What Your Grades Really Mean | Eva Ren | TEDxEdenHighSchool

Summary

The speaker passionately argues against the current education system's focus on grades over learning and creativity. They highlight how students avoid subjects they struggle with to protect their academic averages, leading to a decline in curiosity and innovation. The script calls for a shift in perspective, emphasizing the importance of fostering interest and long-term learning over short-term academic performance. Historical examples of successful individuals with poor grades are used to illustrate that grades do not define intelligence or potential.

Takeaways

• 🎓 The script discusses the pressure students face to choose electives based on maintaining a high academic average rather than personal interest.
• 📚 It highlights the issue of students avoiding subjects they struggle with to protect their grades, suggesting a misalignment between learning and academic performance.
• 🤔 The author questions the purpose of school, arguing it should foster interest and improvement rather than just measuring adherence to a curriculum.
• 📉 The script references research indicating a decline in student creativity, potentially due to an education system focused on testing and memorization.
• 📈 It points out the tendency of students to prioritize grades over learning, influenced by societal and institutional emphasis on academic marks.
• 🏆 The speaker criticizes the one-size-fits-all approach in education, suggesting it doesn't account for diverse learning needs and strengths.
• 🧠 The script challenges the notion that grades are the sole indicator of intelligence or potential, advocating for a more holistic view of student abilities.
• 🌟 It shares personal experiences to illustrate how early academic struggles don't define one's future success or capabilities.
• 🌐 The author calls for a change in perspective, urging society to value learning over grades and to stop stigmatizing students with lower academic performance.
• 🔄 The script concludes with a call to action for educators and policymakers to rethink the education system to encourage creativity, curiosity, and long-term learning.

Q & A

What is the main concern the speaker raises about the current education system?

The speaker is concerned that the current education system focuses too much on grades and academic performance, rather than fostering interest, creativity, and the joy of learning.

Why does the speaker believe that students avoid taking certain classes?

Students avoid certain classes because they fear it might lower their academic average, which they perceive as crucial for their future success.

What does the speaker suggest is the consequence of the education system's focus on grades?

The consequence is a decline in creativity among students, as they learn just enough to get the desired grade and are reluctant to engage with material not directly linked to tests or marks.

What historical figures does the speaker mention to argue that grades do not define intelligence or potential?

The speaker mentions Sir Isaac Newton, Albert Einstein, and Thomas Edison, who despite not excelling academically, went on to make significant contributions to society.

How does the speaker describe the impact of the education system on students' self-esteem?

The speaker describes that the education system can lower students' self-esteem by stigmatizing those with lower grades and creating a false perception that they are less intelligent.

What personal experience does the speaker share to illustrate the complexity of academic performance?

The speaker shares their experience of struggling academically in elementary school due to language barriers and social challenges after immigrating to Canada, despite being a straight-A student later on.

What does the speaker suggest as an alternative to the current grading system?

The speaker suggests that grades should be used as feedback on learning rather than as the sole measure of success, and that the focus should be on encouraging the desire to learn and long-term progress.

Why does the speaker argue that the current education system is ineffective for all students?

The speaker argues that the current system is ineffective because it operates on a one-size-fits-all model, ignoring the diverse needs, strengths, and passions of individual students.

What does the speaker propose as a solution to the problem of students feeling limited by their grades?

The speaker proposes changing our perspective on what grades mean, recognizing that numbers do not define a student's intelligence or potential, and focusing on fostering a love for learning.

What does the speaker imply about the role of teachers in the current education system?

The speaker implies that teachers are not solely at fault for the system's issues, as they too are constrained by the same system and were once students within it.

How does the speaker suggest we should view students with lower grades?

The speaker suggests that we should not view students with lower grades as inferior, but rather recognize that they may learn differently or be dealing with personal issues that affect their academic performance.

