Alfie Kohn Testing for Control;Control for Testing

Beyond Discipline, p. 150-151 Beyond Discipline, p. 174

Alicia Davis, Aslihan

Alkurt, Xizhen Palmer

Do we value students for who they are or what they do? Kohn, Beyond Discipline, p. 150

Kohn would ask, above all:

HOW DOES THE CLASSROOM FEEL?WHAT ARE YOU ASKING THEM TO DO?

(…and, what is the third question?) ______________________ ?

Kohn writes, on page 150 (Beyond Discipline)

Teachers think, “With bad kids in my class, I’ll have lower achievement on my tests, so I’ll use discretion and remove

that kid.” At that point, the teachers have sunk to the level of the people who gave

hem their marching orders.

The superscript above the previous quote on p. 150 refers us to Mark Soler (p. 174)

[These days] …zero tolerance is fed less by fear of crime and more by

high states testing. Principals want to get rid of kids they perceive as

trouble” …Mark Soler of Youth Law Center

Why could this removal of “bad” students (what other language could be used here?) or “troubled” students” be

perceived as “advantageous” to some staff, both teachers and administration?

How does that thinking create negative repercussions in our

students’ lives?

Are there ways to include students in deciding how to meet their goals and how to assess whether they are learning throughout the process?

How can we organize assessment in ways that are productive and not

destructive to students?

Why is inclusivi

ty importa

nt?

Why is differentiation necessary to

promote avenues of opportunity for learning for every

student?