How do you account for kids who are seen as “not taking initiative” or “unmotivated” that don’t have the proper support at home? Who can’t afford tutors that other kids struggling can? Some can’t even get reliable meals.
Your school sounds like a really great way to sort out who has money/stability and who doesn’t.
The goal of this approach isn’t to create a cutthroat environment, but rather to allow students to progress at a pace that best matches their learning abilities, rewarding their effort and growth rather than enforcing rigid timelines (i.e. your stuck in this class for the rest of the year).
For students who need additional support or who may lack external resources like tutoring, this hypothetical school would prioritize offering some sort of internal support system. For example, a dedicated study period could be set aside for tutoring, where teachers or advanced students volunteer their time to help others catch up or solidify their understanding of challenging material. This ‘office hours’ approach would ensure that all students, regardless of background, have access to the tools they need to succeed.
The goal is to meet students where they are and to help them build confidence in their abilities. By developing a more dynamic system, we can nurture each student’s strengths and provide tailored assistance where it’s most needed. If you have any suggestions on how to address disparities in motivation or resources, I’m game to talk about them.
It’s just a fun thought experiment. Purely hypothetical, but I love conversations like these.
It is a fun thought experiment! I just always feel it behooves us to consider the unintended consequences of “merit-based” systems that reward “hard work and effort.”
How do you account for kids who are seen as “not taking initiative” or “unmotivated” that don’t have the proper support at home? Who can’t afford tutors that other kids struggling can? Some can’t even get reliable meals.
Your school sounds like a really great way to sort out who has money/stability and who doesn’t.
The goal of this approach isn’t to create a cutthroat environment, but rather to allow students to progress at a pace that best matches their learning abilities, rewarding their effort and growth rather than enforcing rigid timelines (i.e. your stuck in this class for the rest of the year).
For students who need additional support or who may lack external resources like tutoring, this hypothetical school would prioritize offering some sort of internal support system. For example, a dedicated study period could be set aside for tutoring, where teachers or advanced students volunteer their time to help others catch up or solidify their understanding of challenging material. This ‘office hours’ approach would ensure that all students, regardless of background, have access to the tools they need to succeed.
The goal is to meet students where they are and to help them build confidence in their abilities. By developing a more dynamic system, we can nurture each student’s strengths and provide tailored assistance where it’s most needed. If you have any suggestions on how to address disparities in motivation or resources, I’m game to talk about them.
It’s just a fun thought experiment. Purely hypothetical, but I love conversations like these.
It is a fun thought experiment! I just always feel it behooves us to consider the unintended consequences of “merit-based” systems that reward “hard work and effort.”