Grades VS Learning

Hi everyone! My name is Jenna Hagen and I am currently a graduate student at Canisius College studying Differentiated Instruction. This week, my ‘Dimensions of Learning’ class discussed grades and academic risk-taking after reading Chapter 1 of the class text: ‘The Flexible SEL Classroom’ written by my professor, Amber Chandler. In this post, I will highlight many of the important points discussed throughout Chapter 1 in regards to grading, academic risk-taking and how to support our students through academic risk-taking.

As a teacher, I understand why grades are necessary, but I do not believe grades measure success. There are so many skills that are not considered when grading that are necessary to be successful in life. With that being said, social emotional skills such as self-control, persistence, grit, optimism, curiosity, conscientiousness, social fluidity and self-confidence are not measured through grades. Grades generally reflect a student’s cognitive ability and compliance in relation to curriculum standards. Oftentimes, graded assignments diminish the interest of student learning and create a preference for an easier task. Students do the work to get the ‘A,’ instead of doing the work to experience learning. As a teacher, I want my students to get good grades, but I do not want good grades to be their ultimate goal. Students should aim for learning and discovery in school.

One way to promote learning and discovery within your classroom is by trial and error. As a student, I know how anxious being graded can be, especially when approaching new learning experiences. Allow students to make mistakes, allow students to fail and allow students to try again. Being a teacher, I know many students look up to me as a role model. Being that role model for my students, I know I can promote a ‘safe space’ in my classroom by modeling what failure may look like and how it can lead to learning and success. By modeling this for my students, they will be more comfortable in taking risks throughout their education.

I think it is also important to remind our students that they are much more than a grade. Unfortunately, there is an intense pressure to do well in school and to do well on standardized testing so students are able to continue their academic careers to college. In the midst of all the pressure and stress, take the time to create learning experiences that relate to their interests, talents and backgrounds. Oftentimes, the curriculums we teach do not address the various interests, talents and backgrounds of our students. With the lack of connection our students have to the curriculum, it is our job to help them make connections and meaningful experiences. This is another way to help students focus on learning and discovery, rather than grades. Lastly, offering choice to students is also a great way for them to make connections and meaningful experiences. When students have a say in their education they tend to take more interest in their learning experiences, leading to more learning and discovery.

Overall, Chapter 1 of Amber Chandler’s ‘The Flexible SEL Classroom’ provided great insight as to why grades are not everything and how to promote academic risk-taking. After reading this chapter, I learned many important skills that I will use to drive student learning and discovery.