Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ965396 - Encouraging Classroom Participation with Empty Extrinsic Rewards

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ965396
Title:	Encouraging Classroom Participation with Empty Extrinsic Rewards
Authors:	Guinee, William
Descriptors:	College Students; Discussion (Teaching Technique); Teacher Behavior; Rewards; Student Participation; Classroom Environment; Classroom Communication; Teacher Student Relationship; Classroom Techniques; Recognition (Achievement)
Source:	College Teaching, v60 n2 p83 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	1
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	In this article, the author talks about how to encourage classroom participation with empty extrinsic rewards. He uses "bonus points" in awarding students for particularly interesting or well thought-out contributions to the class discussion. These bonus points have absolutely no effect on the student's course grade. But the students respond favorably to the idea of bonus points. As a result, class participation increased, and some students began to keep track of their bonus points, writing them down each time they earned some. The author finds this practice effective for stimulating classroom discussion even among the quieter students and for rewarding cognitive work in the classroom. Most importantly, the students think that bonus points are fun and some voluntarily compete for them, a process with affective benefits for the classroom.
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-8756-7555
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/87567555.2011.591454

Back to Search Results