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I found the quote, "They are adapting to an environment where good grades, not intellectual exploration, are what count" to be very important and true! Instead of focusing on having that A or B, students should be focusing on the progress they have made and how much they have grown intellectually.

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I loved this article because I thought it echoed what a lot of teachers already feel. I just got a new student from New York and his old school send his report card. It was written so differently than FCPS report cards. Each subject was broken into skills and parents got a report of student understanding. I like the idea of focusing on student understanding instead of grade levels. I also think that parents get so caught up in the letter grade their student is receiving instead of the importance of understanding and applying skills.

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This article was extremely interesting and eye opening.  I completely agree with focusing more on giving specific feedback instead of guiding and motivating students by the use of grades. I have seen the negative effects of it this in 3rd grade and it is really sad.

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Amy, I found this article very interesting also.  I definitely agree with the creation a peaceful and calm learning environment.  I liked your note on the temperature of the room.  I am always cold and always find classroom environments very cold.  I have seen this affect my focus and learning and can only imagine the effects it has on students.  I wonder how we could allow for our classrooms to have better temperature control?  Oftentimes my students will ask to get jackets from their locker.

I also like giving students choice as you mentioned from this article.  Do you have specific ways you have found giving choice in your classroom has helped?

I love your idea of a yoga cool down area! I need to begin implementing this!

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I agree with implementing meaningful curriculum. I am not a classroom teacher, but I visit students in their classes throughout the day.  Sometime of the materials they are given (especially reading texts) don't seem to appeal to students from different backgrounds or have come from different countries.     I'm not sure how to initiate this change, but students might find reading materials with a more global perspective more interesting.

I also like the idea of including mindfulness as part of a daily routine. I think our students would look forward to it, and that just knowing they were getting their quiet time would be therapeutic and prevent "blow ups."

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Amy- what's your personal opinion on grades? I'm curious coming from a go-getter, very diligent person like yourself!! :)

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I completely agree with giving students choice in their assignments. I see my students more excited about learning when they have choice. Although it is sometimes a little more work for me, I am trying to incorporate it into my teaching more frequently.

As far as the grading system goes- I do see how grades could make kids think that school is a chore. However- I think that unless we stopped grading all the way through schooling from elementary to college- I do think it's a disservice to not give out grades. I think it's a way for students to clearly monitor and track their progress. If students are going to get grades in high school, they need to learn what grading means and work to raise their own grades. I might be old school in my thinking, but I think grades are something that can help kids show determination and learn the lesson of "earning" and working for their grades. Life isn't a handout. We have to work for the things we want, and I feel that grades help students learn that lesson. With that being said- I completely agree that feedback- other than grades, written and verbal is very important to student's learning also. That can give them motivation and help them get on the right track with their learning!

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When I read the article, I could see the validity of taking the focus away from grades, especially for the younger levels. But as a high school teacher, I truly do not see how this can happen. The real world ranks you and you are rewarded based on how well you do in comparison to those who do the same things as you. To not prepare them for this would be neglectful in their education. We often think in terms of our own environment (high, middle, elementary) so I am very curious as to how a elementary or middle school teacher would see this done at a high school level in the 4 core content areas that have assessments as graduation requirements

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Some teachers feel grading is necessary to motivate students. However, this article focuses on the negative effects of grades. The article points out grades reduce students interest in learning itself because they view the task as a chore. Research also indicates grades reduce student performance in challenging tasks and the quality of student thinking."Thy are adapting to an environment where good grades, not intellectual exploration, are what count" (Kohn , 1999). Teachers should encourage students to forget about grades in order to enhance a more creative learning environment. Instead of grades, give students intimidate feedback to develop his or her understanding. Giving students the power to devise their own criteria and deciding how well their projects met those criteria, gives students ownership of their own learning!

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Create problems, tasks and activities that relate to students. Use their prior knowledge to engage students and expand their working memory.

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Choice is key to a brain-compatible classroom. It also allows for differentiation and students to process information in a way that works best for them. Giving students choice, allows the brain to be a problem-solver.

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Creating a peaceful learning environment allows students to relax their mind and engage in learning. The atmosphere might include pillows, flexible seating, colorful posters, student work, and natural lighting."It would also provide some climate control, because the brain works best in temperatures between 68 and 72 degrees." (Positive Psychology Program, 2017).

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4. Procedures and Routines/Mindful Breathing

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4. Procedures and Routines/Mindful Breathing

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Incorporating the Take 5 or Take 1 into the regular classroom routine will allow students to recognize their own emotions and feelings, identify them, slow down and then how to deal with them. For example, prior to taking a unit math assessment, my students used the Take 1 assessment to relax their minds and clam down, focusing just on their breathing. Their performance improved from Unit 4 to Unit 5 after our Take 1 routine has been in place :)

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Doing 5 minutes of yoga or breathing each day and following the monthly yoga morals helps to reduce stress, manage sensory and emotional experiences in the classroom. I use yoga in my cool-down center. This is a place where students can go to clam down and refocus. They are able to take a yoga card and get into a position to relax their mind and body! Once their brain and body have calmed down, they are able to focus their attention on the assignment again.