The other day, I was asked to give an interview to a writer
who is doing an article on consequences and rewards and how they affect
academic performance. I was asked if this was something I thought I was
qualified to discuss. The question struck me as odd, since the bulk of my book,
The Homework Trap: How to Save the Sanity of Parents, Students and Teachers, is
about behavior and how consequences and rewards, applied to homework-trapped children,
have a different effect than they are intended to have. I realized that people
are so desperate for answers that the interest I’ve stirred focuses almost
entirely on the solutions I propose. In the process, they may overlook the
intricacies of reasoning behind those solutions. I want to emphasize that one
main reason children get homework-trapped is because they are subject to the
repetitive use of penalties that fail to change behaviors. I once heard that
the definition of a good penalty is one that does not have to be used
again. After all, if the penalty changes
the behavior, you don’t penalize again. Penalties that are used over and over
again but fail to change behavior foster the acquisition of other behaviors
geared to ward off the penalty. The homework-trapped child learns to lie,
argue, forget, and procrastinate, and these reactions are effective in temporarily
reducing the pressures that come to bear. We step back and get angry at the
child without realizing that are demands are actually supporting what can
become lifelong, destructive behaviors. Is this what we really want to teach
our children?
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