Why academic awards for elementary aged kids are a bad idea.

[Anonymous]

Anonymous wrote:All kids got an award or 3 at our school. Mine doesn't even know for what they were and where they are now.
For mommies and daddies? Wish I didn't have to go to his school at all. It's his "work", I have my own.

Sad that you feel that way.
If some extracurricular program, field trip or social event at your child's school doesn't take place because no parents volunteered to help with it, I hope it doesn't turn out to be a program that your child would have enjoyed or from which he might have benefited.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So much of this thread makes clear that much of what happens on school is about the adults. Who cares is academic awards are counterproductive if they make the adults feel good. Screw research and evidence, this is about our cherished myths about rewarding academic achievement and preparing kids for the real world. Who cares if awards actually do this - research says not - if they make adults feel good.

No one in this thread has actually cited any research or evidence that supports what you are saying.

see the early citations in this thread about motivation- mastery vs performance etc. also see all the research on intrinsic vs extrinsic motivation (not cited here but widely available)

[Anonymous]

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

1) Your son should've been getting positive feedback about his effort and enthusiasm throughout the year.
2) Other children in his class also should've been getting positive feedback about their effort and enthusiasm throughout the year.
3) Children who have not received an award might wonder: Was I not putting forward effort and enthusiasm this year? Was so-and-so better than me? Why didn't the teacher see what I was doing? Do I need to be an extrovert? Can I be "me" and still be okay? [They should get a genuine reward for something they did well and worked hard on this year, too... or better yet, find another way to "reward" them, e.g., a letter from the teacher noting all the great things so-and-so did this year. A poem that mentions every kid in a funny and loving way is what my 4th grade teacher did, and we all LOVED it.]

Basically, the reward isn't doing anything for your kid or for other kids who aren't getting rewards... so the school should just drop it and find another, better, kinder, more genuine way of consistently and sincerely providing feedback and support throughout the year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

1) Your son should've been getting positive feedback about his effort and enthusiasm throughout the year.
2) Other children in his class also should've been getting positive feedback about their effort and enthusiasm throughout the year.
3) Children who have not received an award might wonder: Was I not putting forward effort and enthusiasm this year? Was so-and-so better than me? Why didn't the teacher see what I was doing? Do I need to be an extrovert? Can I be "me" and still be okay? [They should get a genuine reward for something they did well and worked hard on this year, too... or better yet, find another way to "reward" them, e.g., a letter from the teacher noting all the great things so-and-so did this year. A poem that mentions every kid in a funny and loving way is what my 4th grade teacher did, and we all LOVED it.]

Basically, the reward isn't doing anything for your kid or for other kids who aren't getting rewards... so the school should just drop it and find another, better, kinder, more genuine way of consistently and sincerely providing feedback and support throughout the year.

My child's 1st grade teacher always had lovely things to say about all the kids in her class. "Larla was so focused today in math class, and so helpful when her neighbor needed someone to explain two digit addition! It was so nice to see, and how great to have Larla in my class!" and "Larlo had a question about two digit addition, and he wasn't shy to ask for help! He was so nice when his neighbor offered to give him some ideas, and I saw him really work hard today and he didn't give up. He's getting to be such a math wiz, and I'm so glad to have him in my class!"

Everyone got something. It's no surprise that this woman is everyone's favorite teacher, and she gets a lot of kids who had trouble in other classes. And yet she has almost no discipline problems in her class. Like, zero. Now she's had a baby and gotten a job closer to her home and everyone misses her terribly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

the award and otehrs like it just may rob him of his instrinsic motivation. If students see the award as the end (oh the publis recognition, of the proud gushing parents), then they will shoot for more awards instead of what the awards were supposed to recognize. That is how college honor students (who I assume once had intrinsic motivation and curioisty) end up in my office asking me what changes they need to make to their reseaqrch projetc to get an A. They care so much about grades and awards. It is never an honors student who comes in and says "I have this hard resarch question but I can't figure out how to answer it it, can you help me?"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

the award and otehrs like it just may rob him of his instrinsic motivation. If students see the award as the end (oh the publis recognition, of the proud gushing parents), then they will shoot for more awards instead of what the awards were supposed to recognize. That is how college honor students (who I assume once had intrinsic motivation and curioisty) end up in my office asking me what changes they need to make to their reseaqrch projetc to get an A. They care so much about grades and awards. It is never an honors student who comes in and says "I have this hard resarch question but I can't figure out how to answer it it, can you help me?"

I had a friend in college--a top notch university--who had straight As her entire life. Her senior year she thought to try something new and hard, just for fun. When the grades started to come back as less than A, she dropped it. She graduated from a great university with top honors, but never did learn a damn thing about computer science... Got her PhD, published two books, and can't find a job in her insanely competitive humanities field. Now she's wondering if she should go back to school to get a technical degree.

Just an anecdote that doesn't mean anything really...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

1) Your son should've been getting positive feedback about his effort and enthusiasm throughout the year.
2) Other children in his class also should've been getting positive feedback about their effort and enthusiasm throughout the year.
3) Children who have not received an award might wonder: Was I not putting forward effort and enthusiasm this year? Was so-and-so better than me? Why didn't the teacher see what I was doing? Do I need to be an extrovert? Can I be "me" and still be okay? [They should get a genuine reward for something they did well and worked hard on this year, too... or better yet, find another way to "reward" them, e.g., a letter from the teacher noting all the great things so-and-so did this year. A poem that mentions every kid in a funny and loving way is what my 4th grade teacher did, and we all LOVED it.]

