Discuss how a teacher can use punishment and rewards to change secondary school pupils' behavior

****** and ********** *** appeared ** * ***** critical ***** ******* ***** * ******* *** **** *** ** *** ***** ******* inside the ********* ******** Many ************* and ************* **** expressed ********* views ************* the powerful *** ** reward *** punishment ** *** ********* ************* *** ******* progresses *** ******* hopes ** ******* ******** *** one-of-a-kind ************ and ******** of ****** ** **** *** reader *** ** ***** sufficient ****** ** which ** **** *** ** her ********** ***** ******* **** ********* *** issues ** ****** *** ********** are ** **** ***** ******* on *** ********* college ************ ***** **** especially ****** ******* ******* ** ******* ** **** ****** **** *** ********* * ***** of ******** ***** intently ******** **** ******** *** *** and *** who the need *** ********* ********* to ******* *** limits **** ******** of ***** books ********* ********** ****** ******* ******* to ******** in mastering ****** ****** the faculty * ****** and a suitable answer **** ** be ******** in **** ******* ******* *** ******* **** ******* * ******** advice and ******** ** people *** *** ****** ****** into *** ******** ****** or ** *** and *** *** ******* tons ******** **** ***** kids’ ******** ** **** **** ******* **** **** ** ****** ******* ***** ** ***** *** ******** problems ********* **** punishment and ******* in ******* knowledge of ****** in *** faculties ******* ************* ** ********* * few ******* **** * **** ** ** ** great instructional ****** to *** *** *** *** ** **** ** the ****** ** ******************************* ********* ****** **** *********** are an **** way ** ** ******** ********* The ******* ***** **** ****** is **** *** ******* ** typically ************** in some *** ******* his/her actions ** ******** *********** *** ** ********* or clearly ****** place ***** of ***** impacts ******* ******** ** a ********* *** ** **** ***** important ** ********* *** ********** ***** the *** ** described ** means ** Cangelosi ********** ** ** ******** ******* ***** a response **** ********* the *********** of **** reaction's ***** ******** ** *** ********** Teachers honestly **** ** do **** they can ** ***** unwanted ******** however *** ** *** impact ** brief time period Contrived *********** *** the **** ***** *** ******* ********** ** ** ******* * ***** *** ***** throughout ************ is ***** * **** ******* *** homework *** ******* ****** ** not *** *** student ** ***** the *********** issues ******* *** *** student to equate ******* ** ***** with having **** **** ******** *** the ******* **** **** ****** is that *** ******* will partner gaining ********* ** **** ********** *********** **** this ****** isn't suited *********** **** to be ******** about the ***** ** studying ***** *** ********** **** **** ** punishment ** ***** "destructive" ** ** **** produce ******** ***** ******** ******* to focused ** the ******** ******** ********** ********** * ***** ***** that ******* **** punishment *** *** form) they *** be **** ****** ** ****** their conduct *** ******* *** the ********** ** ***** ** ****** ***** ******* ** **** is ******** ******* ******** ** ******** **** ********** *** **** they ***** ** the *** ** ***** *** ********** ******* lying *** ********* ********* ****** *** ********** ******* **** *** pupil *** **** ** ******* ** avoid punishment *** ********** **** become extra *** *** scholar **** ****** **** *** at ******* *** it That is a vicious ***** ***** ********* ***** ****** generating *** ********* consequences Some ***** **** of ********** is **** **** is ********* ********* That is ******* of * natural consequence than an ************ punishment ** ** ******** recollect * ***** of first ******* *** ******* *** ******* **** on *** ***** ** *** day they *** **** * ******** tale ***** ** **** The most effective aspect they need to ** ** ****** up the learning ****** ******* ******* working ***** *** teacher **** them ** smooth ** *** *** ***** *** the **** the ******** ************* persevering **** their play and ************* ********* ***** is ** **** for * tale The ********** ******** to the ******** ** means ** ********** "I am ***** *** there may be ** **** *** a ***** considering **** *** ******** ** ***** ** ****** ** ***** ************* ******* I was ********* ahead to ******** ** you" **** this ********* **** *** trainer the ******** realize that ****** **** the ****** to maintain **** ** **** of ******* ***** *** **** **** *** natural ******* ** * direct *** ****** ** ***** ******** ******** *** ** ****** *** ******* on **** ** the ******* *** ******** ********** *** ****** ****** to ** ******* ** and *** ***** ******** ** not *** **** *** a ***** **** **** of ******* punishment ******** *** "real ******* *** ******** to college ******** ** ****** accept **** for his or *** ********** *** ******* ** now *** administering * separate ********** shifts *** duty for the action ** *** *********************** *********** *** can without difficulty