8. Does the teacher use a token economy? If so, cite specific examples and make reference to the class text. Is this technique effective in encouraging or eliminating behaviors? How does this system affect the students' motivation? Explain. – Get more specific and loose the unrelated stuff. Talk about elements from the text.
I try not to use any token economies in my class. I work for a Montessori school and artificial rewards are discouraged. A token economy, which would not have an inherent worth would be more acceptable than external treats, like candy or a class party. The school policy is that students should do good work for internal, rather than external rewards. I can see how it would be helpful to give the kids positive reinforcer that is an immediate compensation. The trick with earning a coupon or pass that lets them choose if they want to get out of a test, quiz or assignment indicates that those things are miserable and if the kids are lucky they will get out of them. I do like the idea that they would have a stronger sense of autonomy in the classroom by deciding how they want to spend their rewards. A way that I think I would feel comfortable using a token economy is by giving points to students who turn in assignments on time. These points could then go towards a book from a class bookstore. I could build this bookstore by picking up used books at local thrift stores. This would reinforce the good time management and the kids would be able to add to a personal book collection.
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