Developing Moral Values Through Reward and Punishment

Background
Name of the School. (Arooj Public School).
(Overall background of the participants of the project; area / school: (socio-
economic status, occupation / profession – earning trends of majority of the parents,
literacy rate, academic quality, and any other special trait of the community where
the school is situated)
AROOJ PUBLIC SCHOOL
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Skilling.pk Diya.pk Stamflay.com

Arooj Public School situate in Jura district Kasur. There are 12 teachers and 700
students enrolled in the school. School building is looking very good. There are
more than 7 classrooms and staff rooms. Playground, washroom, parking, clean
drinking water electricity and other basic facilities are available for the students.
This action research project titled “Developing Moral values trough Reward
and Punishment among students of grade 8. at Arooj Public School.
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Demographic details of participants: For the present research 40 participants
are selected form the school, their ages are between 10-12 years. I selected students
from grade 8th from sections A. Among 40 students, there are all girls thus they
make the total of 40 students as a sample for the present research.
Socio-economic condition of participants: The socio-economic status is not on
the level of satisfaction. Students participating in this research belong to a category
whose socio-economic conditions are good. Such families have not enough means
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to manage the expenses of their children study. The participants belong to middle
class families. Thus, they very much rely on school teachers and the curriculum.
Location of the school: The present research is conducted in a public school
“Arooj Public School” which is situated in the district Kasur.
The school has great discipline and is very organized in teaching curriculum of
Kasur board. The school also achieves great 80-90% annual result every year. Hence
it has a very good ratio of passing students every year.
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Occupation / Profession and earning trends:
That’s was rural area mostly people are attached with agriculture were 25% parents
of the students attached with agriculture, 5% in teaching profession .2 % people well
educated jobs and remaining were laborers. I got the occupation information from
the index of school register.
Literacy Rate:
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I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent.
It was good. Parent’s meetings were arranged in school then I observed the literacy
rate of the located. Almost 25% parents were well educated and other parents were
uneducated.
Special Traits of Community:
The community where the school was situated have not strong financial condition
mostly people were laborers. They have to do strict effort to fulfill the school
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expenses of their children. Students participate in games and then go to Elementary
level. Private school were present in this village. People respect to the teachers.
Theme:
Developing Scientific Attitude among Children.
Sub-theme:
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(ETHICS)
Topic:
DEVELOPING MORAL VALUES TROUGH REWARD AND
PUNISHMENT AMONG STUDENTS OF GRADE 8.
1.Why did you select this specific sub-theme and topic? Relate it to your
experience / problem in your classroom / institution.
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(Give the background and rationale of the study)
Reason behind the selection of the topic: This action research was designed to
investigate Developing Moral values trough Reward and Punishment among
students of grade 8. Although, well managed school provide an environment in
which Reward and Punishmenthelpful for students to improve the level of Ethics”.
“Many research studies have resulted that a conducive classroom environment
promotes students ‘ethics development through Reward and Punishment”.
“Classroom management strategies are a crucial part of teachers’ success in creating
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a safe and effective learning environment for students in building ethics
development”. “The purpose of education is to provide a safe and friendly
environment in order for learning”. “Therefore, teachers should know how to use and
apply strategies that will allow and also help students to improve student
performance as well as improve ethics development.”.
The following reasons behind lack of student ethics development which was
observed in the school. This research identifies the solution of these.
1.Focus Just on Books Reading:
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Some school teachers just focus on books reading. Thay do not involve the students
in any other physical task like Reward and Punishment which can be helpful for
building confidence and ethics development in students.
2.Poor Mental Health:
Poor mental health is also associated with rapid ethics change, stressful work
conditions, gender discrimination, ethics exclusion, unhealthy lifestyle, physical ill-
health and human rights violations. There are specific psychological and
personality factors that make people vulnerable to mental health problems.
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3.Emotional Immaturity:
Emotional immaturity as a condition where a person hasn't given up the desires or
fantasies of their childhoods. These desires and fantasies have to do with them being
the center of the universe. They can also even involve “bending” reality to be what
they want.
4.Irresponsibility:
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Irresponsible is not capable of handling assignments or taking responsibility. An
example of an irresponsible person is someone who constantly forgets to do her
assignments.
