I've worked in three school systems. My experience accords with many things Kohn says, especially:<p><i>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><p>I'll add: Students can "smell" when teachers are disingenuously trying to convince students to adopt a more positive attitude, <i>even when the teachers are unaware of their disingenuity</i>. The students grumble the same way a subordinate grumbles when a boss advocates a more positive attitude. The subordinate can <i>feel</i> an injustice, even when he's/she's can't put it into words.<p><i>[Studies supporting effort-oriented feedback] included no condition in which students received nonevaluative feedback.</i><p>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.<p><i>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?”</i><p>Indeed.
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