Good question!

Kwan Hong Tan I’m a bit unclear on the use of the term “reward” in this context, and I question the relevance of personality traits like extroversion or quiet reflection in academic evaluation. The primary responsibility of an educator is to teach content and assess understanding—not to distribute rewards.

Learning, in its truest form, should be intrinsically motivated. When educators begin to “reward” students for behavior such as speaking up—rather than for demonstrating comprehension or insight—they risk fostering a dependency on external validation. That kind of feedback loop is counterproductive to the goals of education.

Assessment should be based on the quality and substance of a student’s work, not on how visibly or vocally they engage. The real reward for students should come from the knowledge and growth they achieve—not from being praised for personality traits or performative participation

Jairo Diaz Thank you for your thoughtful response — you raise an important point about the purpose of education and the nature of intrinsic motivation. I fully agree that the cornerstone of academic evaluation must remain the quality and substance of a student’s work.

When I used the term “reward,” I did not intend to suggest the promotion of performative participation or external validation for its own sake. Rather, I was referring to the subtle signals educators send—through acknowledgment, encouragement, or engagement—that can shape classroom dynamics. For many students, especially those from underrepresented or less confident backgrounds, a small moment of recognition can nudge them toward deeper involvement and confidence in their intellectual voice.

You’re right to question whether traits like extroversion should ever be conflated with comprehension. That’s not the goal. Instead, I think we must be aware that some forms of participation (like verbal contributions) tend to be more visible, while others (like deep reflection or written insight) are less so, but equally valuable. The aim should be to create an inclusive space where multiple forms of engagement are recognized—not to impose a single model of what “good participation” looks like.

Ultimately, I believe both intrinsic and thoughtfully calibrated extrinsic signals can coexist in support of student growth, as long as we remain vigilant about what we are truly valuing and assessing.