactive in identifying and providing programs that encourage good behavior rather than punish bad behavior.

1According to lines 1-5 a teacher cannot

understand how to use punishment ___ he/she understands its psychological basis.

a) becauseb) althoughc) ifd) unless

1According to lines 1-5 a teacher cannot

understand how to use punishment ___ he/she understands its psychological basis.

a) becauseb) althoughc) ifd) unless

Punishment does not MotivateStudentsTeachers Need Techniques That Encourage Positive Behavior

Teachers and educators generally must comprehend the psychological basis of punishment if they wish to understand its use.

Schools should be proactive in identifying and providing programs that encourage good behavior rather than punish bad behavior.

Punishment does not MotivateStudentsTeachers Need Techniques That Encourage Positive Behavior

Teachers and educators generally must comprehend the psychological basis of punishment if they wish to understand its use.

Schools should be proactive in identifying and providing programs that encourage good behavior rather than punish bad behavior.

Conditionals

If he studies, he will succeed.

Conditionals

If he studies, he will succeed.(condition), (result).

Conditionals

Unless he studies, he won’t (will not) succeed.

(condition), (result).

Conditionals

He will succeed if he studies .(result) (condition).

First Condition

If he studies, he will succeed.(Present Simple), (will) V1.It will probably happen.

1According to lines 1-5 a teacher cannot

understand how to use punishment ___ he/she understands its psychological basis.

a) becauseb) althoughc) ifd) unless

2According to lines 6-11, what percentage of

criminals do NOT repeat their crimes? ___________

2According to lines 6-11, what percentage of

criminals do NOT repeat their crimes? ___________

2According to lines 6-11, what percentage of

criminals do NOT repeat their crimes? ___________

6-11Prisons prove the failure of punishment as a way of

correcting behavior. Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

6-11Prisons prove the failure of punishment as a way of

correcting behavior. Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

6-11Prisons prove the failure of punishment as a way of

correcting behavior. Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

2According to lines 6-11, what percentage of

criminals do NOT repeat their crimes?

Less than 30%

3According to lines 6-16 who are persistent

criminals compared to? ____________

3According to lines 6-16 who are persistent

criminals compared to? ____________

6-16Prisons prove the failure of punishment as a way of correcting behavior.

Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

The data regarding prisons does not mean punishment is useless when

applied to all students; however, it does not always bring about a positive change. All teachers are aware that only a small percentage of students in most schools are responsible for the majority of serious problems. These students are typically students who have already been punished repeatedly.

6-16Prisons prove the failure of punishment as a way of correcting behavior.

Repetition of criminal behavior rates for criminals who have been in prison in the United States are over 70%. Realistically, some people need to be incarcerated to protect society, but because the majority of them are eventually released, it would be a good thing if prisoners "came out and stayed out". For this, they need to be motivated to become better citizens.

The data regarding prisons does not mean punishment is useless when

applied to all students; however, it does not always bring about a positive change. All teachers are aware that only a small percentage of students in most schools are responsible for the majority of serious problems. These students are typically students who have already been punished repeatedly.

3According to lines 6-16 who are persistent

criminals compared to?

students

4What does the word "it" in line 24 refer to?

_________________

it

However, many years of research have shown quite clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

it

However, many years of research have shown quite clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

it

However, many years of research have shown quite clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

it

However, many years of research have shown quite clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

4What does the word "it" in line 24 refer to?

punishment

5What are the two purposes of punishment that

are mentioned in lines 22-27?

5What are the two purposes of punishment that

are mentioned in lines 22-27?

22-27However, many years of research have shown quite

clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

22-27However, many years of research have shown quite

clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

22-27However, many years of research have shown quite

clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

22-27However, many years of research have shown quite

clearly that while punishment can suppress behavior, it is a poor motivator for positive change. Punishment is used because it’s quick and easy. Whether or not it changes behavior in a positive way may be a secondary consideration. Punishment also serves as a sort of retribution or "payback". Teachers sometimes need to dispense quick justice to make themselves or an offended student feel better. Punishment of this type helps "even the score".

5What are the two purposes of punishment that

are mentioned in lines 22-27?suppress behaviorserves as a sort of retribution or "payback"

Gerunds and Infinitives

There are times when we have two verbs, one after the other:

I enjoy dancing.I agree to dance.

Gerunds and Infinitives

Gerunds I enjoy dancing.

