Payne, R (2015) Using rewards and sanctions in the classroom: pupils' perceptions of their own responses to current behaviour management strategies. Educational Review, 67 (4). pp. 483-504. ISSN 0013-1911
Abstract
The use of systems of rewards and sanctions within behaviour policies has now been adopted formally in UK schools. Such systems potentially represent competing theoretical ideas when considered alongside current approaches to teaching and learning. There is also opportunity for inconsistent use of rewards and sanctions resulting from the absence of a distinction between incentives and punishments and again between pupils’ task-based work and their social behaviour. This case study comprises one of three questionnaire surveys completed by UK secondary school pupils in Year 7 and Year 11. The findings show a complex range of pupil responses to different behaviour management strategies, as well as highlighting changes in pupil responses across the age groups. Some sanctions for classroom behaviour are also found to lead pupils to stay quiet, potentially affecting their ability to engage in all learning activities. Sanctions such as asking pupils to miss break, or giving detentions, are seen to be counter-productive in encouraging pupils to work hard in class. Some rewards, such as the giving of “stamps” work well in relation to how much pupils like the teacher, but they are not found to promote hard work in older pupils. The incentive of the school reward trip is universally effective, as is contact with home. These findings offer insight into the ways in which pupils respond to rewards and sanctions and therefore contribute to our understanding of how such systems might best be used.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015, Educational Review. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review, available online: http://dx.doi.org/10.1080/00131911.2015.1008407. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | rewards and sanctions; pupil perceptions; classroom behaviour |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Languages Cultures & Societies (Leeds) > Linguistics & Phonetics (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Jan 2016 16:42 |
Last Modified: | 12 Mar 2016 06:13 |
Published Version: | http://dx.doi.org/10.1080/00131911.2015.1008407 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/00131911.2015.1008407 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:93320 |