a couple of years ago while I was doing an exercise with some of my students
an exercise with some of my students
an exercise with some of my students there was an identity and social role
there was an identity and social role
there was an identity and social role social roles and one of the students
social roles and one of the students
social roles and one of the students there asked me Peter do you actually
there asked me Peter do you actually
there asked me Peter do you actually know how important grades are to me to
know how important grades are to me to
know how important grades are to me to us she said and she continued I think
us she said and she continued I think
us she said and she continued I think about grades all the time I think about
about grades all the time I think about
about grades all the time I think about grades when I’m at home doing my
grades when I’m at home doing my
grades when I’m at home doing my homework while I’m writing my
homework while I’m writing my
homework while I’m writing my assignments while I go to school while
assignments while I go to school while
assignments while I go to school while I’m in class great in the back of my
I’m in class great in the back of my
I’m in class great in the back of my mind all time one of the other students
mind all time one of the other students
mind all time one of the other students was in that group said I totally agree
was in that group said I totally agree
was in that group said I totally agree with that and in some way I think the
with that and in some way I think the
with that and in some way I think the student said I think that grades there
student said I think that grades there
student said I think that grades there sometimes there’s somehow determined how
sometimes there’s somehow determined how
sometimes there’s somehow determined how I behave in school what I do what I say
I behave in school what I do what I say
I behave in school what I do what I say what I don’t say what I write what I
what I don’t say what I write what I
what I don’t say what I write what I don’t write 24/7 my behavior is
don’t write 24/7 my behavior is
don’t write 24/7 my behavior is determined by grades of course I know
determined by grades of course I know
determined by grades of course I know that great importance to students after
that great importance to students after
that great importance to students after all they have to use them afterwards but
all they have to use them afterwards but
all they have to use them afterwards but it was quite shocking for me that grades
it was quite shocking for me that grades
it was quite shocking for me that grades had become such a dominant it was so
had become such a dominant it was so
had become such a dominant it was so influential on the students behavior and
influential on the students behavior and
influential on the students behavior and I was also sad because I’d always
I was also sad because I’d always
I was also sad because I’d always thought of myself as the teacher who was
thought of myself as the teacher who was
thought of myself as the teacher who was able to present a learning room in where
able to present a learning room in where
able to present a learning room in where there were a lot of fun a lot of create
there were a lot of fun a lot of create
there were a lot of fun a lot of create creativeness a lot of place for
creativeness a lot of place for
creativeness a lot of place for experimentals
experimentals
experimentals but I had to realize I had to recognize
but I had to realize I had to recognize
but I had to realize I had to recognize that this was certainly not the case
that this was certainly not the case
that this was certainly not the case because the student they told me that I
because the student they told me that I
because the student they told me that I also was very keen on their performances
also was very keen on their performances
also was very keen on their performances and giving them great and I in somehow
and giving them great and I in somehow
and giving them great and I in somehow were more focused on the higher grades
were more focused on the higher grades
were more focused on the higher grades learned a little great now I’m here
learned a little great now I’m here
learned a little great now I’m here today to share with you my idea that
today to share with you my idea that
today to share with you my idea that we need to focus on learning and not
we need to focus on learning and not
we need to focus on learning and not great
great
great where’s grades of these you could say
measurement says the way we measure
measurement says the way we measure students in in certain criterias in a
students in in certain criterias in a
students in in certain criterias in a specific curriculum now learning is
specific curriculum now learning is
specific curriculum now learning is something different because learning and
something different because learning and
something different because learning and learning processes is a rule where the
learning processes is a rule where the
learning processes is a rule where the student is allowed to be creative it’s
student is allowed to be creative it’s
student is allowed to be creative it’s allowed to be experimental it’s allowed
allowed to be experimental it’s allowed
allowed to be experimental it’s allowed to make mistakes to even fail but along
to make mistakes to even fail but along
to make mistakes to even fail but along the way they will and somehow be able to
the way they will and somehow be able to
the way they will and somehow be able to manage the challenges now I’m not
manage the challenges now I’m not
manage the challenges now I’m not opposed to great as such but I am really
opposed to great as such but I am really
opposed to great as such but I am really opposed to the way that we have allowed
opposed to the way that we have allowed
opposed to the way that we have allowed grades to penetrate and colonize the way
grades to penetrate and colonize the way
grades to penetrate and colonize the way we educate people and in the way the
we educate people and in the way the
