Many kids say what your daughter says. If there weren’t grades, I wouldn’t try. I’ve also heard I’m not going to do my best, because then you will give me harder work and I won’t get a 100. This is so counterproductive to the growth mindset. As an adult I’m unlearning the grading mindset because somewhere along the line I developed the belief that if the outcome isn’t tangible it’s not worth doing. Which makes doing something “just for fun” hard for me, ie. painting or crafting.
We need schools to be project based learning and tangible for their real lives. Build something you want to use and have all the subjects revolve around that. Science can be centered around astrology, human design, moon cycles, energy. If the learning was more relatable and real world, we would see a different level of engagement.
I agree that this isn’t about removing grades or lowering expectations. High standards matter. But the tension is real: we ask students to take risks, embrace failure, and think deeply… while constantly measuring and comparing them. For some, that works as motivation. For others, it narrows their sense of what they’re capable of. Working in different school systems internationally, I’ve noticed how differently this balance can be struck. Some systems hold onto academic rigour while giving more space for identity, voice, and a broader sense of success. Others feel more tightly defined by performance, where it’s easier for students to internalise a fixed “place.”
Yes I think that’s a really important point @Carla Shaw. Grades are motivation for some but for others it really does narrow their view of themselves and can be demotivating. I love the way you think and that you always add another layer and expand my thinking further. Thank you!!
Unfortunately grades teach us to work for something in return. It can inculcate selfishness and competitiveness in the world rather than cooperation and selfless service for an inclusive higher purpose.
Balance in education is needed now more than ever. Schools are still producing children with 'utility tags' - what will they do for a living to improve the economy of the country $£. Which produces adults that identify themselves through 'what they do' rather than 'who we are'.
Parents see the joy in their kids diminish. Financial security does not equate to happiness.
Education gives kids lots of information from external agencies such as teachers, books, worldly subjects. That needs to be balanced with the child learning and reflecting on themselves and how they relate to the world harmoniously. Bring out their inner strengths, what makes us human, feelings and refining our thinking to evolve for a better 'us' and a better world.
Building character strength through values .. the last time I saw values taught was in Pre-Primary but teens and young adults need it (repeatedly and age-appropriately) too:
Many kids say what your daughter says. If there weren’t grades, I wouldn’t try. I’ve also heard I’m not going to do my best, because then you will give me harder work and I won’t get a 100. This is so counterproductive to the growth mindset. As an adult I’m unlearning the grading mindset because somewhere along the line I developed the belief that if the outcome isn’t tangible it’s not worth doing. Which makes doing something “just for fun” hard for me, ie. painting or crafting.
We need schools to be project based learning and tangible for their real lives. Build something you want to use and have all the subjects revolve around that. Science can be centered around astrology, human design, moon cycles, energy. If the learning was more relatable and real world, we would see a different level of engagement.
I agree that this isn’t about removing grades or lowering expectations. High standards matter. But the tension is real: we ask students to take risks, embrace failure, and think deeply… while constantly measuring and comparing them. For some, that works as motivation. For others, it narrows their sense of what they’re capable of. Working in different school systems internationally, I’ve noticed how differently this balance can be struck. Some systems hold onto academic rigour while giving more space for identity, voice, and a broader sense of success. Others feel more tightly defined by performance, where it’s easier for students to internalise a fixed “place.”
Yes I think that’s a really important point @Carla Shaw. Grades are motivation for some but for others it really does narrow their view of themselves and can be demotivating. I love the way you think and that you always add another layer and expand my thinking further. Thank you!!
Unfortunately grades teach us to work for something in return. It can inculcate selfishness and competitiveness in the world rather than cooperation and selfless service for an inclusive higher purpose.
Balance in education is needed now more than ever. Schools are still producing children with 'utility tags' - what will they do for a living to improve the economy of the country $£. Which produces adults that identify themselves through 'what they do' rather than 'who we are'.
Parents see the joy in their kids diminish. Financial security does not equate to happiness.
Education gives kids lots of information from external agencies such as teachers, books, worldly subjects. That needs to be balanced with the child learning and reflecting on themselves and how they relate to the world harmoniously. Bring out their inner strengths, what makes us human, feelings and refining our thinking to evolve for a better 'us' and a better world.
Building character strength through values .. the last time I saw values taught was in Pre-Primary but teens and young adults need it (repeatedly and age-appropriately) too:
- self discipline
- compassion
- responsibility
- friendship
- work
- courage
- perserverance
- honesty
- loyalty
- faith
Just some thoughts.