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Rieman

Response to Reading Kohn Essay


After youve completed the reading for class, please thoughtfully and thoroughly answer the
following questions. Type up your work, print it out, and bring it to class. You can write this
response in the form of an essay, a letter, a question and answer format. We will use these to guide
class discussion. This work also counts as part of your final grade and will be used in your portfolio.
1. Where did you do this reading? (in your room? the library? etc.) What time of the day? What
about the time and place helped or hindered your reading experience?
I did this reading from my bed on my laptop. It was somewhat late at night. I liked that the place
from which I read was comfortable, enabling me to focus more on the subject matter than
discomfort or other external distractions. The negative side of my setting was that I was tired and
in danger of dozing off.
2. How did you engage with the text? For example, did you underline, highlight, annotate, take
notes, look up words, research anything you read about, just read? It may be helpful here to
indicate what format your text was inpaper copy or electronic and think about how the mode of
a text influences how you read.
Mostly, I simply read the text with few stops or distractions. As I read I would intentionally think
about all off the ideas and if I didnt understand one I would go back and read again. I think that
electronic reading has some downfalls; a physical copy allows the reader to interact with the
piece directly rather than through a medium that is less natural/intuitive.
3. What did you learn in reading this text, both about yourself as a reader/writer and from the
content of the piece?
I learned that I strongly agree with the quote People dont resist change they resist being
changed because it put to words something that Ive recognized but never articulated. As
humans, we like to preserve the ruse of control. So, if we change we want it to be of our own
doing. I also picked up much about the ways that grades are detrimental to students in certain
ways such as incentivizing the easiest way out of situations and how sincere teacher-student
relationships are compromises because students have an agenda.
4. What questions do you have after reading this piece? What do you want to/need to explore more
fully?
A question that I have after reading this text: In a public high school setting, how can students
who are not intrinsically motivated (or interested in the curriculum) to learn be motivated without
a grading system? I would like to explore new ways to give a student positive reinforcement on a
job well done and a penalty for poor work without grades

5. What personal experiences can you relate to this text?


Personally, I relate strongly to the assertion that grading actually discourages learning as a whole.
In high school I would often cram things in in order to pass a test or quiz and then forget it soon
after because I never committed it to long-term memory. I never analyzed or thought critically
about many things because I was far more concerned with being able to recite facts that would
help me on assessments.
6. What are your suggestions for how we may focus class discussion today? It may be offering a
quote you found interesting or confusing and want to explore more. It may be a concept you think
we should talk about. It could be some tangential idea you want to talk about. Or perhaps its
some guiding question for the class to consider.
I would like to think about the concept of educational bulimia, which is the binging and
purging of information, and discuss it as a class in terms of it possibly being a result of grading
systems in general.
7. Why do you think I assigned you this reading for today?
I think that the reading was assigned to point our minds in a particular direction that is relevant
the theme of the course. Also, this article challenged the status quo and may give us insight into
the thought processes behind your own teaching philosophy.

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