I was excited to learn about all these new electives being offered I love so
new electives being offered I love so
new electives being offered I love so many subjects so it was hard to narrow
many subjects so it was hard to narrow
many subjects so it was hard to narrow down which ones to take but eventually
down which ones to take but eventually
down which ones to take but eventually when I was finally done picking my
when I was finally done picking my
when I was finally done picking my classes I compared to my schedule with
classes I compared to my schedule with
classes I compared to my schedule with my friends just to see if they had any
my friends just to see if they had any
my friends just to see if they had any classes with me then one of my friends
classes with me then one of my friends
classes with me then one of my friends said yeah I love English but I didn’t
said yeah I love English but I didn’t
said yeah I love English but I didn’t take English literature this year
take English literature this year
take English literature this year because I suck at it and asked her well
because I suck at it and asked her well
because I suck at it and asked her well why do you suck at English and she
why do you suck at English and she
why do you suck at English and she replied well I only got a 70 in the
replied well I only got a 70 in the
replied well I only got a 70 in the class last year and at first I thought
class last year and at first I thought
class last year and at first I thought fair enough but then later I realized
fair enough but then later I realized
fair enough but then later I realized whether you suck at a subject or not
whether you suck at a subject or not
whether you suck at a subject or not shouldn’t the point of school be about
shouldn’t the point of school be about
shouldn’t the point of school be about fostering our interest and becoming
fostering our interest and becoming
fostering our interest and becoming better at something so why does getting
better at something so why does getting
better at something so why does getting a bad mark limit our learning
a bad mark limit our learning
a bad mark limit our learning unfortunately the reality for many
unfortunately the reality for many
unfortunately the reality for many students is they don’t take certain
students is they don’t take certain
students is they don’t take certain classes for fear it would bring down
classes for fear it would bring down
classes for fear it would bring down their academic average and this is a big
their academic average and this is a big
their academic average and this is a big deal when students compromise their own
deal when students compromise their own
deal when students compromise their own learning just to get their numbers on
learning just to get their numbers on
learning just to get their numbers on their report cards now you might be
their report cards now you might be
their report cards now you might be thinking well that’s the students own
thinking well that’s the students own
thinking well that’s the students own fault anyways but why do so many of them
fault anyways but why do so many of them
fault anyways but why do so many of them care about grace rather than learning
care about grace rather than learning
care about grace rather than learning could it be that school is focusing on
could it be that school is focusing on
could it be that school is focusing on the wrong thing it seems like schools
the wrong thing it seems like schools
the wrong thing it seems like schools sole preoccupation is to determine who
sole preoccupation is to determine who
sole preoccupation is to determine who can follow the curriculum the best we as
can follow the curriculum the best we as
can follow the curriculum the best we as young people are taught to memorize
young people are taught to memorize
young people are taught to memorize information found in a textbook only to
information found in a textbook only to
information found in a textbook only to regurgitate it on to next week’s test
regurgitate it on to next week’s test
regurgitate it on to next week’s test paper before forgetting all about it oh
paper before forgetting all about it oh
paper before forgetting all about it oh you don’t need to know that for the test
you don’t need to know that for the test
you don’t need to know that for the test or that’s way beyond the curriculum are
or that’s way beyond the curriculum are
or that’s way beyond the curriculum are usually some teachers responses to
usually some teachers responses to
usually some teachers responses to an insightful question or an original
an insightful question or an original
an insightful question or an original comment that Aston has made I feel like
comment that Aston has made I feel like
comment that Aston has made I feel like school no longer inspires the minds of
school no longer inspires the minds of
school no longer inspires the minds of the next generation instead researchers
the next generation instead researchers
the next generation instead researchers at the College of William and Mary
at the College of William and Mary
at the College of William and Mary showed that the creativity among
showed that the creativity among
showed that the creativity among students is on the decline an increased
students is on the decline an increased
students is on the decline an increased number of students merely learned a
number of students merely learned a
number of students merely learned a minimum just to get the desired grade we
minimum just to get the desired grade we
minimum just to get the desired grade we asked hey what’s on the quiz so we can
asked hey what’s on the quiz so we can
asked hey what’s on the quiz so we can study just that and if something is not
study just that and if something is not
study just that and if something is not for marks or not on a test then we’re
for marks or not on a test then we’re
for marks or not on a test then we’re reluctant to do the work assigned now is
reluctant to do the work assigned now is
reluctant to do the work assigned now is this because students are lazy why do we
this because students are lazy why do we