Outlines

00:00

📚 The Struggle with School Grades and Learning

The speaker begins by expressing excitement over new electives but quickly transitions into a discussion about the difficulty of choosing classes. They touch on the pressure students face to maintain high grades, which can limit their willingness to take challenging classes for fear of lowering their academic average. The narrative criticizes the education system for focusing too much on test scores and memorization rather than fostering genuine interest and improvement in subjects. The speaker argues that this approach stifles creativity and curiosity, as evidenced by research showing a decline in student creativity. They also point out the societal pressure that equates grades with intelligence and future success, which can lead to a narrow view of education that values marks over learning.

05:00

🌟 Challenging the Notion of Academic Superiority

In the second paragraph, the speaker shares a personal anecdote about struggling academically due to language barriers and social challenges after immigrating to Canada. They use this experience to argue against the assumption that good grades equate to intelligence or capability. The speaker emphasizes that various factors, such as mental health, bullying, and family issues, can impact a student's academic performance. They call for a more nuanced understanding of student potential that goes beyond grades, advocating for a recognition of individual differences and the need for a personalized approach to education. The speaker also highlights the importance of not judging students based on their grades alone and the need to consider the broader context of their lives.

10:00

🚀 Redefining Success in Education

The final paragraph of the script calls for a shift in perspective on the importance of grades. The speaker suggests that grades should be seen as feedback on learning rather than as definitive measures of success or intelligence. They argue for a move away from a one-size-fits-all education system towards one that recognizes and nurtures the diverse strengths and passions of students. The speaker concludes by emphasizing the need to encourage a love of learning and to stop marginalizing students based on their grades, suggesting that this change will better prepare the leaders of tomorrow.

Keywords

💡Electives

Electives refer to courses or subjects that students can choose to take, beyond the core curriculum. In the context of the video, the speaker expresses excitement about new electives being offered, indicating a desire for diverse educational experiences. The script highlights the importance of electives in fostering students' interests and allowing them to explore various subjects.

💡Academic Average

An academic average is the calculated mean of a student's grades across multiple subjects or courses. The video discusses how students may avoid certain classes to protect their academic average, which is seen as a measure of their overall performance. This concept is critiqued as it may discourage students from taking risks or exploring areas they might struggle with but are interested in.

💡Creativity

Creativity is the use of imagination or original ideas to create something; in education, it refers to the ability to think beyond conventional ideas and come up with innovative solutions. The script mentions a decline in creativity among students, suggesting that the current educational system may not be conducive to fostering creative thinking. The speaker argues for an educational environment that encourages creativity rather than just memorization and regurgitation of facts.

💡Memorization

Memorization is the process of committing information to memory, often for the purpose of recalling it later, such as for a test. The video script criticizes the focus on memorization in schools, suggesting that it leads to a temporary retention of information that is quickly forgotten, rather than promoting deep understanding or long-term learning.

💡Curriculum

The curriculum refers to the subjects and courses that are taught in a school or educational program. The script implies that the curriculum may be too rigid, with teachers dismissing questions or ideas that fall outside of it. This can limit students' exploration of topics that are not part of the prescribed curriculum but are still valuable for their learning.

💡Mark-Obsessed

Being 'mark-obsessed' refers to a preoccupation with achieving high grades, often at the expense of genuine learning. The video discusses how students may become overly focused on marks, which they perceive as determining their future success. This obsession can lead to a reluctance to engage with material that is not directly tied to grades or tests.

💡Stigma

Stigma refers to a mark of disgrace or dishonor that results from a particular circumstance, quality, or action. In the context of the video, stigma is associated with students who have lower grades, which can lead to a negative perception of their intelligence or capabilities. The speaker argues against this stigma, emphasizing that grades do not define a person's worth or potential.

💡Self-Esteem

Self-esteem is the confidence and satisfaction in one's own worth. The video script suggests that students with lower grades may experience a decrease in self-esteem due to societal and educational pressures that equate grades with intelligence. The speaker advocates for a shift in perspective to help maintain the self-esteem of all students, regardless of their academic performance.

💡One-Size-Fits-All

The term 'one-size-fits-all' implies a single approach or solution that is expected to fit everyone's needs, despite individual differences. The video criticizes the educational system for adopting this approach, suggesting that it fails to account for the diverse learning needs, strengths, and passions of students. The speaker calls for a more personalized and flexible educational system.

