'We must act as if our institutions are ours to create, our learning is ours to define, our leadership we seek is ours to become.‘ Peter Block, Philosopher
It is widely documented that for students to reach their full potential at school, they need to be fully engaged in the process. It seems as though we do not treat the issues that arise in the classroom, we tend to take care of the behaviours instead. When I was in school we had the strap. This did not work and the strap was taken and replaced with other forms of punishment to manage the students, one of these is our modern day detention. The school I am focusing on is Lockeport Regional High School, population 137 from grade’s 7-12. We only have in school lunch time detentions, where the student serves his/her time during their lunch in a designated room with a teacher and their fellow detainees. The student is to sit quietly and do work of some kind. I would like to find a more beneficial method of aiding the student to change his/her actions to ones that are more appropriate. The beginning of research into rewards and penalties
Research into the use of rewards and penalties by schools began with Highfield and Pinset’s study in 1952. Their survey asked students and teachers to rank in order the various incentives and deterrents available to schools and found a marked difference in teachers’ and students’ perceptions of the their effectiveness. Burns (1978) repeated the survey and found little change in attitudes. Both studies were primarily concerned to find evidence to clarify the corporal punishment debate.
White’s (1975) study found teachers responding more frequently to negative than positive behaviour. Teacher behaviour in the classroom focuses almost exclusively on attempting to control behaviour by scans of the room. Far more emphasis was placed on following the punishment hierarchy than on devising a truly motivational system. Our school is involved...
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