The Practice of Giving an A

Grades say very little about the work that a student produces. What does the grade of a B+ tell you about a student's mastery of a concept? Is the grade about competition, compliance, comparison of one student against others, or the average of multiple attempts to reach proficiency? There are a plethora of educational books and articles that discuss grading practices. This post is not about the debate.

In the book, The Art of Possibility, Benjamen Zander discusses the practice of giving an A. "It is an enlivening way of approaching people that promises to transform you as well as them. It is a shift in attitude that makes it possible for you to speak freely about your own thoughts and feelings while, at the same time, you support others to be all they dream of being. The practice of giving an A transports your relationships from the world of measurement to the universe of possibility."

In an effort for his students to take risks instead of worrying about a letter grade, Zander announced to his students, "Each student will get an A for this course. However, there is one requirement that you must fulfill to earn this grade: Sometime in the next two weeks, you must write me a letter dated next May, which begins with the words, 'Dear Mr. Zander, I got my A because...,' and in this letter you are to tell, in as much detail as you can, the story of what will have happened to you by next May that is in line with this extraordinary grade." He then instructed his students to place themselves into the future and look back to report on all of their insights and accomplishments throughout the year. Everything had to be written in past tense. Phrases like "I hope," or I intend," were not to be included. He told them that he was most interested in the person that they would describe in their letters. What happened was extraordinary self-discovery and growth in his students!

The video shared here is a classic and one that inspires me each time that I view it. Zander is a master teacher and leader. He starts off believing in the student. He scaffolds and differentiates instruction while teaching the student to see mistakes as an opportunity to learn and grow. Zander asks questions, models,  encourages and gives specific feedback. He celebrates all of the little wins throughout the process. The transformation is extraordinary even to the untrained ear! Zander brought out the best in this student because he believed in his ability and built upon his strengths.

What if your school focused more on building from people's strengths? How would it impact your school culture? What would grading and evaluation practices look like? How do your current practices encourage risk-taking?

Often educators do what they do because they know of no different way. We replicate what we have experienced ourselves. We fail to ask questions. We fail to think differently. Silos divide and isolate thoughts.

If we want to encourage a culture of risk-taking and learning, we must be able to re-think our beliefs about "best practices." If we're going to move forward, we must be willing to let go of some of our past. We need to connect to one another, challenge the status quo, ask better questions, and share our thinking.

As we anticipate the start of a new school year, I hope that we will all consider the practice of giving an A to every person in your school community.

If you believe in others and give them a positive

reputation to uphold, you can help them become

better than they think they are.

John Maxwell