💡Potential

Potential refers to the latent qualities or abilities that may be developed and lead to future success. The video argues against using grades as the sole measure of a student's potential, citing examples of historical figures who did not excel academically but went on to make significant contributions. The speaker encourages recognizing and nurturing the potential in all students, regardless of their current academic performance.

💡Feedback

Feedback is information or reactions provided in response to a particular activity, which can be used to improve or adjust that activity. In the context of the video, the speaker suggests that grades should be used as feedback on a student's learning process, rather than as a definitive measure of their success or intellect. This approach emphasizes growth and learning over static evaluation.

Highlights

Many students avoid certain classes for fear of lowering their academic average, even when interested in the subject.

School systems prioritize grades over genuine learning, leading to students focusing more on marks than the educational experience.

Creativity among students is on the decline, as they focus only on learning material required for exams.

Students are often discouraged from asking insightful questions because the answers are beyond the curriculum.

The pressure to achieve high grades has led students to value numbers on a transcript more than developing a true understanding of subjects.

Students feel that marks determine their future, as many educational institutions and employers heavily focus on academic performance.

Innovation may stagnate under the current education system, as it does not foster creativity and independent thinking.

A stigma exists for students who struggle with certain subjects, as lower grades are often equated with lower intelligence.

External factors like mental health, personal issues, and language barriers can significantly impact a student's academic performance, but are often overlooked.

The speaker shares a personal story of struggling in school due to language barriers after immigrating to Canada, despite now being a high-performing student.

Many successful individuals, including Isaac Newton and Albert Einstein, had poor grades in school but went on to make significant contributions to society.

The current education system applies a 'one-size-fits-all' approach, expecting all students to learn in the same way.

Teachers are also constrained by the system and cannot tailor learning to each student’s individual needs.

Grades should be viewed as feedback on learning, not as the sole indicator of a student's intelligence or potential.

To foster a generation of innovative leaders, the focus should shift from academic performance to encouraging a genuine desire to learn.

Transcripts

[Music]

