The basic strategy we use for raising children, teaching students, and managing workers can be summarized in six words: Do this and you'll get that. We dangle goodies (from candy bars to sales commissions) in front of people in much the same way we train the family pet. Drawing on a wealth of psychological research, Alfie Kohn points the way to a more successful strategy based on working with people instead of doing things to them. "Do rewards motivate people?" asks Kohn. "Yes. They motivate people to get rewards." Seasoned with humor and familiar examples, Punished By Rewards presents an argument unsettling to hear but impossible to dismiss.
Updated and revised for the twenty-fifth anniversary of publication. The basic strategy we use for raising children, teaching students, and managing workers can be summarized in six words: Do this and you'll get that. We dangle goodies (from candy bars to sales commissions) in front of people in much the same way we train the family pet. Drawing on a wealth of psychological research, Alfie Kohn points the way to a more successful strategy based on working with people instead of doing things to them. "Do rewards motivate people?" asks Kohn. "Yes. They motivate people to get rewards." Seasoned with humor and familiar examples, Punished by Rewards presents an argument unsettling to hear but impossible to dismiss.
No Contest stands as the definitive critique of competition. Contrary to accepted wisdom, competition is not basic to human nature; it poisons our relationships and holds us back from doing our best. In this new edition, Alfie Kohn argues that the race to win turns all of us into losers.
Author: Alfie Kohn
Publisher: Simon and Schuster
Release Date: 2006-03-28
Genre: Family & Relationships
The author of Punished by Rewards and The School Our Children Deserve builds on his parenting theories of working with children rather than trying to control them, argues against practices that teach children that they must earn a parent's approval, and presents techniques that promote desired child qualities through unconditional support. Reprint. 30,000 first printing.
Arguing against the "tougher standards" rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
Mind-opening writing on what kids need from school, from one of education’s most outspoken voices Almost no writer on schools asks us to question our fundamental assumptions about education and motivation as boldly as Alfie Kohn. The Washington Post says that “teachers and parents who encounter Kohn and his thoughts come away transfixed, ready to change their schools.” And Time magazine has called him “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.” Here is challenging and entertaining writing on where we should go in American education, in Alfie Kohn’s unmistakable voice. He argues in the title essay with those who think that high standards mean joylessness in the classroom. He reflects thoughtfully on the question “Why Self-Discipline Is Overrated.” And in an essay for the New York Times, which generated enormous response, he warns against the dangers of both punishing and praising children for what they do instead of parenting “unconditionally.” Whether he’s talking about school policy or the psychology of motivation, Kohn gives us wonderfully provocative—and utterly serious—food for thought. This new book will be greeted with enthusiasm by his many readers, and by teachers and parents seeking a refreshing perspective on today’s debates about kids and schools.
What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences." But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom "management," when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don't do what they're told; instead, it may be necessary to reconsider what it is that they've been told to do--or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behavior, with an approach in which we work with students to create caring communities where decisions are made together. Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving--and beyond discipline.
Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards – so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective – we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency – teachers and parents can only create an appropriate environment in which a robust sense of ‘self’ can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include: Case studies and children’s work samples; Points for reflection which could be used for CPD sessions; Appendices containing behaviour policy samples; Pupil, teacher and parental perspectives. This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.
Questions the widely held assumption that human beings are selfish and aggressive by nature and presents knowledge gained in the last twenty years about the socialization practices and experiences that shape caring, helpful, and altruistic persons.
Award-winning teacher and best-selling author Debbie Silver explains motivational theory and provides down-to-earth—often humorous—real life examples that demonstrate what to say when giving feedback to students.
A prominent and esteemed critic challenges widely held beliefs about children and parenting, revealing that underlying each myth is a deeply conservative ideology that is, ironically, often adopted by liberal parents. Somehow a set of deeply conservative assumptions about children--what they're like and how they should be raised--has congealed into the conventional wisdom in our society. Parents are accused of being both permissive and overprotective, unwilling to set limits and afraid to let their kids fail. Alfie Kohn systematically debunks these beliefs, not only challenging erroneous factual claims but also exposing the troubling ideology that underlies them. Complaints about pushover parents and coddled kids are hardly new, he shows, and there is no evidence that either phenomenon is especially widespread today--let alone more common than in previous generations. Moreover, new research reveals that helicopter parenting is quite rare and, surprisingly, may do more good than harm when it does occur. The major threat to healthy child development, Kohn argues, is parenting that is too controlling rather than too indulgent. With the same lively, contrarian style that marked his influential books about rewards, competition, and education, Kohn relies on a vast collection of social science data, as well as on logic and humor, to challenge assertions that appear with numbing regularity in the popular press and are often accepted uncritically, even by people who are politically liberal. These include claims that young people * suffer from inflated self-esteem * are entitled and narcissistic * receive trophies, praise, and A's too easily * are in need of more self-discipline and "grit" Kohn's invitation to reexamine these and other assumptions is particularly timely; his book has the potential to change our culture's conversation about kids and the people who raise them.
Author: Robert Kegan
Publisher: John Wiley & Sons
Release Date: 2001-07-02
Genre: Business & Economics
Why is the gap so great between our hopes, our intentions, even our decisions-and what we are actually able to bring about? Even when we are able to make important changes-in our own lives or the groups we lead at work-why are the changes are so frequently short-lived and we are soon back to business as usual? What can we do to transform this troubling reality? In this intensely practical book, Harvard psychologists Robert Kegan and Lisa Laskow Lahey take us on a carefully guided journey designed to help us answer these very questions. And not just generally, or in the abstract. They help each of us arrive at our own particular answers that can solve the puzzling gap between what we intend and what we are able to accomplish. How the Way We Talk Can Change the Way We Work provides you with the tools to create a powerful new build-it-yourself mental technology.