see **** * ******* ** *********** ** *** effective *** ******** ** **** out * ****** ** rewards ****** structures *** ** ******** called conduct ************ That ** * ******* ** which ******** are ***** a prize ** ***** *** ******* ****** ********* ****** the ********** ********* are overlooked ******* *** include **** objects ** ******* ***** ******* recess **** *** ** ******** ***** others ******* *** tangible ******* ***** ** **** **** behaviors ***** *** ******** troubles **** this **** of ****** ** keeping **** Cangelosi it's ***** ******** **** ** *** **** **** ** ********* the ********** ******* ******** **** *********** the man ** woman *********** of *** ******* Additionally *** ******** ********* gadget ** ********* ** * ****** ** ********* ******* ***** ******* any connection ** the mission ** ** *** ********* ********* ******* **** method ** subject implies **** students ** no longer otherwise realize * *** ** ****** ****** **** ********* **** **** Everson ** ** ******** ********* with *** *** ** Deci *** **** **** *** Leper *** ****** **** ********* warning ** *** use ** extrinsic rewards *** ******** responsibilities The message that *** extrinsic ****** sends to the ******* ** **** *** **** is **** and **** ******* ******** motivation *** ** ********** ******* students **** ******** *** project *** **** *** not ******* it inside the ******* ****** *** ******* ** the ******* **************** *** ****** *** ******* *** ****** ** ********* ***** *** ** *********** ** **** *** ******** ** *** *********** ** ******** **** ** ***** out tasks *** *** ** *** own **** *** ******* **** ** ****** always ******** ** * ****** ** rewards *** **** *** ********* ***************** to ****** **** our ****** rooms **** ******* **** ****** ******* students **** ***** ** the real value ** an act **** is proper ** ***** *********** or ***** ethical ** ******* and as * ********** *** ***** ****** recognition ** *** ****** *** ******* does ** ****** reward ****** *** performing *********** ****** ***** ******* ******* ** the ****** side ** the ****** ******* *** ******* *** ***** **** ** ****** taxes ** **** ** ****** ***** found *** *** ***** ** these ********* ** and of themselves ** ********* **** ******* on *** wrong ***** of *** street will ******** *** ** ****** so ** ** *** ****** element" ******** also ***** ** ***** **** there *** ** some ******** ******* *** ********* development **** ** ********** responsibilities *** *** intrinsic ***** ** the ****** Those ********* ******* can ** ** *** be taken **** and *** **** ****** *** ***** *** **** ***** *** ** *** ** * **** ****** ********** There’s ** chance ** *** ******* ceasing ***** *** ****** also ****** due to *** **** the praise **** *** **** ******* ******** who *** involved on **** device of ****** rewards *** more likely to ****** in additional *********** which can be **** ********* Consistent with ***** * ***** ** *** grade teachers showed **** "greater ** *** ******** ** ** ********** who *********** an ********* *********** asked for added **** and ********* **** ****** off-undertaking ********* ** ********** with ******* ******** ** ** ********** ******** ** * **** ********* orientation **** **** * **** ** ********* **** ******** will ******* *** *********** ***** **** **** to ** ********** **** *** ******* is ******* **** *** ******* ******** **** *** ******* **** ****** *** ******** ** * reward ******* *** students *** ***** ****** that *** venture is **** ** ************* **** it ***** * praise ** ** ******** ** **** *** students *** probable ********* ** ********** *** ********* ** you want to want a ****** ** ******* *** learning ******* In **** occasion *** reward ** ***************** *** ************ ** ******** *** ********** ******** ***** ***** ****** ** ****** ***** on their *********** new ************** ** *** **** puzzling statistics *** *** ******* *** ******* to **** * classroom ** ******** *** *** **** ******* and ****** ********** Within *** absence of a ****** ** ******* *** *********** what *** *********** to *** ******* **** ****** has been **** for see *** ***** it's *** acquainted *** ****** ** ******** *** can ** **** *** frightening ** ****** ******** are ***** held *********** *** **** *** *** ********* **** *** ******** come away with but also *** ********* ***** they **** *** ********** **** ** why ** ** **** essential **** ever ** adopt a machine **** works **** ****** the ***** *** long **** *** time *** **** to teach *** instructors ******** ********* ******* **** ** disposing ** *** systems of ******* *** punishments Research of ********** *** motivational techniques ****** *** ***** **** ** seven ***** ***** ** ******* **** scholars **** **** ****** if they're ****** * *** to ********** *** ****** ******* and rewards in ***** ***** Herbal ******* *** results offer * ************ ** which the ******* ******* obligation *** *** only for the ****** conduct *** ************ for *** ******* praise or ****** ***** *** new ********** which ******** *** using **** *********** The strategies *** ********** new so it ** ***** to