5.Poor Home Environment:
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Home environment is usually a place in which an individual or a family can rest and
be able to store ethics development. But if home environment not motivated like
parents quarrels with on another all the time, then this thing has most negative
impact on the mind of students.
6.Lack of Interest in School Activities:
Lack of interest can be caused by difficultly concentrating, family problems, ethics
difficulties, learning disabilities, and many other factors. Having said that, as a
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teacher, you still have to do your best and try to get them to learn at least the basics
of any subject.
7.Resistance to School Rules and Regulations:
Policies are important because they help a school establish rules and procedures
and create standards of quality for learning and safety, as well as expectations and
accountability. Without these, schools would lack the structure and function
necessary to provide the educational needs of students. But some students not follow
this. These things lead to decrease in ethics development of students.
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I have selected the above topic because now a day it is a common problem of all.
Students have lack of ethics development during the period. Students do not focus
on ethics development on the base of following reasons. I selected the above topic
so this research identifies the solution of this problem.
2.What was your discussion with your colleague / friend / senior teacher
or supervisor regarding the problem.
(Provide your discussion with your colleague or supervisor for better
understanding of the problem and alternate solutions).
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Ethics development is "the belief in one's capabilities to organize and execute the
courses of action required to manage prospective situations." Ethics development is
a person's belief in his or her ability to succeed in a particular situation.
When I discuss the whole matter development of ethics in children through Reward
and Punishment with my other colleagues and senior teachers it was argued that
ethics development and encouragement should be a major area of concern to
teachers and students. This is the concern of this chapter which tends to summarize
what is essential to be known about the ethics development building process as it
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relates to Reward and Punishment, rewarding system and encouragement. Almost
all the teachers and colleagues were in favor of the statement that the Reward,
Punishment and encouragement are possessing self-efficacy. Because Reward and
Punishment and ethics development are very alternative. No any students can get
fluency in one skill without other skill. The researcher conducted this study which
focused on the Development of ethics development that lead to good behavior and
performance of students.
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A teacher’s most important activity in a typical class environment is the one related
to classroom management that leading to build ethics development in students
through Reward and Punishment. Appreciation ultimately enhances good behavior
and personality like praise, reward offering. But punishment cannot apply for all
students. Punishment put negative impact on some students like punished the
students. Learning and teaching cannot take place in a mismanaged classroom. In
limited terms, classroom management is the management of the class by educational
motives. Contemporary understanding of classroom management approach calls for
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conceiving class as a system. Class in educational system is a subsystem of
educational management and at the same time a formal organization. Within this
framework, classroom management could be defined as the process of arranging the
classroom environment and its physical structure under the laws in order to satisfy
the expectations of the educational system, the curriculum, the school, the lesson,
the teacher and of the students, constituting the rules, relation patterns and
administration of class order; planning, presenting and evaluating educational
activities, recognizing students’ assets; providing student motivation; arranging
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classroom communication pattern; attaining classroom discipline, effective and
productive employment of time, human and material resources in order to prevent
students’ undesired behavior.
Ethics development is a response, which an individual show to his environment at
different times. Ethics development can be positive or negative, effective or
ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary.
ethics development can be regarded as any action of an organism that changes its
relationship to its environment. ethics development provides outputs from the
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organism to the environment. The meaning of ethics development is to conduct or
carry oneself or behavior in what we do, especially in response to outside stimuli
anything that an organism does that involves action and response to stimulation. The
main purpose of this study is to investigate the role of Reward and Punishment in
development of student’s ethics development of Elementary school students.
3.What did you find about the problem in the existing literature (books /
articles/websites)?
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(Explore books and online resources to know what and how has been already
done regarding this problem).
Effective learning process is directly related to the effective classroom
management. Without effective classroom management, teaching learning has no
fruitful and productive outcomes. Effective classroom management depends on the
competencies (capacity, proficiency) of teachers. Good managers devise and
announce classroom rules and regulations at the beginning of session in order to
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control classroom disruptive behaviors and make the classroom atmosphere
favorable for teaching learning process.
Teachers use a variety of Reward and punishment and stimulus (encouragement)
to motivate students. According to Ivancevich and Matteson (1990:171) “teachers
use a variety of Reward and Punishment to attract and maintain students and to
motivate them to achieve their teaching goals.” Rewarding students is therefore vital
for the teaching success. Incentives are external stimuli which can be used as
stimulants to productivity.
