Final answer:
Praising a shy student for class participation may backfire if the student dislikes the extra attention, lowering their comfort level and willingness to participate. Moreover, expected, invariant praise could seem inauthentic, possibly reducing the student's intrinsic motivation, especially if the student perceives the reward system as arbitrary or non-genuine.
Step-by-step explanation:
A teacher's approach to rewarding a shy student for verbally participating in class by offering praise may backfire for several reasons. The student, who is shy, may not appreciate the extra attention that comes with public praise. This could lead to discomfort or increased anxiety about speaking up in class, which would be counterproductive to the goal of encouraging participation. Furthermore, a student might perceive the teacher's praise as inauthentic if it is expected and consistent, regardless of the quality or relevance of the contribution, potentially reducing intrinsic motivation for participating. This connects with research that suggests intrinsic motivation can be undermined when a person expects an extrinsic reward, such as praise (Deci et al., 1999).
Positive reinforcement strategies are important and can be highly effective when used appropriately. Operant conditioning principles, as proposed by B.F. Skinner, advocate for rewarding behaviors to reinforce those behaviors, as evidenced by his teaching machines designed to provide immediate positive reinforcement (Skinner, 1961). However, the type of reinforcement and the individual's expectation are crucial factors to consider. Intangible rewards, like praise, are less likely to have negative effects on intrinsic motivation compared to tangible rewards, such as money, but could still have an unintended impact if not handled with sensitivity to the student's personality and the classroom dynamics (Arnold, 1976; Cameron & Pierce, 1994).