Much of what Seth Godin blogs about is food for thought, but every now and again he writes something that really strikes a chord with me and I need to put it in context. His recent piece on The wasteful fraud of sorting for youth meritocracy is just such a piece. He takes up a conversation that seems to be gaining more attention as we question the purpose of school and how we approach learning for students, both in and out of school. In part, I am drawn to the post because I nod my head in agreement while reading it and, in part, because it really challenges all of the structures we have created around schools.
Godin argues students are being taught our world is one in which people are picked based on performance. When it comes to activities like school sports and music, those running the programs might point out “that their job is to win, to put on a great show, to entertain the parents with the best performance they can create.”
Godin challenges this and asks:
What if we celebrated the students who regularly try the hardest, help each other the most and lead? What if we fast tracked those students and made it clear to anyone else willing to adopt those attitudes that they could be celebrated too?
What if you got cast, tracked or made the cut because you were resilient, hard-working and willing to set yourself up for a cycle of continuous improvement? Isn’t that more important than rewarding the kid who never passes but still scores a lot of goals?
We do try to do this, and it seems we are trying harder now than even a decade ago. More and more, students are being compared and sorted on past performances rather than with of the students who sit next to them in class. Of course, old habits are difficult to break. No matter how much we say as teachers and parents we value the work habits as much as the letter grades (or even more), our eyes quickly scan to the A and B grades before looking at the G and S grades.
And just what is this system doing? Godin says:
If you get ahead for years and years because you got dealt good cards, it’s not particularly likely that you will learn that in the real world, achievement is based as much on attitude and effort as it is on natural advantages. In the real world, Nobel prizes and Broadway roles and the senior VP job go to people who have figured out how to care, how to show up, how to be open to new experiences. Our culture is built around connection and charisma and learning and the ability to not quit in precisely the right moments.
This is challenging stuff. I am reminded of Mike McKay’s question, “When will what we know change what we do?” While we know what Godin says to be true, we are very slow to change our system. We (me included) like many of our school rituals — from the music concerts to sports matches — showcase the students we feel are the most talented.
Godin’s final challenge, “What is school for?” is like this piece on sorting, a great conversation starter.
cultureofyes.ca 
I see his point, but then performance standards are meaningless. The root of what we teach is that there’s a job to do and we want you to do your best to get there. Process vs. product is a great debate but depends specifically on the task. While there is great merit in rewarding effort, it is subjective (not that a qualified teacher couldn’t handle) but at the end of the day, I have to ask: When you’re being wheeled into the operating room, do you want a doctor who tries hard or do you want one with vast knowledge, quick thinking and a great problem-solver who a always performs at his/her best?
I’m always open to change and I think we’re making some inroads, but I’m not into throwing out the baby with the bath water as shifts in education often want us to do.
How about a small start with greater emphasis on self-assessment?
Agreed that self-assessment is a great way in the door and having student take greater ownership of their learning. It is a forever long debate about process vs. product – but a good one to continue to have.
Here at SD8 (Kootenay Lake) the Board has set and defined student expectations in the domains of Citizenship, Resiliency, Imagination and Creativity and Academic Success. They have broadened the definition of academic success beyond the standard measures. I believe this is one way a Board can both honor the work that is already undertaken by many teachers and staff – and hilight the value that Public Education is for all who come to us – not just the most able and most enabled.
Nice Jeff. I do think the recent work around curriculum and competencies in British Columbia are helping move forward the conversation. Cool stuff!
Reblogged this on Today is a Great Day for Learning and commented:
This is something I find myself wondering about more and more. The fraud is that many people look at the world as a performance based community. When in fact the traits most valued and appreciated are the kindness, resiliency, and hard work a person displays within a community. I hope we keep moving forward inch by inch driven in schools by Mike’s words: “When will what we know change what we do?” We need to keep evolving schools to model what we appreciate about others in our community.
Nice Hugh – we do need to keep moving this forward.
Reblogged this on adventuresinleadingandlearning.
Chris,
These ideas certainly resonate with me as I have been struggling with them for years. Especially when we look at the research that says that we should be praising students for their efforts and work ethic instead of for “being smart”. Any student learns how to “do school” right away but I want our students to be resilient, creative, community minded and innovative. We need to share with our students that we didn’t get to be the capable professionals that we are on easy street. By sharing our challenges, we show that our real character is how we get up when life pushes us down.
Thanks – it is a struggle many of us are facing. We have a lot of school system history that has set the expectations over time. It is nice to see more people thinking about this and trying to act on this.
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Teachers used to be asked to report on student’s effort about 20 years ago, but then 10 or 15 years ago report cards’ format changes and the “effort” mark disappeared as it was supposed to be blended into the performance mark. Maybe it is time we rethink that policy. No?
I think it is crucial we separate effort from achievement when we report out to parents. They are both important but when they are blended together they can create confusion for everyone.