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When a behavior leads to desirable outcomes, it is more likely to occur in future
situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent.
To determine whether an event is capable of reinforcing its impact should be
considered.
Armstrong (2012), states that “outdoor activities deal with the strategies,
policies and processes required to ensure that the people’s value and contributions
they make to achieving developmental goals of teaching and rewarded.” It can
therefore be seen that rewards play an important role in motivating students to
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perform at their best and also to maintain top performers. Lathan’s (2002:45)
observes that “teachers provide rewards to their personnel in order to try to motivate
their performance and encourage their loyalty and maintained.”
As already demonstrated, extrinsic motivation is a deeper issue than it come because
it may undermine intrinsic (natural) motivation under certain conditions and
promote it under others conditions. (Williams & Stockdale, 2004). However, it is
worthwhile for all teachers have an understanding of extrinsic Reward and
Punishment because “many of the tasks that educators want their students to
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perform are not inherently interesting and knowing”. How to promote more active
and volitional (a choice or decision made) forms of extrinsic motivation becomes an
essential strategy for successful teaching’. (Ryan & Deci,2000).
It is important to understand that before analyzing different Reward and
Punishment options, factors that affect reward strategies and practices. Each teacher
is faced with a number of internal and external factors that affect the ethics
development is structured and administered. Armstrong (2010), identifies teaching
culture, sector or work environment, students, teaching strategy, school climate as
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key internal variables that affect reward strategies. Each of these factors are different
for each school and the teachers will develop a reward system based on how it values
each of the variables. Armstrong (2010:17).
These factors play an important role and may force teachers to take certain
decisions. In discussing different types of Reward and punishment and incentives it
is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic.
Intrinsic rewards “are intangible (invisible) rewards concerned with the work
environment (quality of education, the teachers teaching) recognition, performance
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management and learning and development” Armstrong (2002:99). Kinicki and
Kreitner (1998), state that financial, material and ethics rewards are extrinsic
rewards because they come from the environment.
To apply ethics development to a classroom student, a teacher must first
understand what ethics development is and what the advantages n disadvantages are
when using it. The term reward is broadly defined as a tool that teacher use to try
and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that
determine the effectiveness of a reward are how it is delivered by the teachers and
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how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers
a reward for good behavior, the student must make the connection between the right
behavior and the reward. If students think they were rewarded for a different
behavior, then the given reward will not be effective, and the student will have
associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012).
So, teachers need to make sure that when giving rewards, student understand why
they received them.
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When a student receives an intrinsic reward, it is because they have completed
an assignment or task due to internal motivation (Williams & Stockdale, 2004).
Some common intrinsic rewards are ‘‘task completion, feedback or result,
acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale).
However, this award can be beneficial compared to extrinsic rewards, because they
do not require an external stimulus, such as the teacher. The student will stay on
task because they are motivated by their own determinations. However, intrinsic
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reward will not always be Satisfactory for students, since they may not have any
internal motivation to complete a task.
Extrinsic rewards are rewards given by someone outside of the individual,
such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary
objects, tangible objects, token systems, ethics approval, and project activities’’. In
1991, Newby found by new teachers use extrinsic rewards and motivation more than
any other strategy. Extrinsic rewards may motivate student complete tasks that they
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would otherwise disregard. However, this reward can have a negative effect, where
students grow dependent on them for motivation in completing their assignments.
In the classroom, most rewards will be a combination of extrinsic and intrinsic
factors. For instance, students may engage in an activity both because of what, they
will learn will be the intrinsic rewards, while the grade that they receive will be the
extrinsic rewards.
It is important to understand, before analyzing different reward options, factors
that affect reward strategies and practices. Each organization is faced with a number
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of internal and external factors that affect the reward system is structured and
administered. (Armstrong, 2010) identifies organizational culture, the organizations
business or sector or work environment, people, business strategy, political and
ethics climate as key internal variables that affect reward strategies. Each of these
factors are different for each organization and the organization will then develop a
reward system based on how it values each of the variables. For example, “Bankers,
entrepreneurial directors or sales representatives will be more interested in financial
incentives than, say people engaged in charitable work” (Armstrong, 2010:17).
