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Punishments erode relationships and moral growth.

Alfie Kohn

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Alfie Kohn
Age: 67
Born: 1957
Born: October 15
Author
Teacher
Writer
Miami Beach
Florida
Relationships
Growth
Moral
Punishments
Erode
Punishment

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The late W. Edwards Deming, guru of Quality management, once declared, 'The most important things we need to manage can't be measured.' If that’s true of what we need to manage, it should be even more obvious that it’s true of what we need to teach.
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Assessments should compare the performance of students to a set of expectations, never to the performance of other students.
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We have so much to cover and so little time to cover it. Howard Gardner refers to curriculum coverage as the single greatest enemy of understanding. Think instead about ideas to be discovered.
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Most of us would protest that of course we love our children without any strings attached. But what counts is how things look from the perspective of the children
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Punishment and reward proceed from basically the same psychological model, one that conceives of motivation as nothing more than the manipulation of behavior.
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Contrary to what you think, your company will be a lot more productive if you refuse to tolerate competition among your employees.
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Learning is something students do, NOT something done to students.
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Whoever said there's no such thing as a stupid question never looked carefully at a standardized test.
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Don't let anyone tell you that standardized tests are not accurate measures. The truth of the matter is they offer a remarkably precise method for gauging the size of the houses near the school where the test was administered.
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We learn most readily, most naturally, most effectively, when we start with the big picture - precisely when the basics don't come first.
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Children learn how to make good decisions by making decisions, not by following directions.
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Punishments and rewards are two sides of the same coin and that coin doesn't buy you much.
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Sometimes we have to put our foot down, ... but before we deliberately make children unhappy in order to get them to get into the car, or to do their homework or whatever, we need to weigh whether what we're doing to make it happen is worth the possible strain on our relationship with them.
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Grades dilute the pleasure that a student experiences on successfully completing a task.
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To control students is to force them to accommodate to a preestablished curriculum.
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If unconditional love and genuine enthusiasm are present, praise isn't necessary. If they're absent, praise won't help.
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Those who know they're valued irrespective of their accomplishments often end up accomplishing quite a lot. It's the experience of being accepted without conditions that helps people develop a healthy confidence in themselves, a belief that it's safe to take risks and try new things.
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Independence is useful, but caring attitudes and behaviors shrivel up in a culture where each person is responsible only for himself.
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Grades are a subjective rating masquerading as an objective evaluation.
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If faculty would relax their emphasis on grades, this might serve not to lower standards but to encourage an orientation toward learning.
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