The author suggests rewarding correct behavior and answers instead of criticizing unwanted behavior or answers. Rewards should be small and configured to the level of the students. The important point is that extrinsic motivators can, over a brief period of time, produce intrinsic motivation.
Extrinsic motivation is only one idea in a wide range of actions that produce student motivation.
Rewarding groups based on group performance creates an interpersonal reward structure in which group members will give or withhold social reinforcers in response to group mates' efforts. The motivationalist critique of traditional classroom organization holds that the competitive grading and informal reward system of the classroom creates peer norms opposing academic efforts. By having students work together toward a common goal, they may be motivated to reinforce one another for academic efforts. Motivational theorists build group rewards into their cooperative learning methods. Students can earn certificates if their average team scores on quizzes or other individual assignments exceed a preestablished criterion.