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External aspects that may affect reward strategies include globalization, rate of
pay in the marketplace, the economy, societal factors, legislation and trade unions,
(Armstrong, 2010). These factors play an important role and may force
organizations to take certain decisions for example trade unions in South Africa
have a big influence in worker package and incentives.
In discussing different types of rewards and incentives it is important to first
categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards
“are intangible rewards concerned with the work environment (quality of working
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life, work life balance) recognition, performance management and learning and
development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that
financial, material and ethics rewards are extrinsic rewards because they emanate
from the environment.
Tom Peters argues that by following the right method of rewarding, one can
obtain excellent results. The Theorist Edward. Lorler believe that reward must be
dependent on performance (Cohen, 2013).
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The biggest mistake any parents can make is to delay the reward for an
appropriate behavior. A reward will be most effective if it immediately follows the
behavior. So that the desirable behavior is validated. (Patterson, 1983). Rey states
that during the delay between the behavior and reward, the subject may exhibit,
other behavior. Thus, the targeted behavior may remain undeveloped since the
unwanted behavior is also reinforced. (Seyf, 2011).
4.What were the major variables / construct of your project? Give
definitions / description from literature?
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(What are the key terms in your topic or study? What do you mean of these terms?
What particular meaning you will attach to the term when used in this project).
Variables of the study:
Total three variables included in this research. Two were independent variables and
one was dependent variable. Reward and punishment and encouragement used as
independent variables and student’s ethics development used as dependent variable.
1.Reward and Punishment:
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Reward and Punishment occurs when members of a learning community work
together to improve student learning and achievement. Role is not a task to complete
then move on, it's an ever-changing, ongoing process that is only enhanced by social
networks and access to new technology.
2.Students Encouragement:
Tangible forms of encouragement give students a visual reminder that they have the
power to learn and succeed. They are especially effective when used sparingly or in
moderation after students achieve learning milestones in the classroom
• Give Positive Feedback. ...
• Set Realistic Expectations and Celebrate When They Are Met. ...
• Let Your Own Excitement Come Through. ...
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• Vary Your Teaching Methods. ...
• Facilitate Don't Dominate. ...
• Make Topics Practical. ...
• Show Students Their Own Successes. ...
• Get Out of the Book
3.Ethics Development:
Ethics development is "the belief in one's capabilities to organize and execute the
courses of action required to manage prospective situations." Ethics development is
a person's belief in his or her ability to succeed in a particular situation. Ethics
development is about having the strong, positive belief that you have the capacity
and the skills to achieve your goals. ethics development affects every area of human
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endeavor. By determining the beliefs, a person holds regarding their power to affect
situations, it strongly influences both the power a person actually has to face
challenges competently and the choices a person is most likely to make.
5.what did you want to achieve in this research project?
(Objective/ purpose of the study; what was the critical question that was tried to
be answered in this project).
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1.1. Research Objectives
Purpose of the study was to investigate the Developing Moral values trough
Reward and Punishment among students of grade 8. So, the study will focus
on the causes of problems of students regarding this.” In order to achieve said aims,
following objectives are designed:
Objectives of the Study
Following was the main objective of the study.
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1. To explore the relationship between Reward and punishment and student’s
ethics development at Elementary level.
2. To explore the relationship between student encouragement and ethics
development at Elementary level.
3. To find out the reasons behind the lack of ethics development of students.
4. To give suggestion for the improvement of the situation.
Research Questions of the study
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RQ 1. What is the relationship between Reward and punishment and student’s ethics
development at Elementary level.?
RQ 2. What is the relationship between student encouragement and ethics development
at Elementary level?
RQ 3. What are the reasons behind the lack of ethics development of students.?
RQ4. What are the suggestions for the improvement of the situation?
6.Who were the participants in your project?
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(Give details of the individuals or groups who were focused in this project e.g., the
early grade students whose handwriting in Urdu was not good or the students of
class 8 who did not have good communication skills).
Population
The population of the study comprised girls studying at Arooj Public School of
Pakistan.
Sample
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A total of “40” students were taken as a sample of the study. Kasur City was taken
as Convenient sample by applying the Matched Pair Random Sampling Technique.
So, total sample size was 40 respondents including female students. This sample
provide appropriate knowledge regarding all the students of the school they studying
in the school.
