Zen and the Art of Grade Motivation by Liz Mandrel
Summary
Liz Mandrel writes “Zen and the Art of Grade Motivator”. In this article, the former high-school teacher gives an account of her trial of testing a non-grading system and its effects on the students and their ambition to learn and gain knowledge without the pressure of getting good grades. She observes how the elimination of grades can be effective for students. Contemplating the importance of grades in maintaining the quality of education, the author describes a situation in which her senior-year high school students make her question the grading system and …show more content…
Some read the ‘Cliff Notes’ versions while only a few honestly completed this assignment and read the entirety of the book. By the end of 6 weeks, the author finds that the students had become lazy and lethargic. She observes that no one joins in the class discussions and conversations with the vigor and passion that they first did at the start of the experiment. She carries on the class discussions by herself, without any response from her audience. She finds that in the absence of the grading system, students have started slacking, have become more relaxed and did not work hard enough. The quality of information and knowledge was no longer their primary goal. Their main objective now was to come to class on time and have intelligent things to say to impress the teacher and fellow classmates. Back home, she ponders over the importance of grades. Her thought process brings her to question her own motivation of attending classes and working hard without grades fueling the drive to do so. If it weren’t for fulfilling the requirements for her degree, she ruminates; she would not have taken a certain course. She would not turn in lengthy assignments and join in class discussions with such gusto had it not been a requirement for obtaining a better grade. She considers that maybe grades are necessary for the quality of education, as they are a product of the hard work of students. It is not the information they get, but the end result of this education, which fuels their desire to work hard and succeed. At the end, it is a paycheck, a bonus, and a pat on the back or public recognition, which holds precedence over getting information just to quench the thirst of gaining knowledge. The goal of just attending classes for the sake of learning is not enough. At the end of the 6 weeks, the author asks her students to look back on the experiment and reflect on it. The feedback she receives further proves that her
Summary
Liz Mandrel writes “Zen and the Art of Grade Motivator”. In this article, the former high-school teacher gives an account of her trial of testing a non-grading system and its effects on the students and their ambition to learn and gain knowledge without the pressure of getting good grades. She observes how the elimination of grades can be effective for students. Contemplating the importance of grades in maintaining the quality of education, the author describes a situation in which her senior-year high school students make her question the grading system and …show more content…
Some read the ‘Cliff Notes’ versions while only a few honestly completed this assignment and read the entirety of the book. By the end of 6 weeks, the author finds that the students had become lazy and lethargic. She observes that no one joins in the class discussions and conversations with the vigor and passion that they first did at the start of the experiment. She carries on the class discussions by herself, without any response from her audience. She finds that in the absence of the grading system, students have started slacking, have become more relaxed and did not work hard enough. The quality of information and knowledge was no longer their primary goal. Their main objective now was to come to class on time and have intelligent things to say to impress the teacher and fellow classmates. Back home, she ponders over the importance of grades. Her thought process brings her to question her own motivation of attending classes and working hard without grades fueling the drive to do so. If it weren’t for fulfilling the requirements for her degree, she ruminates; she would not have taken a certain course. She would not turn in lengthy assignments and join in class discussions with such gusto had it not been a requirement for obtaining a better grade. She considers that maybe grades are necessary for the quality of education, as they are a product of the hard work of students. It is not the information they get, but the end result of this education, which fuels their desire to work hard and succeed. At the end, it is a paycheck, a bonus, and a pat on the back or public recognition, which holds precedence over getting information just to quench the thirst of gaining knowledge. The goal of just attending classes for the sake of learning is not enough. At the end of the 6 weeks, the author asks her students to look back on the experiment and reflect on it. The feedback she receives further proves that her