“Rewards and punishments are the lowest form of education.”
– Chuang-Tzu (Chinese philosopher - 4th century BCE)

This ancient quote captures a debate that has spanned centuries—one that still plays out in modern classrooms. The discussion often revolves around whether rewards or punishments are the best tools for motivating learning and fostering growth. Some argue that rewards are the best way to inspire success, while others claim that punishment is necessary for maintaining discipline.

What if both of these methods are, in fact, less effective than we think?

The Real Reward: Knowledge and Growth

Learning, gaining a solid foundation of knowledge, and growing intellectually are the rewards. At the heart of education is the act of learning itself. These should be the primary motivations for students. This intrinsic motivation, the satisfaction that comes from learning something new or mastering a difficult concept, is far more powerful than any external incentive.

Don’t misunderstand me, external rewards—gold stars, certificates, or praise—can be motivating in the short term, but they come with a catch. If students start completing assignments or tasks solely for the reward, they miss the point of the process itself. A gold star may feel nice in the moment, but it won't sustain their long-term interest in the subject. When the prize is removed, what remains?

In my private tutoring practice, many of the students I see are coming from school and have a variety of teachers and assignments. I’ve had students tell me, without being prompted, that they won’t finish an assignment (or won’t complete it well) for a specific teacher because there is no prize this time! These students have become conditioned to expect rewards for their efforts, and without them, their motivation dwindles and they see no value in the knowledge itself. As a tutor, this becomes a challenge. I have to remind them that completing the assignment isn’t “for the teacher,” but for their own benefit. Trust me, rewards – at least the wrong rewards – can be a major impediment to learning.

The Trouble with Punishment

On the flip side, punishment is never an effective long-term motivator. While it might force short-term compliance, it often leads to negative emotions like anger, fear, or frustration. Students subjected to punishment may shut down emotionally or mentally, making it harder for them to absorb information.

I have seen students engender a hatred of all learning because of one teacher’s punishment model – even when their other teachers are fine. Punishment often leads to a vicious cycle. One reprimand leads to more anger, more stress – often acting out - and eventually, more punishment. This only intensifies the negative feelings and creates an environment that is far from conducive to learning.

What’s more, punishment teaches the wrong lesson—it suggests that learning is something to be avoided or endured rather than enjoyed and embraced. If we want to foster a love of learning, we need to shift the focus away from fear of consequences and toward the joy and satisfaction that come from self-motivation and curiosity.

So, Are Rewards and Punishments Ever Useful?

Does this mean that all rewards and punishments should be eliminated from education? Not necessarily.

There are, of course, nuances in this discussion. What we consider a “reward” can range from simple recognition and positive feedback to occasional incentives that encourage desired behavior. A well-timed compliment, for example, can boost a student’s confidence and reinforce a positive action. But the key is to use these rewards sparingly and ensure they don’t become the primary driver of a student’s actions. When praise is overused, it can lose its meaning and make students reliant on external validation rather than self-driven motivation.

Students know when they haven’t tried their best or when their work is subpar. Giving them exuberant praise for such weak efforts hampers their drive to do better.

Similarly, certain situations may call for mild consequences, such as a time-out or a pause in activities, especially for students who struggle with behavioural issues. However, these should be rare and used with care – not so much a punishment but rather a method of preparing to be available for learning. When “punishment” is necessary, it should be constructive and brief, focusing on helping students learn from their mistakes without triggering feelings of shame or frustration. The behaviour may be wrong, but the student is still valued.

The real goal is to create an environment where students are motivated by the pursuit of knowledge, not by the fear of punishment or the hope of rewards.

Creating a Positive Learning Environment

The ultimate aim of education is to instill a love of learning. Students should be encouraged to explore, experiment, and make mistakes—without fear of punishment or expectation of rewards. The more we focus on fostering internal motivation and passion for the subject matter, the more likely students will take ownership of their education and achieve their true potential.

Instead of relying on rewards and punishments to guide behaviour, let's cultivate an atmosphere in which learning itself is the most desirable outcome. When learning becomes its own reward, students will naturally strive to reach new heights. And that, ultimately, is the most powerful motivation of all.

So, keep learning. Keep growing. And above all, have fun with the process. Education isn’t just about reaching the destination; it’s about enjoying the journey.