ABSTRACT
Most children glow with excitement when they see a sticker attached to their latest homework effort. When offered a special privilege, most adolescents perk up with interest. Positive emotion and a spike in students’ willingness to participate is what teachers often see when they introduce extrinsic rewards into the learning environment. The conclusion seems to be that extrinsic rewards are effective motivators that can contribute to teachers’ efforts to manage classrooms. The present chapter both acknowledges and debates this apparent truism.
