Principle: Students should do their homework to actively participate in class. The nature of learning requires an engagement with materials on a critical thinking level, to extrapolate meaning and go beyond the “surface” of a piece.
Tactic: To get students to do homework you pose a moral dilemma. Do the work and be favored by receiving points which, as they accumulate, will dictate the prowess of each student on a balanced scale. If, however, it was imposed that each student had to complete every assignment to receive a grade, a binary would be enacted. The dynamic would then be, complete all assignments to achieve the morally favorable outcome of succeeding, devoid of nuance and choice.
Theory: While in either situation, not submitting an assignment results in a negative response, the necessity of submissions comes with a less dynamic teaching style, but fosters continuous work. Work bred out of the moral belief that one must succeed, and in this scenario succeeding is passing the class, not prompted by interest, passion or stimulation, but the robotic need to complete a task.
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