Archiwum
- Index
- 0415403510.Routledge.Green.Political.Thoughts.May.2007
- Forsyth Frederick Opowiadania
- Olszakowski_Tomasz_ _Pan_Samochodzik_i_tajemnice_warszawskich_fortow
- Nora Roberts Czarny Koral
- Elizabeth Lowell Krajobrazy miśÂ‚ośÂ›ci
- Chmielewska J. Romans wszechczasów
- Fryderyk Nietzsche Z genealogii moralnośÂ›ci (m76)(1)
- Hyde Christopher Zgromadzenie śÂšwić™tych
- AN_OUTLINE_OF_OCCULT_SCIENCE_BY_RUDOLF_STEINER
- 161. Harlequin Temptation Ross JoAnn Ten trzeci
- zanotowane.pl
- doc.pisz.pl
- pdf.pisz.pl
- epicusfuror.xlx.pl
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children. Nevertheless, parents are also interested in the child s social development,
friendship patterns and attitude towards learning. The best reporting systems provide up-
to-date and accurate information so as to give conscientious parents a clear idea about the
assistance that their children might benefit from at home. Primary school teachers have to
Primary education 146
strike a balance between providing sufficient information to satisfy the curiosity and
need to know of parents and overloading them with detail.
Accurate recording and reporting pupil progress is also important for the teacher who
will next teach the class and who will be interested in receiving information about the
children s academic achievements so that the teacher can plan and prepare appropriate
work for them. However, some teachers pay limited attention to the reports that they
receive from the previous teacher, preferring to carry out their own informal assessments
on which to make judgements as the new school year unfolds. On transfer to secondary
education, the reporting procedures must be sufficiently rigorous to assist the receiving
teachers in allocating pupils to the most appropriate group or ability set.
Further reading
Advisory Centre for Education (1999) The communicating school: Reaching parents through the
annual report, school prospectus, pupil reports and more, London: Advisory Centre for
Education.
Headington, R. (2000) Monitoring, Assessment, Recording, Reporting and Accountability, 2nd edn,
London: David Fulton, chapter 5.
REWARDS
The concept of rewards is deeply embedded in pupils and adults working in primary
schools and its use is rooted in a belief that behaviour can be altered through the use of
external stimuli. Thus, the adult requests a response from pupils by asking a question or
requesting the completion of a piece of work, children respond to the adult s satisfaction
(by giving a correct answer or completing the task) and the adult then rewards the child
by offering praise, a tick on a page, a star on a chart, etc. The teacher may decide to
reward successful and hardworking pupils by permitting them to do something more
pleasurable (such as choosing a game to play, selecting a book, being first in the queue).
Consequently, pupils become dependent on pleasing an adult in order to gain favour and
satisfaction, and the cycle of events continues. The potential limitation to this approach is
that over time children view success largely in terms of pleasing the teacher rather than
satisfying themselves.
In an important study, two education psychologists, Harrop and Williams (1992)
carried out a study into reward and punishment in the primary school and found that
primary pupils views about suitable rewards were different from those of teachers. Out
of ten options, teachers selected being praised in front of other pupils (which the
children placed seventh), giving merit or house points (which the children placed ninth)
and mentioned in assembly (which the children placed fifth) as the top three incentives.
By contrast, pupils top three options were parents being informed about good
behaviour (which teachers placed eighth), good written comments on work (which
teachers placed fourth) and good marks (which teachers placed ninth). Harrop and
A-Z 147
Williams study showed that whereas teachers tend to believe that adult approval within
school, such as public praise and merit points, constitutes the most powerful reward,
children tend to see the greatest rewards in terms of adult approval outside school
(notably, parental satisfaction). A similar pattern emerged when teachers and pupils
views about the most effective punishments were compared. Whereas pupils ranked
parents being informed, being prevented from going on a school trip and being sent to see
the head teacher as the three most powerful sanctions, teachers selected being told off
publicly, informing parents and being told off in private as the top three. The most
significant contrast between teachers and pupils views about punishment concerned the
significance of school trips, which pupils ranked second and teachers placed ninth.
Incentives and rewards place pupils into a relatively passive role. Too much incentive
reduces the internal drive to achieve self-satisfaction; too little incentive creates a staid
learning climate. The most effective teachers first encourage children to be proud of
their achievements and then affirm the quality of their success through the use of external
rewards. A common practice is for the teacher s approval for an individual piece of work
to contribute towards a whole-group or whole-class reward.
The rewards that teachers and assistants most value are firmly rooted in successful
classroom practice and the knowledge that they have contributed towards the academic
and social development of pupils. The sight of happy and contented children enjoying
their school work and getting on well with their peers provides the most powerful
incentive for everyone associated with primary education.
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