As Zeba pointed out in her chapters 2 and 2A blogpost, many educators often believe that rewards and punishments can ultimately guide students to good behavior. However, as Richard Ryan states, rewards and punishments prevents people to diagnose what the core of the problem is. In my practicums I have seen students being wrongly punished because the teacher did not allow the child to explain his/her actions. I have even seen a child trying to be respectful to another student by saying "thank you" being punished because the teacher mistakenly interpreted that the child was talking. Constant punishing also leads to the students to view the teacher as "unreal table." Therefore, according to the SDT by thwarting "relatedness", teachers are triggering the student's motivation, production and happiness in the classroom environment to plummer.
On the other hand, I have seen effective educators turn around students with type X behavior to type I. The common factor among these effective teacher that I know is that they all nurture students ownership and responsibility in the classroom. Instead of ruling the students, such teacher empower students in a healthy manner. After reading how "any type X can become type I", I now truly feel that every student has the potential to become successful learners if I provide them with a safe and comfortable environment.
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