Peer Response 1

· Respond to your classmates’ posts.Submission to your classmates must meet a minimum requirement of 50 Curiosity Points to count for credit.
1. What is the thesis of your Response?
2. Defend your Response in 100 words or less
Could more intrinsic motivators be developed for early childhood education for life-long character development?
Every school I have had an opportunity to work at implements a PBIS program. I have not directly worked with the Six Pillars of Character, but it looks pretty similar to other programs after reading and watching the videos. Extrinsic motivators are a considerable component for younger students at the elementary level. They are necessary due to their stages of development, as argued by Terri Power, a principal atSt. Cyril of Alexandria School. My personal experience enlightened me on how exhausting it can be to keep up with rewards. Students constantly asked me to give them the reward choice of the school in exchange for the desired behavior. I have also seen the rewards taken away as a consequence. Actual character development should be modeled and encouraged in school and at home. I had seen elementary students develop a sense of pride and willingness to continue their positive actions when words of encouragement or affirmations were given for their behavior instead of some trinket. Mike Anderson proposed six intrinsic motivators that engage children and adults alike. Anderson states, “We are all driven by the same intrinsic motivators—psychological needs that keep us energized and engaged with pursuits: autonomy, belonging, competence, purpose, fun, and curiosity” (Anderson, 2021). Why should so much education be centered around extrinsic motivators, like toys, pizza parties, and extra recesses? Would a program incorporating intrinsic motivators reduce children’s need for instant gratification and have a longer-lasting effect?
-Dana Heimerl

Extrinsic Rewards Lead to Intrinsic Motivation

, Anderson, M. (2021). 6 Intrinsic Motivators to POWER UP YOUR TEACHING. Educational Leadership, 79(4), 20–25.

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