Basically, the reward isn't doing anything for your kid or for other kids who aren't getting rewards... so the school should just drop it and find another, better, kinder, more genuine way of consistently and sincerely providing feedback and support throughout the year.

I hear you, but in reality that doesn't happen very often. Teachers are already so busy. They might mention something, but it doesn't really sink in unless they were able to have a private conversation or something. Everyone seems to expect teachers to be able to do all. They just don't have the time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

the award and otehrs like it just may rob him of his instrinsic motivation. If students see the award as the end (oh the publis recognition, of the proud gushing parents), then they will shoot for more awards instead of what the awards were supposed to recognize. That is how college honor students (who I assume once had intrinsic motivation and curioisty) end up in my office asking me what changes they need to make to their reseaqrch projetc to get an A. They care so much about grades and awards. It is never an honors student who comes in and says "I have this hard resarch question but I can't figure out how to answer it it, can you help me?"

I had a friend in college--a top notch university--who had straight As her entire life. Her senior year she thought to try something new and hard, just for fun. When the grades started to come back as less than A, she dropped it. She graduated from a great university with top honors, but never did learn a damn thing about computer science... Got her PhD, published two books, and can't find a job in her insanely competitive humanities field. Now she's wondering if she should go back to school to get a technical degree.

Just an anecdote that doesn't mean anything really...

This really means nothing. Maybe she just had too much on her plate at the time.

[Anonymous]

Our school is full of jocks. If you don't do well at sports or want to talk about sports, you are out of most conversations. I'm not necessarily a proponent of awards, but I like the idea of kids talking about excelling at something other than sports.

[Anonymous]

By the time kids are in second grade, it is time to start learning and accepting that you can be good at something but not necessarily the best, and that not everyone gets an award every time. If these were K students, I would agree it was inappropriate, but 2nd grade is old enough to accept this. My 1st grade DS was completely distraught because another kid got MVP on coach pitch this year, and frankly, I was really irritated with him about it, because the other kid deserved it and it wasn't a reflection on DS.

[Anonymous]

Anonymous wrote:By the time kids are in second grade, it is time to start learning and accepting that you can be good at something but not necessarily the best, and that not everyone gets an award every time. If these were K students, I would agree it was inappropriate, but 2nd grade is old enough to accept this. My 1st grade DS was completely distraught because another kid got MVP on coach pitch this year, and frankly, I was really irritated with him about it, because the other kid deserved it and it wasn't a reflection on DS.

Did you know that when kids are asked to be creative, they do amazing things? And when they're told the most creative project gets a prize, their stuff turns out to be much less creative?

It's so interesting how that works.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.

Incorrect. You can reward genuine hard work. But think to the awards ceremonies: What's being rewarded: is it really genuine hard work? What's not being rewarded (is some/much genuine hard work not recognized)? What is the impact of what and the way certain things are rewarded (this is an empirical question, not just a personally reflective or value question--look to real data)? How is being rewarded, and is this the best way to get whatever results (intended or unintended) you value?

My child is getting an academic award for his effort and enthusiasm this year in a subject. He already had some intrinsic motivation and the award seems to be helping him see this as a strength. He is not a child with a lot of strengths. What particularly should we be aware of as an issue?

1) Your son should've been getting positive feedback about his effort and enthusiasm throughout the year.
2) Other children in his class also should've been getting positive feedback about their effort and enthusiasm throughout the year.
3) Children who have not received an award might wonder: Was I not putting forward effort and enthusiasm this year? Was so-and-so better than me? Why didn't the teacher see what I was doing? Do I need to be an extrovert? Can I be "me" and still be okay? [They should get a genuine reward for something they did well and worked hard on this year, too... or better yet, find another way to "reward" them, e.g., a letter from the teacher noting all the great things so-and-so did this year. A poem that mentions every kid in a funny and loving way is what my 4th grade teacher did, and we all LOVED it.]

Basically, the reward isn't doing anything for your kid or for other kids who aren't getting rewards... so the school should just drop it and find another, better, kinder, more genuine way of consistently and sincerely providing feedback and support throughout the year.

I hear you, but in reality that doesn't happen very often. Teachers are already so busy. They might mention something, but it doesn't really sink in unless they were able to have a private conversation or something. Everyone seems to expect teachers to be able to do all. They just don't have the time.

It takes zippo time to do this once it becomes a habit. Award ceremonies take an hour and a half in the auditorium, and someone has to make all the fancy certificates. Teachers don't stand in front of the classroom all day (if they know what they're doing). There's plenty of time.

[Anonymous]

Did you know that when kids are asked to be creative, they do amazing things? And when they're told the most creative project gets a prize, their stuff turns out to be much less creative?

It's so interesting how that works.

I am another poster. I never thought about that--but I bet it is absolutely true. I do know that kids who get constant rewards for behavior lose interest when they find out ahead of time that there is not a reward.