Silver Spring's Eastern Middle School gets slammed for rewarding good students

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Caste system, pah-lease! This is good training for real life. Your boss will not reward you for working hard. Your boss rewards you for success, achievement and accomplishment. The best students got pizza, soda, a game room and some dancing. The B and C students got soda as a reward. Other student got to come later

This would be a good motto for Ayn Rand Middle School. I, on the other hand, think there can be a more progressive and nurturing approach for 12 year old children.

I agree. Just because the adult world is harsh and cruel doesn't mean we want to mimic that for children. In fact, I would hope that we educate our children in such a way that they will create a better environment as adults, one that isn't "the ends justify the means." I feel in the adult world now, people get rewarded even when their accomplishment is based on back-stabbing, cheating, undermining others. Even though success and accomplishment are important in the workplace, there should still be a sense of fairness and cooperation. After all, very RARELY is an accomplishment or success just attributable to the efforts of one person. My experience has been that usually a lot of people's hard work contributed to the success, but the boss only rewards the one who self-promotes the most or gets the most visibility.

Everyone says that children are our future, and yet people are insistent on raising children in such a way as they will conform to the way the world is now. If we truly believe children are our future, then we should raise them in such a way that they will transform the world to make it better, not just keep in motion all of the old problems and nastiness.

It's about balance. You can encourage success and accomplishment without shutting out students who work hard but don't necessarily reach the same goals. It isn't about giving an award to everyone. It's about setting up values. The value that we want to instill isn't "getting an A." The value we want to instill is studying and working hard so that you get the best grade possible. Believe it or not, some kids get As easily. They didn't work hard. Other kids study and study and still can't get an A. If they see that their hard work not only doesn't get them an A but also means they're excluded, then they give up. And that is a bigger problem in school. I knew people in high school who had labeled themselves in such a way that they gave up, because they felt like even when they studied hard, they still didn't do as well.

I've also known people for whom As came easily growing up. they never had to work hard. They actually haven't done well as adults because they learned that they could be lazy and still be praised and rewarded. All the praise they got from their teachers didn't serve them well because it was praise for a result, a result that came naturally to them.

The system that this school used to reward the students was not "harsh." Most of the kids got a party for crying out loud. Based on the news story, it seems that the only kids that did not get to come to the party were the ones that got grades lower than "C's." The "D" students should not be rewarded for their grade. That being said, they shouldn't be left out in the cold either. We do not know what the school nor the kids parents are doing to help the students that are not achieving. Also, I doubt that this is the only way that this school is rewarding their students. Most kids do not get A's easily, but a few do. For the vast majority of kids, getting an A is a reflection of studying, working hard and putting in the effort. No one is saying that getting an A means that you are going to be successful in life. However, it is truly the exceptional and rare individual, that gets poor grades or drops out of school and still has a successful life. It happens, but it is outside the norm. At the end of the day, I think it is a great idea to reward kids for getting good grades.

Kids are already and always have been rewarded for getting good grades. The problem in education today is NOT that kids who do well aren't rewarded. They are rewarded. The grade itself is a reward, and usually the parents also reward them. The problem in education today is motivating all kids -- those who aren't getting good grades and those who get good grades but are also kind of lazy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But the party doesn't reward kids for hard work or improvement; it rewards kids for getting good grades. Moreover, it does so by creating a caste system.

What exactly then is hard work? Getting good grades means those kids worked hard and received outstanding grades. I don't understand your comment.

Some kids get good grades easily. Other kids work very hard and still only get Bs and Cs. That's why it doesn't reward hard work.

That may be true for some, but for the vast majority of kids, grades reflect the effort put in.

I agree with the pp. Only 13% of the kids got straight As and they were rewarded for their effort with a special treat. As a parent of one of those children I can tell you that getting As in all his subjects did require hard work in addition to discipline and time management. I am proud of his accomplishments and very happy that the school acknowledged them with more than a poxy certificate.
I think it is unfortunate that this has received so much media coverage. I hope this does not discourage the principal and teachers from doing something similar in the future. All the press has marred what should have been a time of celebration for these hard-working children.
I know there are children who work hard and have a tough time making great grades. I also know that no matter how many hours my son spends on soccer practice, he will never make a good soccer player. He will not be lauded by his peers or his school for his athletic accomplishments no matter how much effort he puts into these pursuits. I am alright with this and I certainly do not begrudge 'star' athletes the social and other rewards they get in school (parades, home coming celebrations, parties, medals). I just think it is odd that it is somehow controversial to acknowledge academic excellence in a school of all places - only in America!

[Anonymous]

Anonymous wrote:But the party doesn't reward kids for hard work or improvement; it rewards kids for getting good grades. Moreover, it does so by creating a caste system.

So kids who work hard AND earn an A should not receive recognition?

You're one of those "trophy" parents who rewards kids for just showing up to practice.