Infinitives I agree to dance

Some verbs are followed by gerunds and some by infinitives

• admit• avoid• consider• delay• deny• enjoy• fancy• finish• imagine• involve• mind• miss• postpone• practice• regret• risk• stop• suggest

• afford• agree• appear• arrange• attempt• dare• decide• fail• forget• hope• learn (how)• manage• offer• pretend• promise• refuse• seem• tend• threaten

Some verbs are followed by gerunds and some by infinitives

• admit• avoid• consider• delay• deny• enjoy• fancy• finish• imagine• involve• mind• miss• postpone• practice• regret• risk• stop• suggest

• afford• agree• appear• arrange• attempt• dare• decide• fail• forget• hope• learn (how)• manage• offer• pretend• promise• refuse• seem• tend• threaten

There are three uses of gerunds.

After certain verbs.I suggest going

now.

At the beginning of sentences.

Swimming is my hobby.

After prepositions• after • at • before• between • by• during • from • in• into • on• since• with

There are three uses of gerunds.

After certain verbs.I suggest going

now.

At the beginning of sentences.

Swimming is my hobby.

After prepositions• after • at • before• between • by• during • from • in• into • on• since• with

5What are the two purposes of punishment that

are mentioned in lines 22-27?• Suppressing behavior• Serving as a sort of retribution or "payback"

6What is a third reason for punishment that is

mentioned in lines 28-33?

6What is a third reason for punishment that is

mentioned in lines 28-33?

28-33Can Punishment Motivate Students to Behave

Positively?Punishment does not affect all students the same way.

Punishment works best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

28-33Can Punishment Motivate Students to Behave

Positively?Punishment does not affect all students the same way.

Punishment works best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

28-33Can Punishment Motivate Students to Behave

Positively?Punishment does not affect all students the same way.

Punishment works best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

6What is a third reason for punishment that is

mentioned in lines 28-33?

It is motivating as (because) it reminds the well-behaved of consequences if they go astray.

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Type of Family

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Result of Punishment

29-53Can Punishment Motivate Students to Behave Positively?Punishment does not affect all students the same way. Punishment works best with “good” people and it

reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

These students are usually intrinsically motivated because of their "functional families" to avoid misbehavior.

However, peer pressure and the need to feel independent sometimes wins them over to the “dark side.” That behavior is usually experimental and self-correcting. Appropriate punishment with children who are fortunate enough to want to avoid consequences may be effective. It is important to understand that the punishment may not be causing any major behavioral changes; it is only calling causing the student to return to behavior that he or she has already learned. That may be quite enough for the teacher.

If punishment is used with well-adjusted, intrinsically motivated behavior it is not likely to motivate them to

achieve. Punishment creates counterproductive stress, frustrations and a need to avoid threatening situations. For example a student might mean try to avoid school by feigning illness.

Motivating the Students to Make Major Changes in BehaviorThere are many children for whom punishment is no big deal. They may be lacking positive family values. These

are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

29-53Can Punishment Motivate Students to Behave Positively?Punishment does not affect all students the same way. Punishment works

best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

Motivating the Students to Make Major Changes in BehaviorThere are many children for whom punishment is no big deal. They may be

lacking positive family values. These are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Type of Family

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Result of Punishment

29-53Can Punishment Motivate Students to Behave Positively?Punishment does not affect all students the same way. Punishment works

best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

Motivating the Students to Make Major Changes in BehaviorThere are many children for whom punishment is no big deal. They may be

lacking positive family values. These are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Stable homes with clear values and caring parents

Type of Family

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Result of Punishment

29-53Can Punishment Motivate Students to Behave Positively?Punishment does not affect all students the same way. Punishment works

best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

Motivating the Students to Make Major Changes in BehaviorThere are many children for whom punishment is no big deal. They may be

lacking positive family values. These are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Stable homes with clear values and caring parents

Type of Family

They get attention by misbehaving at home .

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Result of Punishment

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Stable homes with clear values and caring parents

Type of Family

They get attention by misbehaving at home .

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Result of Punishment

29-53Can Punishment Motivate Students to Behave Positively?Punishment does not affect all students the same way. Punishment works

best with “good” people and it reminds the well-behaved of consequences if they go astray. Students who come from stable homes with clear values and caring parents are motivated to please those parents by positive behavior. The fact that breaking the rules can lead to unhappy parents is scary and, in a sense, motivating.

Motivating the Students to Make Major Changes in BehaviorThere are many children for whom punishment is no big deal. They may be

lacking positive family values. These are the same students who typically provide schools with the majority of major behavior problems. They often are attention-starved children who get attention by misbehaving at home and at school. After all, negative attention is better than being ignored.