7.How did you try to solve the problem?
(Narrate the process stepwise. Procedure of intervention and date collection)
Research Methodology
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All research methods and techniques that will be used in this study are given below.
Research Method:
Research method may describe into three forms: Quantitative Method, Qualitative
method and Mixed Method. In the study, quantitative research method was used,
because data was collected by using questionnaire in the light of students’ and
teachers’ perception.
Research Design:
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It is descriptive and survey research about Developing Moral values trough Reward
and Punishment among students of grade 8.”.
Population:
A population is otherwise called an all-around characterized gathering of people
or questions known to have comparative attributes. All people or protests inside a
specific population typically have a typical, restricting trademark or characteristic.
The target population of this study was the students of Arooj Public School of
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Pakistan. The data was collected from student’s schools by filling up the
questionnaire.
Sampling Technique
Convenient sampling technique was used in this study.
Sample
In research a sample is a gathering of individuals, that are taken from a bigger
population for estimation. The example ought to be illustrative of the population to
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guarantee that we can sum up the discoveries from the exploration test to the
population all in all. 40 students were selected from public school.
Data collection procedure
Data was collected by through questionnaires. One questionnaire was filled by one
student according to his point of view. In this way 40 questionnaire filled by 40
respondents. On the base of this data know the opinion of students, find out the
problems of students, and provided solution to sort out these problems. Open ended
and closed ended questions were used for the purpose of data collection. In closed
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ended questionnaires 5 Likert point scale questions were developed in the form of
strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and
strongly Disagree (DA=1).
Data Analysis
Data collection measure means the tool through which the data can be collected”.
There are different sources of data collection like scales, proxies, and questions. In
this study the researcher used appropriate research tools and software to analysis of
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data, like; SPSS 18 software analysis in which descriptive analysis was used to find
out the frequency, percentage, means and minimum/maximum values etc.
8.What kind of instrument was used to collect the data? How was the
instrument developed?
(For example, observation, Questionnaire, rating scale, interview, student work,
portfolio, test etc.)
Instruments:
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The study used questionnaires as the main research instrument. Questionnaire is the
form in which different questions asked by the sample of the study to complete the
goal of the study.
Questionnaires were three in counting and labeled as:
1-Closed Ended Questionnaire for students about Reward and punishment and its
impact on student’s ethics development.
2-Close Ended Questionnaire for students about ethics development of students.
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3-Questionnaire for students’ suggestions for effective encouragement in the
classroom.
Questionnaire for students:
The following main questions guided the collection and analysis of data for the
present study. All the information that containing in these questions ultimately
helpful for developing ethics development in students.
1. All students are motivated to perform well on the base of reward and
punishment system.
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2. Different techniques used to improve the ethics development of students?
3. Rewards encourage the student to perform well?
4. Are the students being socialing by Teacher relationship?
5. Parent teacher meeting helpful for the development of ethics skills in
students.
6. Reward and Punishment improve the ethics development of students?
7. Are the students happy after participating well for reward?
8. Encouragement of the students develop ethics development?
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9. Does the misbehavior of students is change through reward and
punishment?
10. Teacher meet with parents to improve ethics development of the
students?
Instruments, participants and procedures of quantitative data collection are
presented in the following sections.
Data analysis
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After the collection of the data, it was tabulated. Questionnaires were analyzed.
After collecting data, the simple percentage and frequency model was applied to
evaluate the score on different performance indicators to check the significance.
9.What were the findings and conclusion?
Findings:
1. Overall majority (98%) of the respondents agreed that Are students are
motivated to perform well on the base of reward and punishment.
2. Overall majority (92%) of the respondents agreed that Different
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techniques used to improve the ethics development of students.
3. Overall majority (98%) of the respondents agreed that Rewards
encourage the student to perform well.
4. Overall majority (97%) of the respondents agreed that Are the students
being socialing by Teacher relationship.
5. Overall majority (95%) of the respondents agreed that Parent teacher
meeting helpful for the development of ethics skills in students.
6. Overall majority (96%) of the respondents agreed that Reward and
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Punishment improve the ethics development of students.
7. Overall majority (98%) of the respondents agreed that Are the students
happy after participating well for reward.
8. Overall majority (99%) of the respondents agreed that Encouragement
of the students develop ethics development.