this because students are lazy why do we seem so mark obsessed well it’s because
seem so mark obsessed well it’s because
seem so mark obsessed well it’s because a number means so much to us nowadays
a number means so much to us nowadays
a number means so much to us nowadays because we feel like those numbers
because we feel like those numbers
because we feel like those numbers determine our futures so we value
determine our futures so we value
determine our futures so we value getting a good mark as more important
getting a good mark as more important
getting a good mark as more important than learning itself but what other
than learning itself but what other
than learning itself but what other choices do we have
choices do we have
choices do we have it’s not like we really have a say in
it’s not like we really have a say in
it’s not like we really have a say in this we are told day after day that
this we are told day after day that
this we are told day after day that education is the key to a successful
education is the key to a successful
education is the key to a successful life and that we need good marks in
life and that we need good marks in
life and that we need good marks in order to have a respectable job or good
order to have a respectable job or good
order to have a respectable job or good income sure some people tell us that
income sure some people tell us that
income sure some people tell us that marks don’t define us and that were more
marks don’t define us and that were more
marks don’t define us and that were more than just so great but it never feels
than just so great but it never feels
than just so great but it never feels that way many institutions and learning
that way many institutions and learning
that way many institutions and learning programs solely look at the marks on a
programs solely look at the marks on a
programs solely look at the marks on a transcript making students feel like
transcript making students feel like
transcript making students feel like their future is determined by that
their future is determined by that
their future is determined by that simple piece of paper so even though
simple piece of paper so even though
simple piece of paper so even though some students might be passionate about
some students might be passionate about
some students might be passionate about their learning or have an inventive mind
their learning or have an inventive mind
their learning or have an inventive mind if they underperform on those exams then
if they underperform on those exams then
if they underperform on those exams then these organizations will refuse to
these organizations will refuse to
these organizations will refuse to consider them innovation will stagnate
consider them innovation will stagnate
consider them innovation will stagnate if this current ideology of education is
if this current ideology of education is
if this current ideology of education is followed because we kill our children’s
followed because we kill our children’s
followed because we kill our children’s creativity curiosity and desire to learn
creativity curiosity and desire to learn
creativity curiosity and desire to learn the education system makes it easy for
the education system makes it easy for
the education system makes it easy for them to just do what they’re being told
them to just do what they’re being told
them to just do what they’re being told by high school most of us students we
by high school most of us students we
by high school most of us students we will stop asking questions and we will
will stop asking questions and we will
will stop asking questions and we will roll our eyes
roll our eyes
roll our eyes add a few hoodoo and in the midst of all
add a few hoodoo and in the midst of all
add a few hoodoo and in the midst of all of this we have developed another
of this we have developed another
of this we have developed another problem we somehow adopted this false
problem we somehow adopted this false
problem we somehow adopted this false perspective that those who have good
perspective that those who have good
perspective that those who have good marks must be better and smarter than
marks must be better and smarter than
marks must be better and smarter than those who do not now those that have
those who do not now those that have
those who do not now those that have trouble following one way of learning
trouble following one way of learning
trouble following one way of learning have to face a stigma because in our
have to face a stigma because in our
have to face a stigma because in our society students with lower grades are
society students with lower grades are
society students with lower grades are considered as less intelligent and this
considered as less intelligent and this
considered as less intelligent and this lowers the self-esteem but often times
lowers the self-esteem but often times
lowers the self-esteem but often times it just means they might learn
it just means they might learn
it just means they might learn differently and they are smart in their
differently and they are smart in their
differently and they are smart in their own way or they could be going through a
own way or they could be going through a
own way or they could be going through a personal issue that consequently affects
personal issue that consequently affects
personal issue that consequently affects their marks we shouldn’t be so quick to
their marks we shouldn’t be so quick to
their marks we shouldn’t be so quick to judge them personally I have always been
judge them personally I have always been
judge them personally I have always been a straight-a student throughout high
a straight-a student throughout high
a straight-a student throughout high school most of my marks are in the mid
school most of my marks are in the mid
school most of my marks are in the mid to high 90s and when I tell people that
to high 90s and when I tell people that
to high 90s and when I tell people that I have almost failed grade two and three
I have almost failed grade two and three
I have almost failed grade two and three and only God sees an elementary school
and only God sees an elementary school
