Anonymous wrote:It is always a good lesson to learn to cheer for others successes.
That said, I think second grade is a little young for these types of awards. I wouldn't start them until third grade.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:So you can't reward genuine hard work because the ones who aren't academic stars will get their feelings hurt? Millennials in a nutshell.
Jeezus, can you read or put three thoughts together to form a coherent argument? Stop watching so much Fox Snooze, it rots your brains.
Pp here and I loathe Fox News and would never lower myself to watch it. My point stands. It is ridiculous to deride awards because they point out some people are NOT achievers and that is a very recent attitude.
That is not the reason offered for "deriding awards." It is the measured, documented (as well as anecdotally observed) impact of these awards that are the reasons for deriding them. You see? There is a logical, empirical argument for it.
Just like there is (hopefully) a logical, empirical argument for any number of policy and practice decisions. Not just that someone somewhere likes it and thinks it's fine.
I'm sorry. I still don't get it exactly. I-9 for instance is a sports group that each week gives an award for the kid who exhibits good sportsmanship characteristics and for following the directions of the day. They say this is an important part of their philosophy to reward children who listen well, try hard, and are helpful to their teammates. They aren't really innate abilities and they say the kids love them and are encouraged to follow suit so that they get a reward another time. Is it rewarding for innate abilities that you don't like or are you against rewards in general? Intrinsic motivation is great and more important, but I'm not sure the research says life should be devoid of external motivation.
That is a different kind of reward. It is frequent, and presumably every gets a chance to be recognized. If, however, there are a few kids who persistently are not recognized because they are badly behaved, you can be sure that the promise of the weekly reward is NOT working for them and the notion of the reward as incentive has failed. Time to talk with those students and question why the heck you're using these rewards as a behavior management system when it's not reaching the kids you want to reach.
Anonymous wrote:So much of this thread makes clear that much of what happens on school is about the adults. Who cares is academic awards are counterproductive if they make the adults feel good. Screw research and evidence, this is about our cherished myths about rewarding academic achievement and preparing kids for the real world. Who cares if awards actually do this - research says not - if they make adults feel good.
One or two awards, fine. Sometimes a child really does excell, and the message "you were not the very best" is different from the message "you are not smart". Too many awards and everyone knows who matters and who doesn't.
Anonymous wrote:Your kid will be grateful when the PTA mom's kid has to go to a state school because they don't have any money for college and your family does. THat's how it worked our in our house.
Anonymous wrote:Your kid will be grateful when the PTA mom's kid has to go to a state school because they don't have any money for college and your family does. THat's how it worked our in our house.
Anonymous wrote:
We've had some European exchange students stay with us, and they all find our American reward and certificate obsession completely weird and alien. So those of you here who are saying "that's life," well, it's not life everywhere. Even in countries that are doing a helluva lot better than we are on any number of metrics.
As one kid put it, if a teacher's student isn't winning awards, isn't it really the fault of the teacher?
Ha!
Yes, this must be exactly why America is doing worse than other countries. Never mind that they don't have the drastic educational inequality, or that their culture probably respects intellectuals more, or that their teachers are highly qualified, highly paid, and highly respected, or that their curriculum is more developed, uniform, and organized nation-wide, it must be our "obsession" with certificates.
Anonymous wrote:At our Virginia middle school they gave an award to students who did well in gym. No joke.