we educate people and in the way the students are impacted by it and in my
students are impacted by it and in my
students are impacted by it and in my talk today I will focus on three things
talk today I will focus on three things
talk today I will focus on three things I will focus on why we see this
I will focus on why we see this
I will focus on why we see this phenomenon of the great impact of great
phenomenon of the great impact of great
phenomenon of the great impact of great and young students life and I will also
and young students life and I will also
and young students life and I will also look into some of the consequences and
look into some of the consequences and
look into some of the consequences and finally I will give you just a short
finally I will give you just a short
finally I will give you just a short presentation of some of the results that
presentation of some of the results that
presentation of some of the results that we have had with this project free of
we have had with this project free of
we have had with this project free of grades Instagram parenting and you’ve
grades Instagram parenting and you’ve
grades Instagram parenting and you’ve probably seen that a lot back in June
probably seen that a lot back in June
probably seen that a lot back in June because Instagram parenting that is
because Instagram parenting that is
because Instagram parenting that is parents standing with their children and
parents standing with their children and
parents standing with their children and praising them for their great academic
praising them for their great academic
praising them for their great academic achievements and they post a picture and
achievements and they post a picture and
achievements and they post a picture and they’re writing something like once
they’re writing something like once
they’re writing something like once again Cal nailed it at the green table
again Cal nailed it at the green table
again Cal nailed it at the green table 12
12
12 of course we doesn’t often hear Peter
of course we doesn’t often hear Peter
of course we doesn’t often hear Peter did a fine job he just made it through
did a fine job he just made it through
did a fine job he just made it through high school I’m so proud of him what a
high school I’m so proud of him what a
high school I’m so proud of him what a man he has become we don’t hear that but
man he has become we don’t hear that but
man he has become we don’t hear that but we hear a call and his grade of 12 now
we hear a call and his grade of 12 now
we hear a call and his grade of 12 now there’s nothing wrong being a proud
there’s nothing wrong being a proud
there’s nothing wrong being a proud parent we should all be proud parents
parent we should all be proud parents
parent we should all be proud parents but we just need to understand that this
but we just need to understand that this
but we just need to understand that this pressure that the social surroundings
pressure that the social surroundings
pressure that the social surroundings create for the young student and the
create for the young student and the
create for the young student and the pressure that the young student creates
pressure that the young student creates
pressure that the young student creates for him or herself means that identity
for him or herself means that identity
for him or herself means that identity see from high school students
see from high school students
see from high school students perspective is often I understand myself
perspective is often I understand myself
perspective is often I understand myself because I am my grades going to my
because I am my grades going to my
because I am my grades going to my everyday life one of my student once
everyday life one of my student once
everyday life one of my student once told me that she was doing she was
told me that she was doing she was
told me that she was doing she was training because she had to do very good
training because she had to do very good
training because she had to do very good in athletics now my student was anxious
in athletics now my student was anxious
in athletics now my student was anxious because she knew that she had to do very
because she knew that she had to do very
because she knew that she had to do very well in three different disciplines
well in three different disciplines
well in three different disciplines running long jump high jump and she was
running long jump high jump and she was
running long jump high jump and she was very good in both running and long term
very good in both running and long term
very good in both running and long term so that was not the problem but the
so that was not the problem but the
so that was not the problem but the problem of course was the third one
problem of course was the third one
problem of course was the third one hi John she was not good in that she
hi John she was not good in that she
hi John she was not good in that she really just she was really bad here now
really just she was really bad here now
really just she was really bad here now she told me that she sat down and she
she told me that she sat down and she
she told me that she sat down and she calculated okay what to do
calculated okay what to do
calculated okay what to do got the best opportunity to have a
got the best opportunity to have a
got the best opportunity to have a higher grade and then she said then she
higher grade and then she said then she
higher grade and then she said then she somehow reason her way to that okay the
somehow reason her way to that okay the
somehow reason her way to that okay the day we run I come the day we jump long
day we run I come the day we jump long
day we run I come the day we jump long long term I will come and the day we are
long term I will come and the day we are
long term I will come and the day we are to do the high jump I will call in sick
to do the high jump I will call in sick
to do the high jump I will call in sick now I’m a responsible student and my
now I’m a responsible student and my
now I’m a responsible student and my teachers they will probably think of me
teachers they will probably think of me
