in reference to STANDARDIZED TESTING and Alfie Kohn's book POSITIVE DISCIPLINE (2006,Alexandria, VA)

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
inclusivity
important?
Why is differentiation
necessary to promote
avenues of
opportunity for
learning for every
student?

in reference to STANDARDIZED TESTING and Alfie Kohn's book POSITIVE DISCIPLINE (2006,Alexandria, VA)

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in reference to STANDARDIZED TESTING and Alfie Kohn's book POSITIVE DISCIPLINE (2006,Alexandria, VA)