Chapter 8: Why Do We Grade, and What About Effort, Attendance, and Behavior?

Chapter eight was very similar to one of the chapters in Multiple Intelligences, which talked about grading participation, attendance and behavior. When teachers grade students on these tools, it tends to skew a student’s grades and may cause students to turn away from the material that is being taught. I remember when I was in school; I had my days where I didn’t talk at all because I simply didn’t feel like talking. There were classes that I felt uncomfortable in because I knew that if I didn’t contribute to the class, and then my grade would go down. I feel this unfair and students may not learn by demonstrating their knowledge to the class. In order to portray a clear demonstration of a students mastery of a subject, I will not grade students on their participation, attendance or behavior unless directed so by the school or the school district.