However, over time, patterns emerged. A group of students consistently received warnings, and one became withdrawn and reluctant to participate, fearing public embarrassment. Others began to manipulate the token system—offering help only when it would earn them points. The teacher noticed that cooperative behaviour was fading when tokens weren’t at stake.

This mirrors the principles of behaviourist theory: rewards (positive reinforcement) and threats (punishment) can shape short-term behaviour. However, the absence of intrinsic motivation led to superficial compliance rather than meaningful engagement. The teacher eventually shifted to class-led reflections and peer recognition to rebuild intrinsic ownership of behaviour.

Discussion Prompt: What does this case suggest about the long-term effects of extrinsic motivators? How might teachers shift from control to empowerment in managing behaviour?