(Like many teachers, I’m suffering from so many feelings right now. July is winding down. I’ve been taking classes on distance learning, working on new units, and rethinking how to build a culture of caring, community, and creativity on-line, as it seems that’s the way things will be heading for a while. I’m also, as my friend @MonteSyrie notes of himself (and so many educators) mourning a loss of place and self…of who I was in the classroom.
But there are also ample opportunities to do things better, to become more and constantly evolve. After all, as I often note, we are all human beings in the becoming. We are all chasing a better version of ourselves…or we should be.
And that’s where this blog post comes from. How can we be better in the classroom for ourselves and for our students? Perhaps an admission that love is at the core of our work is a good place to start. Not that most of us don’t already know that…but, as with so much about love, we may not always show it.)
Three years ago I began moving my classes to a grade-less system. It is still a work in progress, but it is one I will not abandon. Still, I sometimes forget that not everyone is in that same headspace. When I recently came across a blog that recalled a small school’s pivot to standards-based grading during the spring of 2020, I started to think back on all the reasons why I’d switched to a gradeless system. And I discovered, in the musings recounted below, one more reason–love.
I have to think that there are many teachers who now, in this time of uncertainty and crisis, are wondering how they’re going to grade fairly. How they’re going to overcome issues of -plagiarism, fair testing, etc. I also have to think that many teachers and schools will push back with more punitive systems to force student compliance. Why?
Rather than trying to create punitive mechanisms that punish students for seeking ways around the system (which, come on…teenagers? Rebellion…? No kidding?), what if we were to make a switch to standards-based grading? It is not that hard a shift, but the culture behind it utterly alters students’ perceptions of what school is and how much more meaningful and purposeful the learning that happens here can be.
That Culture shift is huge. As Peter Drucker noted a long time ago: “Culture eats strategy for breakfast.” And really, our schools, at this crisis point…? If all we’re looking for is a strategy or methods to bridge the gap between now and a return to “normal,” if we’re not thinking about culture shifts, we’re missing a huge opportunity, and we misunderstand the potential of this moment to shift our culture for the better of our students. We can add as many apps as we want to our “ClassLink” landing page, we can create as many virtual opportunities for kids to meet with us as time permits, but if at our foundation we’re still about ranking and sorting of humans? The system is built on sand.
Given the uncertainties in so many areas of our lives, to what extent does the compliance-and-extrinsic-reward model that grades represent really serve anyone? Is anyone not getting the fact that compliance and working for extrinsic rewards doesn’t foster meaningful learning for many students? That it certainly hasn’t done much for critical thinking in our country (though I’d not lay all the blame for that at the feet of education)? One vivid example of the problem with grades is that they perpetuate the inequities in the system and enslave the mind to working for others’ approval.
Traditional Grading for a VUCA World…Really?
And in that, grades don’t serve the country well. If we look to the numerous future-of-work documents populating the web, there’s little there to support a continuation of a grading system that harms more than it helps, that reports little but how well one meets deadlines and turns in what’s expected. In a VUCA World, the skills required to thrive in the future are not skills of compliance and climbing the corporate ladder by performing the right tricks at the right time for the right people. They are far more about experimentation, iterative improvement, innovation, and working for a common good. Grades and the competition inherent in that system drive all those things underground, and in doing so, bury many a great learner.
I’m not saying we’re not already shifting in this direction. But if school this year is going to be a huge change for all of us, why would we try to stuff the old experience–the good, the bad, and the ugly–into some new box that we’re trying to make just like the old box? That old box was broken from the get-go; we have a huge opportunity to pivot and change for the better. If the school in the article I’ve cited can make the change during the spring remote learning emergency, surely we, as a department or as a team can pilot something that could truly increase students’ voices, and promote deeper and broader ownership of their learning.
A sermon of courage, fear, and love
This has been my liturgy for several years now. I preach it not to raise specters of fire, brimstone, and damnation to those who believe in grades, but to bring those who question the orthodoxy and dogma into the fold. Perhaps I’m the wrong person for this pulpit/that purpose. I’ve no real congregation at my school…no one comes to this church; my outreach is paltry and, perhaps, intimidating. After all, my teachers are offering up a gnostic gospel. We could be burned at the stake. But as Parker Palmer noted, it takes Courage to Teach.
It doesn’t take weeks of work to switch. What it does take is courage, a willingness to be vulnerable, and a love for others we serve that supplants the power we lose by abandoning the “rod” of grades. And if love isn’t reason enough to change, I think we’re in the wrong business.