Rationale and Aims

The focus of this practitioner enquiry, was to consider whether the implementation of an anonymous reward system, would promote positive behaviours within the classroom setting, the rationale being that children would be motivated into displaying said positive behaviours, when the potential rewards of others could be decided upon by way of their own individual actions. The aims of this enquiry were to:

  • Encourage positive behaviours by way of an anonymous reward system
  • Observe a harmonising of whole-class attitudes, geared towards positive behaviours

Conclusion

Overall, children showed diminished levels of disruptive behaviour by exemplifying positive behaviours such as attentiveness, hard-work and kindness. At no time during the four week study, did any of the children chosen (one per week) know that they were the individual directly influencing the outcome of that week’s focus. What they were shown however over the course of the study (as reflected in the results), is that there can be a causality between the achievements of an individual and the potential rewarding of others.

Implications for further practice

Due to the limited nature of the enquiry further research is required to assess the impact of rewards systems in the classroom over a larger timescale. Although not assessed in this enquiry, it would be important to also assess the impact of individual rewards on individual pupils alongside whole class behaviour.