9. Overall majority (92%) of the respondents agreed that does the
misbehavior of students is change through reward and punishment.
10. Overall majority (95%) of the respondents agreed that Teacher meet with
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parents to improve ethics development of the students.
Conclusions
The researcher in this study, from the findings concluded by analysis the
following conclusion:
Reward and punishment are the most powerful tools of student’s ethics
development. Encouragement to improve a response not only works better, but
allows both parties to focus on the positive aspects of the situation. Punishment,
when applied immediately following the negative behavior can be effective, but
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problems may result when it is not applied consistently. Punishment can also invoke
other negative ethics responses, such as anger and resentment.
Teacher-student relationships are crucial for the success of both teachers and
students. As a feature of classroom administration, such connections are the most
noteworthy factor in deciding an educator's work as effective. The impact of
instructor's conduct assumes a critical job in the scholastic accomplishment of
understudies. An instructor needs to show outstanding sympathy, constancy,
industriousness, truthfulness, examine introduction, trustworthiness and
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adaptability as a man. Instructors likewise should be mindful in the manner by
which anything that a living being does that includes activity and reaction to
incitement.
Teaching is the activity of teachers for the purposes of education. So, it is the duty
of teachers to knowledge the students as well as to develop ethics development in
them through Reward and Punishment. Teaching is an arrangement and
manipulation of a situation in which building students ‘ethics.
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That good classroom management strategies show that reward system develop
discipline, critical thinking, student’s confidence policies, punctuality, self-
discipline, leadership skills, confidence and ethics in Elementary school students
According to the perceptions of Elementary school students (in open-ended
question), majority of the respondents ( Elementary school students) agreed that
students ‘Reward and Punishment have a stronger effect on developing ethics
development, punctuality, student’s confidence policies, leadership skill, teamwork,
character development and adaptability.
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10.Summary of the Project
University recommended me some developing basic skills in which theme and
sub theme. My topic that I choose DEVELOPING MORAL VALUES
TROUGH REWARD AND PUNISHMENT AMONG STUDENTS OF
GRADE 8. I choose this topic because I have to face problem about ethics
development in the school. Because students feel shy when they have to perform in
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front of others. It is difficult to create ethics development in the students during
teaching.
The sample comprised a total of 40 students drawn from Arooj Public School.
They were selected by simple random sampling technique.
This study investigated student’s ethics development through Reward and
Punishment among Elementary school’s students. It also investigated the effects of
school environment and management related differences on students’ academic
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performance in the concept of measurement when taught using hygienic
environment and Unhygienic environment in the class.
Questionnaire Instrument used for students for data collection. Research design was
descriptive. The result was finding that parent Reward and punishment and
encouragement develops ethics development in students regarding study. Teachers’
behavior and teaching method also impact on students ‘behavior.
11.How do you feel about this practice? What have you learnt?
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The aim of this study was to investigate the role of Developing Moral values
trough Reward and Punishment among students of grade 8. My research
in rural area basic skills. My project participants were the students of Arooj Public
School. In rural areas mostly people not socialized.
Classroom positive reinforcement atmosphere is very important element in study
because it helps in the learning of students. So, I used different technique for
creating motivational atmosphere in the class to participate in Reward and
Punishment to develop ethics. Students were happy and learn quickly on the base of
0314-4646739 0336-4646739 0332-4646739

hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher
create motivational atmosphere in the class through parent teacher meetings then
students have no problem of ethics. Students’ response to the implementation of
teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the
class through different activities. I learn that how to improve the student’s ethics
and personality during the study. Finally, I feel satisfied.
12.What has it added to your professional skills as a teacher?
It added some new things in my knowledge key points are given below.
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• It made me good organizer.
• It made me ready for everything that is throw their way.
• It enabled me how to create motivational atmosphere in the classroom to
develop ethics.
• It built confidence in me that how to deal with rural areas students for
improving ethics development through Reward and Punishment.
• Before these activities I was not a good organizer.it made me innovative.
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• I started find out new things before I have not insert. But when I started my
project a grate change brought in my thinking.
• I capable to find out new things.
• It made me good effective teacher and mentor.
• It made me good role model.
• It made me confident. Teacher discipline can help influence other to be a
better person.