[Anonymous]

Anonymous wrote:
One approach could be to reward based on group accomplishment. So let's take the party idea. Tell the kids that the class has to reach Goal X in order to have a party. Let's say Goal X is a math test. One group of kids in the class has aced the material; another has not. Break the kids in groups and have the kids who have aced it try to explain the material and assist the kids who have not. The kids for whom the material comes easily are challenged because it is one thing to solve a problem; it is quite another to explain to another person how to solve a problem. It challenges those kids to be leaders. It also helps the kids who are struggling by giving them one on one attention. And often a kid will learn more from a peer than from the teacher, because a kid will explain something in terms another kid will more easily understand. It also teaches the kids to cooperate, because the reward depends on cooperation.

It amazes me when parents complain that their advanced kid isn't challenged if he/she is with not-so-advanced kids. Because there are actually ways to challenge the advanced kids. And it isn't by just surrounding them with other advanced kids.

I tutored when I was in school, and honestly, the material I tutored is the material that, to this day, I know the best. It was a challenge communicating concepts so that someone else could understand. It also taught me valuable skills that I have certainly used as an adult. And it also fostered in me an inclination to understand people instead of dismiss them.

This is just one suggestion of how a reward, such as a party, could be used in a school or a classroom.

But it has to be a combination of group work and individual achievement. Group work where just one product is submitted often results in one or two kids doing all of the work. But a system whereby all kids will have to do an independent assessment but the incentive for all is for the class as a whole to do well gets around that problem.

No. I'm sorry, but as the parent of a gifted child, I have to draw the line at employing my child to do the teacher's job. My child is at school to do her own work and learn for herself. If DC wants to volunteer after school as a tutor, then that's fine. But, during the school day, my child's job is to learn something new for him/herself. NOT spend time teaching someone else.

If that sounds harsh, you have to understand that gifted children are frequently put in this position from very early grades. They are assigned to "help" other kids read, to explain their answers to other kids or to "show" what they can do. This means that the time they have at school to learn something new is spent reviewing something they already know with someone else. Maybe you felt this gave YOU a deeper understanding, but this is not true for everyone. In addition, this puts them in a very difficult position socially in the class. They also are often not qualified for it. My gifted child read at a 6th grade level in Kindergarten, but had NO IDEA how to teach another child to read.

[Anonymous]

Maybe I missed a comment on this, but Eastern varies their rewards throughout the school year. For a recent quarter, there was a special recognition party for any kid who'd improved their grades over the previous semester. They could have gone from a 1.0 to a 1.5 and they would have been recognized.

They also have events for kids who are eligible, meaning they are eligible for sports and I think that's a 2.0.

It's tricky, in a school population like that, to devise reognition that addresses everyone.

This was one event out of many and I think the coverage has been a total overreaction.

[Anonymous]

Also, it's important to note that these recognitions are designed to demonstrate to the kids who don't have a lot of supports at home that academic effort is valued and rewarded. The fact that the rewards vary means that a variety of kids get to benefit from it.

[Anonymous]

Anonymous wrote:Maybe I missed a comment on this, but Eastern varies their rewards throughout the school year. For a recent quarter, there was a special recognition party for any kid who'd improved their grades over the previous semester. They could have gone from a 1.0 to a 1.5 and they would have been recognized.

They also have events for kids who are eligible, meaning they are eligible for sports and I think that's a 2.0.

It's tricky, in a school population like that, to devise reognition that addresses everyone.

This was one event out of many and I think the coverage has been a total overreaction.

Yes you are right and this was not covered at all by the press. The children who improved their grades got some kind of sweet treat I believe.

[Anonymous]

How bout sending a special card to kids to show appreciation for their hard work and achievement, and throwing a party for all kids. Why? To build community, to celebrate unity and school identity, to have....god forbid....FUN. Why attach it to achievement at all. Just have fun. This builds a connection between kids and their school. That is a great motivator.

[Anonymous]

Anonymous wrote:Also, it's important to note that these recognitions are designed to demonstrate to the kids who don't have a lot of supports at home that academic effort is valued and rewarded. The fact that the rewards vary means that a variety of kids get to benefit from it.

We don't 'reward' our child for good grades but we support the principal's decision to acknowledge our child's good grades - it means so much when the recognition comes from their teachers and school.

[Anonymous]

Giving the message to children who don't have good grades, which could be for a variety of reasons, You're not worth it, You don't belong, We don't acknowledge you, You don't deserve to have fun and be included, is not going to motivate those kids to care about school, academics, or themselves.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
One approach could be to reward based on group accomplishment. So let's take the party idea. Tell the kids that the class has to reach Goal X in order to have a party. Let's say Goal X is a math test. One group of kids in the class has aced the material; another has not. Break the kids in groups and have the kids who have aced it try to explain the material and assist the kids who have not. The kids for whom the material comes easily are challenged because it is one thing to solve a problem; it is quite another to explain to another person how to solve a problem. It challenges those kids to be leaders. It also helps the kids who are struggling by giving them one on one attention. And often a kid will learn more from a peer than from the teacher, because a kid will explain something in terms another kid will more easily understand. It also teaches the kids to cooperate, because the reward depends on cooperation.

It amazes me when parents complain that their advanced kid isn't challenged if he/she is with not-so-advanced kids. Because there are actually ways to challenge the advanced kids. And it isn't by just surrounding them with other advanced kids.