be ********* *** long **** ************ but *** ******* *** ***** **** **** *********** ** ********** and **** ** be ********** responsible ************ ******** I’ve *** *** *********** to **** * **** at ***** **** *********** ****** ******** *** antique ******* ** ******* and punishments in ****** ** a ***** new ************** ***** ****** ***** ******* *** students *** ******** ** draft * ******** ************ *** bill ** ****** The ******** **** time ** *** ******** ** the yr ** ***** * **** ** rules *** ****** They’re the things ***** college ******** experience *** essential While **** ** ** **** on ***** **** *** college ******** **** *** * **** *********** ******* ** *********** ********** **** ***** * ***** of ownership *** those policies *** ****** *** *** **** **** ****** ** **** **** *** ******** ****** to problems ***** concern **** *** ********* **** sense to **** College students *** liable *** *********** *** ************ ** infractions Because ******* ******** **** ******* *** **** ** ***** and ******** ********* *** results *** naturally ********* *** *** ********* Additionally ******** maintain *** ***** ** ****** *** charter ** a rule ***** its ******* ** if * *** **** ****** to ** ********* ******** have had plenty success **** this ****** *** *** ********** ** ***** ********* ** **** ***** ** *** ******* ******************** *********** ******** is *** other effective ********** ****** ***** **** neither rewards *** *********** *********** *** ************ ******* *** ******* **** who're ******** ** they **** *** ******* ** ******** A ******* ********** ** ** just like *** manner ***** is working" ** directed on *** ******* ***** ******** ******* to thrill the ********** **** **** ** Susan and ******* ***** ******* ***** **** This ********* works ****** **** ****** *** ******* grades ** ***** ******* ******** ******* ** ******* Instructors also can *** a ******** ***** a *** ** ******** ** * pat at *** **** as * ********* *** desirable behavior Constant *********** ****** ***** **** ** a teacher ** ********* of *** college ********* efforts *** *** ********* *** to **** out praise *********** ****** far ******* ** ****** ** overuse the ******* of ****** ** students **** ******* **** **** ** has misplaced **** ***** and effectiveness ****** should ** ***** **** ******** **** ************ * **** task with ****** ** ************* ****** *** ****** *** ** over ********* An **** ************ ******* men" ** *** **** ** ****** ******** **** **** ** **** **** *** ****** ** ****** *** they **** ******* ** ******** ***** behaviors *** activities ** they **** ** awarded the ********* ****** ****** ****** ******* ******** ** **** **** about ********** while rewards ***** ******** to ** ** **** the prize Conclusion There *** many times **** a ****** ** ******* *** *********** does *** *** **** *** ***** effects ******* students are ***** ****** ** ************* ************* ********** ******** ****** The *********** *** ******* ****** ** extra *** more ** the unwanted conduct ********* ** a ****** of ******* ******* ******** **** ******* to assume *** ****** *** **** **** ***** ** *** **** ** *** ******* ****** *** ****** ** ***** **** *** ******* ****** ***** **** ****** ***** always ******* ** ************* as *********** ***** *** ** *** ******** **** is ********* ** *** ********** ********** of area ****** ****** *** Most ** *** ************ ******* *** **** performed ** the ***** 5 ** ***** ***** ***** *** no **** **** studies due to the **** *** ********** have *** **** ** use *** * long ****** period ** time *** ******* ****** ** rewards *** punishments can ** ******* *** *** ******** teacher and ****** *** *** ****** ********** *** teachers ****** ****** the ******* If those ********** *** so successful *** **** ** want to ************ ****** the ***** ********** Teachers ought ** gain ********* ** *** brand new ********** ***** ********** are ***** **** ************ *** a ***** ** *** ** ***** ******* ***** **** ******* ******** *** *** ***** ********** *** **************** ******** **** ******* ************** *** ***** ******* and **** ***** ********* ** *** ******* *********** both ******* and horrific **** **** *** guidelines and ********* they recognize ***** may be ** ***** ** **** **** *** ****** *** **** they ********* ******* most ********* confined ******* ***** ******** ************ *** learning ************ *** *** ** a good deal more ******** *** each *********** *** ******* ******** *** reaping *** **************************** James * ********* ********** Strategies: Gaining *** *********** ********* *********** *** ***** Longman 1997 2)Evertson ******* * ** ** Classroom ********** *** Elementary ******** ******* Allyn *** ***** ************* ***** * ******* Writing and The ******* Stick: *** ********* ***** of Physical *** ************* ***** in ******** ******* ************** ********* ***** 1990 "Learning Rewards *** ************************ ****** ************* Effective *********** ***** *********** **************** Marvin ********* ********* *********** ***** *********