and only God sees an elementary school no one believes me
no one believes me
no one believes me they say oh you seem smart so how could
they say oh you seem smart so how could
they say oh you seem smart so how could she have possibly struggled an
she have possibly struggled an
she have possibly struggled an elementary school well the truth is I
elementary school well the truth is I
elementary school well the truth is I almost failed those couple of grades
almost failed those couple of grades
almost failed those couple of grades because those were the years when I
because those were the years when I
because those were the years when I first immigrated Canada and at that time
first immigrated Canada and at that time
first immigrated Canada and at that time I didn’t know English or French a space
I didn’t know English or French a space
I didn’t know English or French a space with a lot of language and social
with a lot of language and social
with a lot of language and social barriers I had horrible grades not
barriers I had horrible grades not
barriers I had horrible grades not necessarily because I wasn’t intelligent
necessarily because I wasn’t intelligent
necessarily because I wasn’t intelligent or I was just lazy at school no I
or I was just lazy at school no I
or I was just lazy at school no I honestly couldn’t understand the words
honestly couldn’t understand the words
honestly couldn’t understand the words that my teachers were even saying let
that my teachers were even saying let
that my teachers were even saying let alone understanding the homework I can
alone understanding the homework I can
alone understanding the homework I can communicate with my classmates because
communicate with my classmates because
communicate with my classmates because of this language barrier and from being
of this language barrier and from being
of this language barrier and from being faced with racial stereotypes on a daily
faced with racial stereotypes on a daily
faced with racial stereotypes on a daily basis to being very secure due to my
basis to being very secure due to my
basis to being very secure due to my Inessa T my accent at that time or even
Inessa T my accent at that time or even
Inessa T my accent at that time or even like the food that I brought from home
like the food that I brought from home
like the food that I brought from home because it’s no different no wonder I
because it’s no different no wonder I
because it’s no different no wonder I had difficulty learning in school I was
had difficulty learning in school I was
had difficulty learning in school I was so concerned about fitting in as a
so concerned about fitting in as a
so concerned about fitting in as a minority thankfully I eventually
minority thankfully I eventually
minority thankfully I eventually overcame the problems that came with
overcame the problems that came with
overcame the problems that came with immigration but to this day nothing
immigration but to this day nothing
immigration but to this day nothing frustrates me more than when students
frustrates me more than when students
frustrates me more than when students with higher grades think that they’re
with higher grades think that they’re
with higher grades think that they’re bad
bad
bad and others simply because they have
and others simply because they have
and others simply because they have better marks or when teachers there to
better marks or when teachers there to
better marks or when teachers there to view some of their students as less
view some of their students as less
view some of their students as less capable just because of their
capable just because of their
capable just because of their performance at school sure some people
performance at school sure some people
performance at school sure some people might not be naturally talented and
might not be naturally talented and
might not be naturally talented and subjects such as algebra but does that
subjects such as algebra but does that
subjects such as algebra but does that honestly mean that they’re less smart
honestly mean that they’re less smart
honestly mean that they’re less smart and why can’t we also see that mental
and why can’t we also see that mental
and why can’t we also see that mental illnesses bullying financial security
illnesses bullying financial security
illnesses bullying financial security family issues and other factors do limit
family issues and other factors do limit
family issues and other factors do limit some people’s ability to do well at
some people’s ability to do well at
some people’s ability to do well at school now does that mean that they
school now does that mean that they
school now does that mean that they don’t have the potential to succeed of
don’t have the potential to succeed of
don’t have the potential to succeed of course not so numbers don’t tell you
course not so numbers don’t tell you
course not so numbers don’t tell you everything and the problem with our
everything and the problem with our
everything and the problem with our current education system right now
current education system right now
current education system right now is that we have a one-size-fits-all kind
is that we have a one-size-fits-all kind
is that we have a one-size-fits-all kind of deal but we know that students have
of deal but we know that students have
of deal but we know that students have different needs strengths passions no
different needs strengths passions no
different needs strengths passions no two brains are the same and just like
two brains are the same and just like
two brains are the same and just like Richard Williams said if a doctor was to
Richard Williams said if a doctor was to
Richard Williams said if a doctor was to prescribe the same exact medicine to all
prescribe the same exact medicine to all
prescribe the same exact medicine to all of his students it would be a disaster
of his students it would be a disaster
of his students it would be a disaster right because so many of their patients
right because so many of their patients
right because so many of their patients would get sick yet when it comes to
would get sick yet when it comes to
would get sick yet when it comes to school this is exactly what happens we