teachers they will probably think of me as one who actually was ill I cannot be
as one who actually was ill I cannot be
as one who actually was ill I cannot be certain of that but I would do that so
certain of that but I would do that so
certain of that but I would do that so my behavior will be termined for that
my behavior will be termined for that
my behavior will be termined for that because I need that great for later in
because I need that great for later in
because I need that great for later in my life now you can probably imagine
my life now you can probably imagine
my life now you can probably imagine that this create a lot of stress a lot
that this create a lot of stress a lot
that this create a lot of stress a lot of pressure because I could tell you
of pressure because I could tell you
of pressure because I could tell you hundreds of these doors and now stress
hundreds of these doors and now stress
hundreds of these doors and now stress is something that we don’t like in
is something that we don’t like in
is something that we don’t like in education and especially not in a
education and especially not in a
education and especially not in a learning room because stress reduces the
learning room because stress reduces the
learning room because stress reduces the ability to learn quite dramatically
ability to learn quite dramatically
ability to learn quite dramatically looking out on studies on a national
looking out on studies on a national
looking out on studies on a national basis we know that around fifty percent
basis we know that around fifty percent
basis we know that around fifty percent of all high school students I stressed
of all high school students I stressed
of all high school students I stressed up as the top twenty percent of the most
up as the top twenty percent of the most
up as the top twenty percent of the most stress in the Danish workforce now to
stress in the Danish workforce now to
stress in the Danish workforce now to bring in bring that in here in this room
bring in bring that in here in this room
bring in bring that in here in this room we could say that on the two sides over
we could say that on the two sides over
we could say that on the two sides over here all of you sitting over there you
here all of you sitting over there you
here all of you sitting over there you will probably find yourself in a
will probably find yourself in a
will probably find yourself in a situation where your darkness would be
situation where your darkness would be
situation where your darkness would be pretty worried because you would be at
pretty worried because you would be at
pretty worried because you would be at risk of developing psychiatric disorders
risk of developing psychiatric disorders
risk of developing psychiatric disorders such as severe depressions eating
such as severe depressions eating
such as severe depressions eating disorders or even as
disorders or even as
disorders or even as xiety so so this is of course a huge
xiety so so this is of course a huge
xiety so so this is of course a huge problem for us so we need to change that
problem for us so we need to change that
problem for us so we need to change that and what I suggest and what we have
and what I suggest and what we have
and what I suggest and what we have tried to do is in some way to establish
tried to do is in some way to establish
tried to do is in some way to establish a different learning culture and to
a different learning culture and to
a different learning culture and to address that we need to focus on
address that we need to focus on
address that we need to focus on learning and reduce the amount of grades
learning and reduce the amount of grades
learning and reduce the amount of grades and one thing we have tried to work on
and one thing we have tried to work on
and one thing we have tried to work on is this what we call an ideal speed
is this what we call an ideal speed
is this what we call an ideal speed situation it sounds very interesting but
situation it sounds very interesting but
situation it sounds very interesting but it’s a it’s it’s not complex it’s very
it’s a it’s it’s not complex it’s very
it’s a it’s it’s not complex it’s very simple it’s just you and a teacher
simple it’s just you and a teacher
simple it’s just you and a teacher sitting down and try to talk on how to
sitting down and try to talk on how to
sitting down and try to talk on how to learn a subject how to learn a course
learn a subject how to learn a course
learn a subject how to learn a course and try to establish a trusting relation
and try to establish a trusting relation
and try to establish a trusting relation and the teacher so that this student
and the teacher so that this student
and the teacher so that this student will actually tell the teacher how they
will actually tell the teacher how they
will actually tell the teacher how they think they progress in a course in a
think they progress in a course in a
think they progress in a course in a subject what questions they very much
subject what questions they very much
subject what questions they very much would like to ask but are too afraid of
would like to ask but are too afraid of
would like to ask but are too afraid of asking in other places a place our
asking in other places a place our
asking in other places a place our situation where you can be creative
situation where you can be creative
situation where you can be creative where there’s room for doing mistakes
where there’s room for doing mistakes
where there’s room for doing mistakes where there’s room for trying something
where there’s room for trying something
where there’s room for trying something into the unknown which is seldom in our
into the unknown which is seldom in our
into the unknown which is seldom in our educational system a different thing we
educational system a different thing we
educational system a different thing we try to establish was this free and open
try to establish was this free and open
try to establish was this free and open mind and learning culture among the
mind and learning culture among the
