Student perceptions of rewards and sanctions

Abstract

Creating optimum conditions in classrooms for students, particularly those who are disaffected, to learn effectively and achieve their potential is a prime aim of schools and part of the rationale behind systems of rewards and sanctions. To this end, senior staff and classroom teachers devote much time and effort to devising and maintaining a workable, effective system. This study is concerned with the way in which rewards and sanctions may or may not encourage students to engage in learning and change their behaviour. The approach taken was to explore the characteristics of systems of rewards and sanctions in seven schools; students' perceptions of the effectiveness of systems currently in use; and teachers' perceptions of the systems and of their own classroom practice.