I've worked in three school systems. My experience accords with many things Kohn says, especially:
Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught).
I'll add: Students can "smell" when teachers are disingenuously trying to convince students to adopt a more positive attitude, even when the teachers are unaware of their disingenuity. The students grumble the same way a subordinate grumbles when a boss advocates a more positive attitude. The subordinate can feel an injustice, even when he's/she's can't put it into words.
[Studies supporting effort-oriented feedback] included no condition in which students received nonevaluative feedback.
A primer on nonevaluative feedback that changed my life (not to mention my teaching style) is Teacher and Child, by Haim Ginott. I then read all of his other books, which were equally rewarding. If I have time later I'll quote sections from his books I wrote down.
Along with many other education critics, I’d argue that the appropriate student response to much of what’s assigned isn’t “By golly, with enough effort, I can do this!” but “Why the hell should anyone have to do this?”
Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught).
I'll add: Students can "smell" when teachers are disingenuously trying to convince students to adopt a more positive attitude, even when the teachers are unaware of their disingenuity. The students grumble the same way a subordinate grumbles when a boss advocates a more positive attitude. The subordinate can feel an injustice, even when he's/she's can't put it into words.
[Studies supporting effort-oriented feedback] included no condition in which students received nonevaluative feedback.
A primer on nonevaluative feedback that changed my life (not to mention my teaching style) is Teacher and Child, by Haim Ginott. I then read all of his other books, which were equally rewarding. If I have time later I'll quote sections from his books I wrote down.
Along with many other education critics, I’d argue that the appropriate student response to much of what’s assigned isn’t “By golly, with enough effort, I can do this!” but “Why the hell should anyone have to do this?”
Indeed.