mind and learning culture among the students if you in this room just try to
students if you in this room just try to
students if you in this room just try to imagine or remember how it was like to
imagine or remember how it was like to
imagine or remember how it was like to sit in a classroom many years ago afraid
sit in a classroom many years ago afraid
sit in a classroom many years ago afraid of saying something because you just you
of saying something because you just you
of saying something because you just you just knew that everyone around you they
just knew that everyone around you they
just knew that everyone around you they were on the edge of the chair to either
were on the edge of the chair to either
were on the edge of the chair to either laugh of you if you said something wrong
laugh of you if you said something wrong
laugh of you if you said something wrong or to eat you alive if you made a
or to eat you alive if you made a
or to eat you alive if you made a mistake now even though this is often
mistake now even though this is often
mistake now even though this is often not the case it is a tremendous social
not the case it is a tremendous social
not the case it is a tremendous social Dominator in the class in the classroom
Dominator in the class in the classroom
Dominator in the class in the classroom so we have to change that and the way we
so we have to change that and the way we
so we have to change that and the way we try to change that was by teaching the
try to change that was by teaching the
try to change that was by teaching the teachers actually to praise to recognize
teachers actually to praise to recognize
teachers actually to praise to recognize but also to acknowledge all the academic
but also to acknowledge all the academic
but also to acknowledge all the academic commitments and all the work and
commitments and all the work and
commitments and all the work and discipline the student
discipline the student
discipline the student put in to their school work but also to
put in to their school work but also to
put in to their school work but also to when they were discussing in class when
when they were discussing in class when
when they were discussing in class when they were saying something where they
they were saying something where they
they were saying something where they were uncertain when they were doing
were uncertain when they were doing
were uncertain when they were doing mistakes whether they were trying to be
mistakes whether they were trying to be
mistakes whether they were trying to be experimental even though we was quite
experimental even though we was quite
experimental even though we was quite wrong so by opening up the learning room
wrong so by opening up the learning room
wrong so by opening up the learning room we actually tried to create a more free
we actually tried to create a more free
we actually tried to create a more free and a more safe haven for these students
are we looking in if we look to some of
are we looking in if we look to some of the results from our project and I think
the results from our project and I think
the results from our project and I think we answer something here we saw that the
we answer something here we saw that the
we answer something here we saw that the students in this class had the highest
students in this class had the highest
students in this class had the highest well-being and was the most motivated
well-being and was the most motivated
well-being and was the most motivated among their fellow students and their
among their fellow students and their
among their fellow students and their group there was also a very low stress
group there was also a very low stress
group there was also a very low stress level among these students interesting
level among these students interesting
level among these students interesting was also that there was a low absence
was also that there was a low absence
was also that there was a low absence these students they actually came into
these students they actually came into
these students they actually came into school they liked coming into school and
school they liked coming into school and
school they liked coming into school and that is of course good because when you
that is of course good because when you
that is of course good because when you have your students in your classroom you
have your students in your classroom you
have your students in your classroom you can probably learn them something and
can probably learn them something and
can probably learn them something and last but not least the students in this
last but not least the students in this
last but not least the students in this group they did absolute best at the test
group they did absolute best at the test
group they did absolute best at the test and at the exams in the end of the
and at the exams in the end of the
and at the exams in the end of the school year now this is my conviction
school year now this is my conviction
school year now this is my conviction that we need to strengthen our focus on
that we need to strengthen our focus on
that we need to strengthen our focus on learning in our educational institutions
learning in our educational institutions
learning in our educational institutions system and we need to reduce the amount
system and we need to reduce the amount
system and we need to reduce the amount and the impact of grades on young
and the impact of grades on young
and the impact of grades on young students life because it actually have a
students life because it actually have a
students life because it actually have a too great influence on their behavior
too great influence on their behavior
too great influence on their behavior and I think that we need to do it
and I think that we need to do it
and I think that we need to do it because it will help the young student
because it will help the young student
because it will help the young student to progress to both academically but
to progress to both academically but
to progress to both academically but also personal to develop to be more
also personal to develop to be more
