Encouraging Achievement in All Children: A Balanced Approach to School Awards
The notion that every child should receive an award regardless of their specific achievements or behaviors is a topic of ongoing debate, particularly within educational circles. This discussion aims to explore the advantages and disadvantages of recognizing and rewarding children, especially those who, by traditional measures, might be deemed 'unintelligent.'
Intelligence and Its Development
Historically, intelligence has been perceived as a fixed trait that peaks around the age of 14. However, modern insights from fields like psychology and education challenge this view, suggesting that intelligence can be multifaceted and continuously developing. Howard Gardner's theory of multiple intelligences offers a framework that recognizes various types of intelligence, including logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. Each child may excel in different areas, making it important to recognize and value their unique talents.
Setting the Stage for Success: Assessing and Rewarding
Behaviorism and theories of motivation propose that children are more likely to engage in behaviors that lead to positive outcomes. According to behaviorists, rewards can serve as effective motivators. A study pushing for continuous improvement and gradual behavioral modification, using successive approximations and a variable interval reward schedule, can foster a positive learning environment. This method rewards effort and progress, not just final outcomes or perfect behavior.
Personal Experience and Perspective
A personal view from a past student provides valuable insight into the efficacy (or lack thereof) of award-based recognition. In my experience, acknowledging achievement based on hard work and incremental progress rather than rote intelligence can significantly impact a child's motivation. Award systems that label certain students as 'unintelligent' or 'underachieving' can hinder their development and progression. It is crucial to recognize that these labels often mask underlying issues that require additional support, such as learning disorders or external challenges.
The Case Against Mass Awards
From a personal standpoint, I am against the idea of mass awards, especially in the early years of schooling. The perception that awards should be given to everyone, regardless of their achievements, can lead to a superficial and disingenuous recognition system. When a child is consistently told, 'Well done' for mediocre performance, they may misinterpret this as a reflection of their true capability. Conversely, labeling underachievers with 'unintelligent' titles can exacerbate their issues and demotivate them further.
Consequences and Reflections
A case in point is my brother, who faced severe academic struggles. The school's response to his difficulties was to award him relentlessly, with the belief that these incentives would boost his self-esteem and encourage harder work. However, this approach fell short, as my brother did not become more motivated to study. Instead, he saw the awards as validation of his capabilities, leading to complacency rather than drive. It was only when he was provided with the necessary support and resources that he was able to make significant progress.
Conclusion: A Balanced Approach
The question of whether to award unintelligent children to encourage them remains a complex one. A more constructive approach involves recognizing and rewarding genuine achievements and efforts. By focusing on multiple intelligences, fostering a supportive learning environment, and providing targeted assistance, schools can better support all students in their academic and personal growth. Recognizing children for their unique strengths and encouraging them to reach their full potential can have a lasting positive impact on their educational journey.