Show notes
This is the first in a series of 'back to basics' episodes here on the show, where we'll look at the everyday challenges you're facing as a parent. (Have an idea for an episode? Share it on this thread in our free Facebook group [insert link], send us a max 2 minute video of you saying your question, or click here to record an audio message for me...) I'd wanted to do an episode on the use of reward & punishment systems in classrooms for a while, and when I mentioned this to my community manager Denise, she immediately started telling me all about the systems in her children's classrooms. So Denise sent me her questions, and we chatted through the research-based answers in this episode. To make it easier for you to start a conversation at your school about rewards and punishment systems, I've created a one page 'cheat sheet' for you to share with others. Just click the image below to download it! Jump to Highlights 01:26 Introducing today’s guest and topic 03:16 Denise delves into her decision to opt for public school, specifically the factors that led her to choose the particular school she did over other available options 07:53 Denise shares her experiences related to rewards and punishments prompted her to discuss this episode 14:51 Positive Behavior Intervention and Support (PBIS) is explored, with the discussion touching on concerns about potential humiliation and conflicting principles in behavior management systems 25:50 Behavior issues result from the coercive U.S. education system, where teachers may prioritize quiet classrooms over addressing problems, potentially hindering genuine student learning. 27:14 Ways to foster kids' intrinsic motivation in light of the prevalent use of extrinsic motivation in the classroom are explored 32:22 Self-determination theory and its application in this context is discussed 35:44 Strategies to prevent burnout for children are explored, considering their substantial time in school, with a focus on identifying warning signs of any diminishing effectiveness in current approach. 44:32 Addressing racialized parents' support of the system involves recognizing privilege and having delicate conversations to advocate for change 53:33 Identify and address barriers like childcare and transportation to make parental involvement more accessible and effective in the community. 55:03 Fostering a culture of autonomy, connectedness, and competence in the classroom requires understanding and meeting the diverse needs of students and teachers, building genuine connections, and addressing concerns to create a community of care and love in the learning environment. 01:04:32 Understanding individual needs and values is crucial when considering educational choices. 01:09:58 Wrapping up References Adams, D. (2015). Implementation of school-wide Positive Behavior Supports in the Neoliberal Context in an Urban Elementary School. Unpublished doctoral dissertation, Syracuse University. Bornstein, J. (2017). Can PBIS build justice rather than merely restore order? In The School to Prison Pipeline: The Role of Culture and Discipline in School (p.135-167). Retrieved from: http://dx.doi.org/10.1108/S2051-231720160000004008 Bornstein, J. (2017). Entanglements of discipline, behavioral intervention, race, and disability. Journal of Cases in Educational Leadership 20(2), 131-144. Bornstein, J. (2015). “If they’re on Tier I, there are really no concerns that we can see:” PBIS medicalizes compliant behavior. Journal of Ethnographic & Qualitative Research 9, 247-267. Calais, J., & Green, M. (2022). The racial pandemic: Positive Behavior Intervention Support as an asymptomatic carrier of racism. Perspectives on Early Childhood Psychology and Education 6(1), Article 4. Compise, Karin D. (2019). Student perceptions of the clip chart management system. Unpublished doctoral dissertation, University of the Pacific, Stockton, CA. Kim, R.M., & Venet, A.S. (2023). Unsnarling PBIS and Trauma-Informed Education. Urban Education 1-29. DOI: 10.1177/00420859231175670 Kowalski, M.J., & Froiland, J.M. (2020). Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses. Social Psychology of Education 23, 433-448. Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive School wide management. Focus on Exceptional Children, 31(6), 1-24. Noddings, N. (2005). The challenge to care in schools. New York: Teacher’s College Press. Robbins, C.G., & Kovalchuk, S. (2012). Dangerous disciplines: Understanding pedagogies of punishment in the neoliberal states of America. Journal of Pedagogy 3, 198-218. Shalaby, C. (2017). Troublemakers: Lessons in freedom from young children at school. New York: The New Press. Williamson, B. (2017). Decoding ClassDojo: Psychopolicy, social-emotional learning, and persuasive educational technologies. Learning, Media and Technology 42(4), 440-453.