Praise and Rewards

Transcript [pdf]

SHOW NOTES

In this milestone 50th episode, Dr. Julie Causton and Dr. Kristie Pretti-Frontczak challenge long-held beliefs about praise, rewards, and punishment in our classrooms. They unpack common myths— like “they’re just doing it for attention”— and invite us to shift from control-based strategies to connection-centered support.

This episode is for every educator who has ever been told to “just use consequences” or wonders whether sticker charts, clip systems, and gold stars are actually helping students grow. (Spoiler alert: They aren’t.)

Julie and Kristie walk you through three foundational ideas:

• • Why old behavior tools often backfire;
  • What brain science tells us about regulation and motivation;
  • And how to shift toward strategies that truly support inclusive classrooms.

And the best part? You’ll walk away with a powerful download that gives you 10 practical swaps you can make right away— backed by brain science and grounded in connection. 

Episode Download: 10 Inclusive Swaps

Use this practical handout to reflect on your current behavior tools and explore more inclusive approaches.

📥 Get the handout at inclusiveschooling.com/download50.

Inside, you’ll find:

• • 10 clear “Instead of… Try this…” swaps with rationale and examples across grade levels
  • A glossary of common behavior terms explained through an inclusive lens
  • Specific strategies for supporting internal motivation, co-regulation, and relationship

Key Takeaways

• • Old tools fall short: Praise, rewards, and punishment may feel effective in the moment, but they often undermine trust and internal motivation.
  • Behavior is communication: When students are dysregulated or disengaged, the goal is to connect— not control.
  • Every tool teaches something: Public charts and external incentives often teach compliance. Inclusive tools teach self-awareness, emotional literacy, and responsibility.

Practical Tips

• • Swap “Good job!” for a positive descriptive acknowledgment like, “You worked hard to build that tower.”
  • Replace sticker charts with acknowledgment circles or relational check-ins.
  • Skip the punishment and co-regulate with students through breathing, proximity, or quiet reflection.
  • Use reflective questions instead of imposed consequences: “What happened? How can we make it right?”