Why Grades Shouldn't Exist - Alfie Kohn

Summary

The transcript argues that grades have negative effects on students, reducing their interest in learning, discouraging them from taking risks, and promoting shallow engagement. It suggests that grades are coercive tools used by teachers lacking the ability to authentically engage students. Instead of fostering a love for learning, grades push students toward unethical behavior and poor decisions. The speaker advocates for schools to abolish grades, highlighting examples of institutions where students thrive and are better prepared for life when freed from the pressure of grades.

Takeaways

• 📉 Grades reduce students' interest in learning and engagement with the subject matter.
• 📚 Students are more likely to choose easier tasks or projects to ensure they get an A, rather than challenging themselves.
• 🤔 Graded students tend to take a shallow approach to learning, focusing only on what's required for the test.
• 🏫 The best schools and teachers minimize the importance of grades to encourage deeper, more authentic learning.
• 💡 Teachers who rely on grades often use them as coercive tools to get students to complete tasks.
• 😕 Students obsessed with grades make poor decisions about course selection and time allocation.
• 🎯 Students conditioned by grades lose the intrinsic motivation to learn and grow as individuals.
• 🚫 Teachers committed to real learning should aim to make grades less relevant and help students rediscover their natural desire to learn.
• 🎓 Schools that have abolished grades have students who are not only happier but better prepared for college and careers.
• 👎 The use of grades mainly benefits poor teaching, allowing teachers to compel students to do things that may not make sense or foster true learning.

Q & A

What are the three main effects of grading on students, according to the speaker?

The speaker highlights three main effects: 1) Grading reduces students' interest in the subject matter, 2) It makes students more likely to choose easier tasks to secure higher grades, and 3) It encourages shallow, superficial learning focused on what will be tested.

Why do students tend to choose easier projects when graded?

Students opt for easier projects because they believe that doing so increases their chances of getting a higher grade, which is often their primary goal.

How does grading impact students' approach to learning, according to the speaker?

Grading leads students to focus on what is required for the test rather than engaging deeply with the material. This results in a superficial approach to learning, where they prioritize grades over genuine understanding.

What does the speaker say about the role of grades in coercion?

The speaker argues that grades are a form of coercion, used by teachers who lack the skills to authentically engage students. They act as bribes or threats to force students to complete tasks they have little interest in.

How do grades influence students' course selection and time allocation?

Grades lead students to make poor decisions regarding course selection, often choosing easier classes to secure higher grades. This also affects how they allocate their time, prioritizing activities that are graded over those that align with their true interests.

What is the speaker's perspective on the mindset of students who are constantly focused on grades?

The speaker believes that students who focus on grades lose a part of themselves as learners. They become less motivated by intrinsic interest and more driven by external rewards, which diminishes their passion and curiosity.

What do students realize when they stop prioritizing grades, according to the speaker?

When students stop chasing grades, they often rediscover their natural interests and passions, such as photography or other subjects they avoided because they didn't offer grade-based rewards.

How does the speaker describe the impact of getting rid of grades in schools?

The speaker argues that schools without grades produce happier students who are better prepared for college and careers. These students spend their school years exploring and learning without the pressure of grades.

What does the speaker blame for students' obsession with grades?

The speaker blames adults, particularly teachers and the education system, for conditioning students to focus on grades rather than genuine learning. The constant emphasis on grades is seen as harmful to students' development.

How would the abolition of grades affect teachers, especially those who rely on them?

The speaker suggests that eliminating grades would challenge teachers who rely on them as a tool of coercion. Without grades, teachers would have to engage students more authentically, which might be difficult for those who lack effective teaching strategies.