school this is exactly what happens we
school this is exactly what happens we have one system and we just expect
have one system and we just expect
have one system and we just expect everybody to follow it now I’m not
everybody to follow it now I’m not
everybody to follow it now I’m not saying that grading is useless and it’s
saying that grading is useless and it’s
saying that grading is useless and it’s all the teacher’s fault because teachers
all the teacher’s fault because teachers
all the teacher’s fault because teachers are actually stuck in the same system
are actually stuck in the same system
are actually stuck in the same system that was imposed on them just like it
that was imposed on them just like it
that was imposed on them just like it was on the students and we can’t just
was on the students and we can’t just
was on the students and we can’t just blame the policymakers of Education
blame the policymakers of Education
blame the policymakers of Education either because it’s not like there’s an
either because it’s not like there’s an
either because it’s not like there’s an obvious way to do this we can’t just
obvious way to do this we can’t just
obvious way to do this we can’t just overturn the current system completely
overturn the current system completely
overturn the current system completely and say oh let’s just abolish the
and say oh let’s just abolish the
and say oh let’s just abolish the grading system and consider every
grading system and consider every
grading system and consider every student individually because that’s just
student individually because that’s just
student individually because that’s just not realistic or at least not yet
not realistic or at least not yet
not realistic or at least not yet however until we do improve the way we
however until we do improve the way we
however until we do improve the way we educate our future generation there is
educate our future generation there is
educate our future generation there is something you can do to help re-instill
something you can do to help re-instill
something you can do to help re-instill students desires to go to school and
students desires to go to school and
students desires to go to school and that is to
that is to
that is to change our perspective on what grades
change our perspective on what grades
change our perspective on what grades really mean and to realize that the
really mean and to realize that the
really mean and to realize that the numbers do not define their intelligence
numbers do not define their intelligence
numbers do not define their intelligence or potential looking back on history we
or potential looking back on history we
or potential looking back on history we can easily find people who despite not
can easily find people who despite not
can easily find people who despite not being at the top of their class they had
being at the top of their class they had
being at the top of their class they had brilliant minds think of Sir Isaac
brilliant minds think of Sir Isaac
brilliant minds think of Sir Isaac Newton who received horrible grades in
Newton who received horrible grades in
Newton who received horrible grades in high school
high school
high school think of Albert Einstein who also
think of Albert Einstein who also
think of Albert Einstein who also received mediocre grades
received mediocre grades
received mediocre grades similarly Thomas Edison was called
similarly Thomas Edison was called
similarly Thomas Edison was called mentally ill by his teachers but he is
mentally ill by his teachers but he is
mentally ill by his teachers but he is now known as a person who lights up our
now known as a person who lights up our
now known as a person who lights up our lives literally so if you want to
lives literally so if you want to
lives literally so if you want to realize the potential of our society we
realize the potential of our society we
realize the potential of our society we need to shift the focus away from
need to shift the focus away from
need to shift the focus away from academic performance alone instead
academic performance alone instead
academic performance alone instead encouraging the desire to learn should
encouraging the desire to learn should
encouraging the desire to learn should be schools focus not just the grace that
be schools focus not just the grace that
be schools focus not just the grace that we receive it shouldn’t be about the
we receive it shouldn’t be about the
we receive it shouldn’t be about the comparative achievement but rather the
comparative achievement but rather the
comparative achievement but rather the long-term progress of our students so
long-term progress of our students so
long-term progress of our students so instead of relying on grace to measure
instead of relying on grace to measure
instead of relying on grace to measure someone’s success potential or intellect
someone’s success potential or intellect
someone’s success potential or intellect we should just use them as feedback on
we should just use them as feedback on
we should just use them as feedback on their learning and we need to stop
their learning and we need to stop
their learning and we need to stop treating those that have lower grades as
treating those that have lower grades as
treating those that have lower grades as inferior and when we can stop
inferior and when we can stop
inferior and when we can stop marginalizing students with lower grace
marginalizing students with lower grace
marginalizing students with lower grace and when we can stop forcing students to
and when we can stop forcing students to
and when we can stop forcing students to believe that their grace is the only
believe that their grace is the only
believe that their grace is the only indicator of success that’s when we will
indicator of success that’s when we will
indicator of success that’s when we will better and truly encourage the leaders
better and truly encourage the leaders
better and truly encourage the leaders of tomorrow thank you
[Music]
[Music] [Applause]
[Applause]
[Applause] you
you
you [Music]
”
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