Formal prizes are relatively ineffective ain providing
incentives to higher achievement. In fact, when material
rewards are given for intrinsically interesting activities,
the result may be a fall-off in motivation.

They are. however, valuable in providing a puplic
demonstration of the value placed by the schocl on good
achievement.

An important factor in formal prize giving is the proportion
of pupils who receive prizes. (They are usually only given
to a few so that the discouragement felt by the majority is
as important as the benefits that accrue to the minority).

It seems important to organize things 50 that most pupils
are able to succeed most of the time, but providing a
qradient of difficulty sq that there is steady progress.

Schools can do something to counter the effects af any
contra-school peer group influence by increasing the rewards
and satisfaction open to less able pupils in the school and
that way ensuring that their particular needs are met.

Rewards come not only from praise and prizes, but are also
implicit in the successful accomplishment of a job well
done.

The atmosphere of a school is greatly influenced by the
deqree ta which it functions as a coherent whole and with
consistencr.

Particular rules and appreaches may be less important than
the existence of some generally recognized and accepted set
of standards. Keen rules to a minimum: @.g¢.,

_—
"

Treat every person with respect for their dignity, their
welfare, and their material goods.

2. Everyone has the right to learn. No one has the right to
interfere.

The right balance is required between praise and punishment.

The effects of classroom prais® are greater than the
association between prizes and goscd outcomes.

A clear. concise reward system is used bv effective
teachers. Students know exactly what they are being
rewarded for. Be specific as to what you are rewarding, and

then set a higher goal, i.e., raise expectations.

Encouragement and praise only work when teachers are
"Significant others" in the lives of the students.