This blog was written by Terrence Burton, Behavior Coach, at River Rock Academy in Lancaster, PA. 

All too often I have witnessed instructors, teachers or even parents attempt to modify undesired behaviors they witness in their children by offering rewards to them in a trade for good behavior. In some instances, I have witnessed the offering of candy as the desired tool of choice for the modification of their misbehaving child. If this method is continued to be used to modify behavior, then what is to be used as its replacement coercion when that child becomes an adult? Do we really expect the child to somehow grow out of the need to be tempted by reward whenever they demonstrate behavior that requires redirection as an adult? In what job will the supervisor or boss offer candy as a reward to get the now grown child to perform their duties appropriately, when it would be much easier to simply replace them with another, more suitable, employee? One that is willing to do the job without such incentive. 

The offering of such an incentive does the impressionable child an injustice. This incorrect version of “how things work” is a slippery slope. To give a child this impression only compromises their potential for growth and success. Conditioning a child with this practice will inevitably place them at a disadvantage later in life. 

In the same sense, offering candy as an incentive to students to participate in class sends the wrong message to the student. Replacing self-accomplishment and pride with the momentary satisfaction of biting into a candy bar, though it may initially appear to be effective, this method of coercion sends the wrong message to the student. If more time is spent assisting the student to realize the satisfaction of participating, the benefit of this practice will pay for itself in dividends in the future. Finding self-worth and feelings of accomplishments in themselves will serve the student much better. In the occasion candy is not offered to students, suffering the frustration of not receiving a reward for participation, will eventually end in the student feeling unacknowledged for their effort.   

What should we use to encourage our students to participate?  

Perhaps we might assist the child in developing intrinsic motivation and assist in their learning to appreciate the value of practicing self-awareness. Discovering the pride of accomplishment through this may increase their self-worth and give way to the mastery of emotional intelligence. Existential rewards will be replaced with self-motivation and a true appreciation of self. However, being a chocolate lover myself, there may still be some room for goal-achieving celebrations every now and then.