also personal to develop to be more certain of themselves even in places
certain of themselves even in places
certain of themselves even in places where they are uncertain but I also
where they are uncertain but I also
where they are uncertain but I also think that from a society point of view
think that from a society point of view
think that from a society point of view we will benefit far more if we in our
we will benefit far more if we in our
we will benefit far more if we in our educational system actually educate
educational system actually educate
educational system actually educate young people with self-esteem with a
young people with self-esteem with a
young people with self-esteem with a belief in themselves
belief in themselves
belief in themselves with an ability to embrace uncertainty
with an ability to embrace uncertainty
with an ability to embrace uncertainty when they meet because uncertainty is a
when they meet because uncertainty is a
when they meet because uncertainty is a natural condition of life and they
natural condition of life and they
natural condition of life and they actually need to embrace this
actually need to embrace this
actually need to embrace this uncertainty because we do not need
uncertainty because we do not need
uncertainty because we do not need people only to reproduce what we already
people only to reproduce what we already
people only to reproduce what we already know we need them to go out there and
know we need them to go out there and
know we need them to go out there and meet the challenges where there is no
meet the challenges where there is no
meet the challenges where there is no certain there is no definition there’s
certain there is no definition there’s
certain there is no definition there’s no endpoint now one of my students the
no endpoint now one of my students the
no endpoint now one of my students the students that just mentioned early on
students that just mentioned early on
students that just mentioned early on she told me she was part of the project
she told me she was part of the project
she told me she was part of the project here and she told me just before the
here and she told me just before the
here and she told me just before the summer holidays that she was she just
summer holidays that she was she just
summer holidays that she was she just did an interview with that journalist
did an interview with that journalist
did an interview with that journalist and the journalist wanted to hear what
and the journalist wanted to hear what
and the journalist wanted to hear what the student had experienced throughout
the student had experienced throughout
the student had experienced throughout the project and while the student was
the project and while the student was
the project and while the student was answering the questions from that the
answering the questions from that the
answering the questions from that the journalists put forward the student
journalists put forward the student
journalists put forward the student realized that something had really
realized that something had really
realized that something had really changed for her early on she was only
changed for her early on she was only
changed for her early on she was only focused on performance on grades and now
focused on performance on grades and now
focused on performance on grades and now she could hear herself and understand
she could hear herself and understand
she could hear herself and understand herself that he/she had actually made a
herself that he/she had actually made a
herself that he/she had actually made a shift to watch learning and towards
shift to watch learning and towards
shift to watch learning and towards mastering coping and what she could that
mastering coping and what she could that
mastering coping and what she could that she suddenly realized that was because
she suddenly realized that was because
she suddenly realized that was because you could hear synthesis that she was
you could hear synthesis that she was
you could hear synthesis that she was saying she would just hear yourself
saying she would just hear yourself
saying she would just hear yourself saying now I feel that over the last few
saying now I feel that over the last few
saying now I feel that over the last few years I have been allowing myself to do
years I have been allowing myself to do
years I have been allowing myself to do something which I didn’t do before
something which I didn’t do before
something which I didn’t do before I now do mistakes and now allow myself
I now do mistakes and now allow myself
I now do mistakes and now allow myself to stand in front of my classmates
to stand in front of my classmates
to stand in front of my classmates maybe it’s embarrassing but I allow
maybe it’s embarrassing but I allow
maybe it’s embarrassing but I allow myself to do it I try to do it and I
myself to do it I try to do it and I
myself to do it I try to do it and I feel strengthened by it
feel strengthened by it
feel strengthened by it I actually feel I’m better able today to
I actually feel I’m better able today to
I actually feel I’m better able today to embrace things I do not know the outcome
embrace things I do not know the outcome
embrace things I do not know the outcome of now I think those reflections by the
of now I think those reflections by the
of now I think those reflections by the student extremely important for us to
student extremely important for us to
student extremely important for us to remember and they are important for me
remember and they are important for me
remember and they are important for me to share with you because I really think
to share with you because I really think
to share with you because I really think that we need to break out of this iron
that we need to break out of this iron
that we need to break out of this iron cage of rationality and allow from far
cage of rationality and allow from far
cage of rationality and allow from far more uncertainty in our educational
more uncertainty in our educational
more uncertainty in our educational thank you
thank you
thank you [Applause]
”
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