Week 7, Term 2
...a team of dedicated professionals who care about the kids they teach....
The Week In View...
School Dental Visit
Willmot Whisper Articles due from....
- RFF - could Karen Dacey put something together please
- EAfS - could Chris Fraser coordinate a report please
- Learning and Support - could Danielle put together a report please
Please put your article on common drive / Teacher / Teachers / 2015 / Admin / Willmot Whisper Term 2 / Week 8
I have found some interesting information on the Positive Behavior Interventions and Support (PBIS) webpage form out USA colleagues. I am sure you will find it as interesting as I did! (see below)
The Impact of Rewards on Intrinsic Motivation
Recently, there has been concern that the formal use of rewards in schools could result in children failing to develop intrinsic, or self-managed motivation. Reading should be a behavior that becomes more frequent because the content of what is read is rewarding, not because a token or play period will follow reading. Sharing on the playground should occur because a child experiences personal satisfaction from behaving well, not because the child receives candy if she shares. Similarly, concern exists that if a teacher provides a reward to Child A for excellent math work, it will be a negative, or punishing, experience for Child B who did not receive a reward, tried just as hard, but did not get as many problems correct. These concerns are based on research conducted in the 1970s (Deci, 1971; 1975; Lepper, Greene & Nesbett, 1973) and have led to strong recommendations against the formal use of praise and extrinsic rewards (e.g. tokens, food, activities, privileges) in schools (Deci, Koestner, & Ryan, 2001; Kohn, 1993; 1996).
There is evidence that rewards can be used poorly. The primary errors involve (a) providing rewards without being clear about the behavior being rewarded, (b) inadvertently providing rewards for problem behavior, (c) providing large rewards and then suddenly (rather than gradually) withdrawing the rewards, and (d) providing rewards so infrequently that a child never builds the skill fluency needed to attain the natural benefit of a skill (e.g. does not learn to read fast enough or well enough to enjoy reading). These errors are worth considering and avoiding.
The concern that rewards damage the intrinsic motivation of students is less well supported by research. Most educators will agree that academic and social skills learned in schools should be maintained by natural consequence, not artificial rewards. Reading, math and play skills should not end when a teacher is no longer present to offer verbal praise, toys, or stickers. The rewards provided for the behavior of one student should not function as a punisher for all others. There is less agreement (and much less evidence) that the use of rewards in schools leads to these ill effects.
To address these concerns several scholars recently examined the full body of research literature and concluded that not only have schools successfully employed the use of external rewards for decades (Slavin, 1997), but that the use of rewards following appropriate behavior is directly related to both initial, and durable academic and social success. Rewards are an effective, important and functional part of any educational context, and need not be detrimental to intrinsic motivation (Akin-Little, Eckert Lovett & Little, 2004; Cameron, Banko & Pierce, 2001; Reiss, 2005). Rewards are especially important for helping motivate a child to build early competence (fluency) with reading, math or social skills. Encouragement, guidance and reward of appropriate approximations of successful behavior are helpful for students to build the skills that can then be sustained by the natural consequences from reading well, joining games with peers, or playing a musical instrument. Rewards also are important for building a predictable, positive social culture in a school. Schools with clearly defined behavioral expectations, and formal strategies for acknowledging (rewarding) appropriate behavior, are perceived as safer, more effective learning environments. The delivery of rewards is one overt way that children learn that adults are serious about the social and academic goals they are teaching.
Understanding and using rewards is an essential skill for any educator. Selecting the right type, level and form of rewards to encourage student behavior is a competence developed over time, and is a hallmark of effective teaching.
Instructional Leader in the making...
Numble Rumble are inviting our school’s classes to the most fun maths competition you will ever hear about!
Did you hear about Number Rumble 2015 yet? It is an online maths competition for students in years 1-4, in primary schools all over Australia. Our mission is to encourage children to learn maths and utilise digital devices in primary schools.
Participation in Number Rumble does not cost anything. All participants get access to 10monkeys Maths World learning program during the competition.
Numble Rumble has great prizes every week and the only thing our students need to do is to play, learn and have fun!
The competition takes place between 1st June to 11th September, 2015.
You can try 10monkeys Maths World from here:
Teachers can sign their class up for Number Rumble here:
For more information:
Follow Number Rumble to get the latest news about the competition and join the discussion about the benefits of digital learning:
Let's kill off the Charlie Charlie phenomena...
National Science Week
What is National Science Week?
National Science Week is an annual festival of science that takes place in August each year. This celebration aims to raise the profile and increase the public understanding and public appreciation of science, innovation, engineering and technology, and their role in maintaining and improving our society, economy and environment.
In schools around the nation, thousands of teachers and students from early childhood to senior secondary levels contribute to National Science Week celebrations by organising and participating in a diverse range of activities and events.
It provides an opportunity to acknowledge the contributions of Australian scientists’ to the world of knowledge. It also aims to encourage an interest in science pursuits among the general public, and to encourage younger people to become fascinated by the world we live in.
National Science Week 2015 - Making waves: the science of lightThe theme for National Science Week (15-23 August 2015) is Making waves: the science of light celebrating the International Year of Light and Light-based Technologies. http://light2015.org.au/