Confusing rewarding with learning.

I have yet to write my narrative on this because I am debating whether to interview student or teachers. I think it may be beneficial to talk to both. After reading the article in which they interviewed Alfie Kohn on the topic of reward and punishment in the classroom I have wondered if there really is a right or wrong way to go about that. If the result of a command is punishment the child will most likely be in fear of the teacher and will be likely to respond correctly but only out of pure fear of being reprimanded. This could also work to the negative if the teacher has not instilled fear in the child. The child will not feel the need to cooperate if they do not mind the punishment. A reward, however, brings a more positive light to the classroom but does not teach a thing! Now the child has learned to respond correctly but only to get the "gold star" or whatever the prize may be. No one gives you a Gold stars in life when you do what you're supposed to. We actually tried a "punishment" in our mixed choir that was musically involved. Every time a student is caught yawning they must sing a line of music alone in front of the choir. At first I told my co-op that I was against that idea. I didn't feel it was right to embarrass a student simply for being tired in the first period of the day. However, it turned out that the kids loved it. I have actually seen kids yawn on purpose just so they can sing the line to show they know it. Now of course this worked for our choir, that does not necessarily mean it would work for every class. Mr. Kohn explained that kids have a natural desire to "find out stuff". In order for them to act on this desire they must feel as though they are welcomed to do so. I happen to agree with Mr. Kohn. In the little experience I have had I noticed that children tend to be scared to ask questions when locked in a "lecture driven" classroom setting. What I believe they may be thinking is "what is the point of asking him/her a question they'll probably just tell me I should be listening". On the flip side I have seen environments where the students are constantly raising their hands dying to find out the answer or to see what comes next, or to fix their mistakes.
Another aspect that helps to build a nice environment is the teacher's attitude about himself/herself. Ben mentioned in a comment that he shows who he is to his choirs. Letting the students see that you make mistakes too helps them to realize "this isn't so bad". They will feel comfortable and will be willing to explore and discover because they will see that you as the teacher are exploring and discovering everyday. I tell my choirs that I don't care if they make mistakes as long as they make them loudly. The only way to fix what you did wrong is to actually hear what you did wrong. I don't fix their mistakes for them I have them do it. I have noticed everyday more and more hands going up trying to fix mistakes. I have even taken a brand new piece of music and split the choir into groups. I give them their starting pitches and then tell them to figure out the rest of it. This may seem like a grueling, tedious way to get something done, especially with time ticking for the concert. But it really helps them to work together and on their own to make plenty of mistakes and help each other fix them.
The point I am trying to make is that I do not believe rewards/punishments are necessary. The kids will be rewarded enough by what they will learn through their own desire to learn.