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• It made me capable to understand how to create classroom atmosphere
according to student’s psyche to develop ethics development and personality
at Elementary level.
• It tells me how negative punishing atmosphere effect on student’s personality
level and communication.
Q.13 List the works you cited in your project.
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Blundell, P., Hall, G., & Killcross, S. (2003). Preserved sensitivity to outcome
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Cador, M., Robbins, T. W., & Everitt, B. J. (1989). Involvement of the amygdala
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Robbins, T. W., et al. (2003). Role of the anterior cingulate cortex in the control
over behavior by Pavlovian conditioned stimuli in rats. Behavioral
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motivational systems. In H. Pashler & R. Gallistel (Eds.), Steven’s handbook of
experimental psychology: Vol. 3. Learning, motivation, and emotion (3rd ed.,
pp. 497–533).
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New York: John Wiley & Sons. Dickinson, A., & Dearing, M. F. (1979).
Appetitive-aversive interactions and inhibitory processes. In A. Dickinson & R.
A. Boakes (Eds.), Mechanisms of learning and motivation (pp. 203–231).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Everitt, B. J., Parkinson, J.
A., Olmstead, M. C., Arroyo, M., Robledo, P., & Robbins, T. W. (1999).
Associative processes in addiction and reward. The role of amygdala-ventral
striatal subsystems. Annals of the New York Academy of Science, 877, 412–
438.
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Holland, P. C. (1993). Cognitive aspects of classical conditioning. Current
Opinion in Neurobiology, 3(2), 230–236.
Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions
of the basolateral amygdala on instrumental conditioning. Journal of
Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A.
(2000). Control of response selection by reinforcer value requires interaction of
0314-4646739 0336-4646739 0332-4646739

amygdala and orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–
4319.
Blundell, P., Hall, G., & Killcross, S. (2003). Preserved sensitivity to outcome
value after lesions of the basolateral amygdala. Journal of Neuroscience, 23(20),
7702–7709.
Burns, L. H., Robbins, T. W., & Everitt, B. J. (1993). Differential effects of
excitotoxic lesions of the basolateral amygdala, ventral subiculum and medial
prefrontal cortex on responding with conditioned reinforcement and locomotor
0314-4646739 0336-4646739 0332-4646739

activity potentiated by intra-accumbens infusions of d-amphetamine.
Behavioural Brain Research, 55(2), 167–183.
Cador, M., Robbins, T. W., & Everitt, B. J. (1989). Involvement of the amygdala
in stimulus reward associations— interaction with the ventral striatum.
Cardinal, R. N., & Aitken, M. R. F. (2001). Whisker (Version 2.2) [Computer
software]. Available from http://www. whiskercontrol.com. Cardinal, R. N.,
Parkinson, J. A., Marbini, H. D., Toner, A. J., Bussey, T. J., Robbins, T. W., et
0314-4646739 0336-4646739 0332-4646739

al. (2003). Role of the anterior cingulate cortex in the control over behavior by
Pavlovian conditioned stimuli in rats. Behavioral Neuroscience, 117(3), 566–
587.
Dickinson, A., & Balleine, B. (2002). The role of learning in the operation of
motivational systems. In H. Pashler & R. Gallistel (Eds.), Steven’s handbook of
experimental psychology: Vol. 3. Learning, motivation, and emotion (3rd ed.,
pp. 497–533).
0314-4646739 0336-4646739 0332-4646739

New York: John Wiley & Sons. Dickinson, A., & Dearing, M. F. (1979).
Appetitive-aversive interactions and inhibitory processes. In A. Dickinson & R.
A. Boakes (Eds.), Mechanisms of learning and motivation (pp. 203–231).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Everitt, B. J., Parkinson, J. A.,
Olmstead, M. C., Arroyo, M., Robledo, P., & Robbins, T. W. (1999).
Associative processes in addiction and reward. The role of amygdala-ventral
striatal subsystems. Annals of the New York Academy of Science, 877, 412–
438.
0314-4646739 0336-4646739 0332-4646739

Holland, P. C. (1993). Cognitive aspects of classical conditioning. Current
Opinion in Neurobiology, 3(2), 230–236.
0314-4646739 0336-4646739 0332-4646739

0314-4646739 0336-4646739 0332-4646739

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