I was excited to learn about all these

new electives being offered I love so

many subjects so it was hard to narrow

down which ones to take but eventually

when I was finally done picking my

classes I compared to my schedule with

my friends just to see if they had any

classes with me then one of my friends

said yeah I love English but I didn't

take English literature this year

because I suck at it and asked her well

why do you suck at English and she

replied well I only got a 70 in the

class last year and at first I thought

fair enough but then later I realized

whether you suck at a subject or not

shouldn't the point of school be about

fostering our interest and becoming

better at something so why does getting

a bad mark limit our learning

unfortunately the reality for many

students is they don't take certain

classes for fear it would bring down

their academic average and this is a big

deal when students compromise their own

learning just to get their numbers on

their report cards now you might be

thinking well that's the students own

fault anyways but why do so many of them

care about grace rather than learning

could it be that school is focusing on

the wrong thing it seems like schools

sole preoccupation is to determine who

can follow the curriculum the best we as

young people are taught to memorize

information found in a textbook only to

regurgitate it on to next week's test

paper before forgetting all about it oh

you don't need to know that for the test

or that's way beyond the curriculum are

usually some teachers responses to

an insightful question or an original

comment that Aston has made I feel like

school no longer inspires the minds of

the next generation instead researchers

at the College of William and Mary

showed that the creativity among

students is on the decline an increased

number of students merely learned a

minimum just to get the desired grade we

asked hey what's on the quiz so we can

study just that and if something is not

for marks or not on a test then we're

reluctant to do the work assigned now is

this because students are lazy why do we

seem so mark obsessed well it's because

a number means so much to us nowadays

because we feel like those numbers

determine our futures so we value

getting a good mark as more important

than learning itself but what other

choices do we have

it's not like we really have a say in

this we are told day after day that

education is the key to a successful

life and that we need good marks in

order to have a respectable job or good

income sure some people tell us that

marks don't define us and that were more

than just so great but it never feels

that way many institutions and learning

programs solely look at the marks on a

transcript making students feel like

their future is determined by that

simple piece of paper so even though

some students might be passionate about

their learning or have an inventive mind

if they underperform on those exams then

these organizations will refuse to

consider them innovation will stagnate

if this current ideology of education is

followed because we kill our children's

creativity curiosity and desire to learn

the education system makes it easy for

them to just do what they're being told

by high school most of us students we

will stop asking questions and we will

roll our eyes

add a few hoodoo and in the midst of all

of this we have developed another

problem we somehow adopted this false

perspective that those who have good

marks must be better and smarter than

those who do not now those that have

trouble following one way of learning

have to face a stigma because in our

society students with lower grades are

considered as less intelligent and this

lowers the self-esteem but often times

it just means they might learn

differently and they are smart in their

own way or they could be going through a

personal issue that consequently affects

their marks we shouldn't be so quick to

judge them personally I have always been

a straight-a student throughout high

school most of my marks are in the mid

to high 90s and when I tell people that

I have almost failed grade two and three

and only God sees an elementary school

no one believes me

they say oh you seem smart so how could

she have possibly struggled an

elementary school well the truth is I

almost failed those couple of grades

because those were the years when I

first immigrated Canada and at that time

I didn't know English or French a space

with a lot of language and social

barriers I had horrible grades not

necessarily because I wasn't intelligent

or I was just lazy at school no I

honestly couldn't understand the words

that my teachers were even saying let

alone understanding the homework I can

communicate with my classmates because

of this language barrier and from being

faced with racial stereotypes on a daily

basis to being very secure due to my

Inessa T my accent at that time or even

like the food that I brought from home

because it's no different no wonder I

had difficulty learning in school I was

so concerned about fitting in as a

minority thankfully I eventually

overcame the problems that came with

immigration but to this day nothing

frustrates me more than when students

with higher grades think that they're

bad

and others simply because they have

better marks or when teachers there to

view some of their students as less

capable just because of their

performance at school sure some people

might not be naturally talented and

subjects such as algebra but does that

honestly mean that they're less smart

and why can't we also see that mental

illnesses bullying financial security

family issues and other factors do limit

some people's ability to do well at

school now does that mean that they

don't have the potential to succeed of

course not so numbers don't tell you

everything and the problem with our

current education system right now

is that we have a one-size-fits-all kind

of deal but we know that students have

different needs strengths passions no

two brains are the same and just like

Richard Williams said if a doctor was to

prescribe the same exact medicine to all

of his students it would be a disaster

right because so many of their patients

would get sick yet when it comes to

school this is exactly what happens we

have one system and we just expect

everybody to follow it now I'm not

saying that grading is useless and it's

all the teacher's fault because teachers

are actually stuck in the same system

that was imposed on them just like it

was on the students and we can't just

blame the policymakers of Education

either because it's not like there's an

obvious way to do this we can't just

overturn the current system completely

and say oh let's just abolish the

grading system and consider every

student individually because that's just

not realistic or at least not yet

however until we do improve the way we

educate our future generation there is

something you can do to help re-instill

students desires to go to school and

that is to

change our perspective on what grades

really mean and to realize that the

numbers do not define their intelligence

or potential looking back on history we

can easily find people who despite not

being at the top of their class they had

brilliant minds think of Sir Isaac

Newton who received horrible grades in

high school

think of Albert Einstein who also

received mediocre grades

similarly Thomas Edison was called

mentally ill by his teachers but he is

now known as a person who lights up our

lives literally so if you want to

realize the potential of our society we

need to shift the focus away from

academic performance alone instead

encouraging the desire to learn should

be schools focus not just the grace that

we receive it shouldn't be about the

comparative achievement but rather the

long-term progress of our students so

instead of relying on grace to measure

someone's success potential or intellect

we should just use them as feedback on

their learning and we need to stop

treating those that have lower grades as

inferior and when we can stop

marginalizing students with lower grace

and when we can stop forcing students to

believe that their grace is the only

indicator of success that's when we will

better and truly encourage the leaders

of tomorrow thank you

[Music]

[Applause]

you

[Music]