Pay to Learn
Rosy Galstyan Period 3 10-30-12 Motivation is an important factor when it comes to doing well in school - Pay to Learn introduction. Schools are always looking for new ways to motivate students’ and pay to learn is one of them. Although students’ from grades four to seven might like the idea of getting paid to learn, California should not start a pay to learn program because students lose their enjoyment in learning, the motivation does not last when the money is gone, and there are better ways to spend money.
Pay to learn programs cause students to lose their inner motives in learning. In “Shortchanged by pay to learn” Grolnick and Seal states that “Those who were playing for money were more likely to put the puzzles down” (2). By this, the author is trying to say that those who are paying attention to the education for the money are the ones sinking in less knowledge. This example clarifies that once students get paid, they will stop paying attention in school because they got what they wanted.
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The author also states that the problems were solved much faster by students who had not been paid. The author uses this example to show that students who had already been paid, managed to finish on time (2). This shows that when students take advantage of the money they are being given, they lose focus on the actual work. Aside from students losing their enjoyment in learning, the motivation does not last when the money is gone. When there is no money left in the process of this program, the motivation will not last.
In “Paying Students to Get Good Grades” Christopher Peterson states that if there is no motivation, paying them is pointless (1). By this the author is stating that if students do not get the motivation they need for good grades, paying them will not help them. This is true because bribing people, especially minors, will only help them financially, not education wise. The author also states that “Children are given awards for what they spontaneously do; after some period of time, the rewards are withdrawn.
And the children stop doing what they had previously done without a reward” (2). This shows that once the students no longer get what they want, they stop doing anything. This is true, because after a specific period of time, students will realize that it is a “win, win” situation and will stop trying. There are better ways of motivating students to learn with the money rather than paying them for their education. Given all the problems with the pay to learn programs, there are better programs to help students.
In “Paying students to get good grades” Christopher Peterson implies that if students have no idea on how to get good grades, paying them will not have any effect on them (1). This says that even if students get paid for their presentation in class, it does not mean they are getting educated. This statement is true because money will motivate them for so long until they eventually realize they do not understand what they are doing and being taught. Since pay to learn is not helping students get educated, schools need to find programs that will.
As Grolnick and Seal say, “School districts should invest in programs that tap into and build on kids’ intrinsic motivation” (2). The authors’ are stating that instead of using pay to lean programs and bribing students to learn, schools and districts should invest their money and organize programs that will help build that motivation. This idea shows that paying students is not the only way to help them succeed; all they need is motivation. It is clear pay to learn will not work in California and districts should find a system that will.
California cannot afford Pay to lean. Additionally, students in the programs do not see learning as fun and they will eventually stop working. Therefore, California should not institute pay to learn programs because of all the unbeneficial time it has consumed. What if California goes through with this program, how will the motivation last when the money runs out? The motivation will not last and students will continue to believe their only path towards success is what they get out of accomplishing their responsibilities.