Lines 29-53 distinguish between two types of children. Complete this table:They are lacking in family values

Stable homes with clear values and caring parents

Type of Family

They get attention by misbehaving at home .

They do not want their parents to be unhappy.

Attitude to making their parents unhappy

Punishment is not motivating.

Punishment is in a sense, motivating.

Result of Punishment

8Which word in lines 34-47means "pretending to

be"? ____________________

8Which word in lines 34-47means "pretending to

be"? ____________________

34-37These students are usually intrinsically motivated because of their "functional

families" to avoid misbehavior. However, peer pressure and the need to feel independent sometimes wins them over to the “dark side.” That behavior is usually experimental and self-correcting. Appropriate punishment with children who are fortunate enough to want to avoid consequences may be effective. It is important to understand that the punishment may not be causing any major behavioral changes; it is only calling causing the student to return to behavior that he or she has already learned. That may be quite enough for the teacher.

If punishment is used with well-adjusted, intrinsically motivated behavior it is not

likely to motivate them to achieve. Punishment creates counterproductive stress, frustrations and a need to avoid threatening situations. For example a student might mean try to avoid school by feigning illness.

34-37If punishment is used with well-adjusted,

intrinsically motivated behavior it is not likely to motivate them to achieve. Punishment creates counterproductive stress, frustrations and a need to avoid threatening situations. For example a student might mean try to avoid school by feigning illness.

8Which word in lines 34-47means "pretending to

be"?

feigning

9What do you think "warm up to" in line 58

means? ______________________

warm up to

Punishing students may only serve to prove to them once again that the world is an uncaring, unfriendly place and it is occupied by other people who punish. For these unfortunate children, punishment intensifies resentment and hostility. Often these students are not easy to “warm up to” and frequently have friends who display similar attitudes and behavior. They present a challenge for schools – the students who need the most encouragement are the least likely to receive it.

9What do you think "warm up to" in line 58

means? likelearn to like

10Lines 55-60 present a problem and lines 61-66

suggest a solution. What are they?

Problem and SolutionPunishing students may only serve to

prove to them once again that the world is an uncaring, unfriendly place and it is occupied by other people who punish. For these unfortunate children, punishment intensifies resentment and hostility. Often these students are not easy to “warm up to” and frequently have friends who display similar attitudes and behavior. They present a challenge for schools – the students who need the most encouragement are the least likely to receive it.

That is true unless school personnel adopt a plan that embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

Problem and SolutionPunishing students may only serve to

prove to them once again that the world is an uncaring, unfriendly place and it is occupied by other people who punish. For these unfortunate children, punishment intensifies resentment and hostility. Often these students are not easy to “warm up to” and frequently have friends who display similar attitudes and behavior. They present a challenge for schools – the students who need the most encouragement are the least likely to receive it.

That is true unless school personnel adopt a plan that embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

Problem and SolutionPunishing students may only serve to

prove to them once again that the world is an uncaring, unfriendly place and it is occupied by other people who punish. For these unfortunate children, punishment intensifies resentment and hostility. Often these students are not easy to “warm up to” and frequently have friends who display similar attitudes and behavior. They present a challenge for schools – the students who need the most encouragement are the least likely to receive it.

That is true unless school personnel adopt a plan that embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

Problem and Solution

Punishment intensifies resentment and hostility.

Teachers present the most caring attitude that they can.

11

The students are identified.

Teachers should not_______ Teachers should _________

Result: _______________________________________

61-66That is true unless school personnel adopt a plan that

embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

61-66That is true unless school personnel adopt a plan that

embraces problem students. The key is to be proactive and identify troublesome students early. Once these students are identified and before their behavior gets them into serious trouble, they should receive extra encouragement for positive behavior and academic achievement. Teachers should not try to “catch” these students so that they can be punished, but present the most caring attitude that they can.

11

The students are identified.

Teachers should not try to “catch” these students so that they can be punished

Teachers should give extra encouragement for positive behavior

Result: Students feel/are “embraced”.

12What is the purpose of the last two paragraphs?

(lines 72-80)

72-80Punishment is widely used in schools although it does not achieve

the best results in the long term. Punishment is most effective in the temporary suppression of some types of behavior, which in some cases is sufficient. It is most effective with students who learn values in a successfully functioning family. Such students are intrinsically motivated not to want to disappoint their parents.

On the other hand, students who chronically misbehave do not

respond to punishment as might be expected, and may even become worse. Schools should be proactive in identifying and providing programs that encourage good behavior rather than punish bad behavior.

12What is the purpose of the last two paragraphs?

(lines 72-80)

To summarize the main points of the article.