I tutored when I was in school, and honestly, the material I tutored is the material that, to this day, I know the best. It was a challenge communicating concepts so that someone else could understand. It also taught me valuable skills that I have certainly used as an adult. And it also fostered in me an inclination to understand people instead of dismiss them.

This is just one suggestion of how a reward, such as a party, could be used in a school or a classroom.

But it has to be a combination of group work and individual achievement. Group work where just one product is submitted often results in one or two kids doing all of the work. But a system whereby all kids will have to do an independent assessment but the incentive for all is for the class as a whole to do well gets around that problem.

No. I'm sorry, but as the parent of a gifted child, I have to draw the line at employing my child to do the teacher's job. My child is at school to do her own work and learn for herself. If DC wants to volunteer after school as a tutor, then that's fine. But, during the school day, my child's job is to learn something new for him/herself. NOT spend time teaching someone else.

If that sounds harsh, you have to understand that gifted children are frequently put in this position from very early grades. They are assigned to "help" other kids read, to explain their answers to other kids or to "show" what they can do. This means that the time they have at school to learn something new is spent reviewing something they already know with someone else. Maybe you felt this gave YOU a deeper understanding, but this is not true for everyone. In addition, this puts them in a very difficult position socially in the class. They also are often not qualified for it. My gifted child read at a 6th grade level in Kindergarten, but had NO IDEA how to teach another child to read.

+1M

[Anonymous]

Anonymous wrote:Giving the message to children who don't have good grades, which could be for a variety of reasons, You're not worth it, You don't belong, We don't acknowledge you, You don't deserve to have fun and be included, is not going to motivate those kids to care about school, academics, or themselves.

As a pp has pointed out, children who improved their grades were also acknowledged and rewarded. So if you went from a D average to a C average your accomplishment was noted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Also, it's important to note that these recognitions are designed to demonstrate to the kids who don't have a lot of supports at home that academic effort is valued and rewarded. The fact that the rewards vary means that a variety of kids get to benefit from it.

We don't 'reward' our child for good grades but we support the principal's decision to acknowledge our child's good grades - it means so much when the recognition comes from their teachers and school.

Well, I think you're making my point for me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
One approach could be to reward based on group accomplishment. So let's take the party idea. Tell the kids that the class has to reach Goal X in order to have a party. Let's say Goal X is a math test. One group of kids in the class has aced the material; another has not. Break the kids in groups and have the kids who have aced it try to explain the material and assist the kids who have not. The kids for whom the material comes easily are challenged because it is one thing to solve a problem; it is quite another to explain to another person how to solve a problem. It challenges those kids to be leaders. It also helps the kids who are struggling by giving them one on one attention. And often a kid will learn more from a peer than from the teacher, because a kid will explain something in terms another kid will more easily understand. It also teaches the kids to cooperate, because the reward depends on cooperation.

It amazes me when parents complain that their advanced kid isn't challenged if he/she is with not-so-advanced kids. Because there are actually ways to challenge the advanced kids. And it isn't by just surrounding them with other advanced kids.

I tutored when I was in school, and honestly, the material I tutored is the material that, to this day, I know the best. It was a challenge communicating concepts so that someone else could understand. It also taught me valuable skills that I have certainly used as an adult. And it also fostered in me an inclination to understand people instead of dismiss them.

This is just one suggestion of how a reward, such as a party, could be used in a school or a classroom.

But it has to be a combination of group work and individual achievement. Group work where just one product is submitted often results in one or two kids doing all of the work. But a system whereby all kids will have to do an independent assessment but the incentive for all is for the class as a whole to do well gets around that problem.

No. I'm sorry, but as the parent of a gifted child, I have to draw the line at employing my child to do the teacher's job. My child is at school to do her own work and learn for herself. If DC wants to volunteer after school as a tutor, then that's fine. But, during the school day, my child's job is to learn something new for him/herself. NOT spend time teaching someone else.

If that sounds harsh, you have to understand that gifted children are frequently put in this position from very early grades. They are assigned to "help" other kids read, to explain their answers to other kids or to "show" what they can do. This means that the time they have at school to learn something new is spent reviewing something they already know with someone else. Maybe you felt this gave YOU a deeper understanding, but this is not true for everyone. In addition, this puts them in a very difficult position socially in the class. They also are often not qualified for it. My gifted child read at a 6th grade level in Kindergarten, but had NO IDEA how to teach another child to read.

+1M

I agree completely. In kindergarten and first grade, my DS' "reading group" was helping other kids read simple books. It was a disservice to the other kids and to him.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Giving the message to children who don't have good grades, which could be for a variety of reasons, You're not worth it, You don't belong, We don't acknowledge you, You don't deserve to have fun and be included, is not going to motivate those kids to care about school, academics, or themselves.

As a pp has pointed out, children who improved their grades were also acknowledged and rewarded. So if you went from a D average to a C average your accomplishment was noted.

And it wasn't even a huge improvement -- I think your GPA had to go up by .25 or better, so that could be a single class, one grade up.