It may be pertinent to ask how exactly these systems motivate children to engage with the learning process. It is necessary to have behavioural rules so that members of the class are free from interference from other members of the class. At my base school, behaviour does not seem to be a problem and I believe this is largely down to rewards and recognition systems which the school has in place. This leads me to question whether the fear of punishment itself actually motivates children to learn. In many ways, the motivation to learn must be intrinsic, that is internal to the individual. As an adult this may be immediately recognisable, and anyone undertaking studies as an adult will be aware of this necessary self-motivation. However the world of a child is one in which there is always a presence of extrinsic motivation, usually communicated through adults – those things which are deemed pleasing and necessary by the adults in a child’s life. Therefore the type of motivation implied by punishments and rewards is perhaps a necessary condition of learning, both for the individual and learning community of the classroom. The specification of these rewards and punishments is perhaps best fitted to particular learning environments. For example, Roland Fryer, an American economist and educational advisor is an advocate of financial rewards for inner-city high school children when exams are passed (New York Times, 2008). Though my own response to this was initially critical, but Fryer’s system does reflect a principle on which the adult world largely works – that of financial reward for effort. On the other hand, there is an argument that learning should be motivated by the desire to learn for the enjoyment of learning. I would suggest that in the primary school rewards are indeed necessary, but much of the intrinsic motivation to learn can be communicated through the teacher’s planning of innovative and creative lessons, A varied system of rewards and punishments is perhaps then the best support for this approach so that the motivation of the pupils consists of both pull and push factors.