Much like faith, not all people appreciate the hidden values of education, but that is not to say that all straight-A scholars are religious. Education--knowledge--is regarded with a higher level than it is to others where receiving an A or a D for a grade does not make much difference to the student.
From experience most of the students who respond to positive reinforcement for high grades were both apt and self-motivated to receive the marks in the first place. What positive reinforcement does for these students is insure them that their ability and aptitude is acceptable. Most of the time the reinforcement comes from the student his/herself. He/she decides that and A or B is good or that a B or C is unacceptable. The student then takes the initiative to make changes on his/her own.
The struggling student who continues to be reprimanded for their performance chooses to either improve or not make changes. Many times, a number of factors can come into play: family life and relations, self-esteem, what is valued to the individual, substance use, etc. It is generally true that these types of issues prevent academic success--or the will to achieve knowledge.
The fact that a D-student does not have an A does not mean he did not learn. Maybe he does not put in as much effort or just does not care about the letter grade. This is where the student loses to the outside world, but does that mean the student has lost? No. The knowledge gained still exists in the mind of the student, whether it be the whole curriculum or a smattering of material.
An A-student does not make a great person and a C-student does not constitute the common man. Not everyone is dedicated or motivated in the same way as everyone else.The cashier with a high school diploma and the doctor with an MD each have their part in society, and once some one is out in the world, their academic past does not necessarily haunt them. We cannot blame or depend on anything or anyone but ourselves for our academic performance.
What are the ethical implications?
The major ethical implications of a grading system in school are stigma and unequal opportunities.
Stigma: For the student who habitually receives D's, F's, and the occasional C, he/she is likely to be regarded as stupid. In schools, teachers who are aware of this pattern are likely to put little effort in to helping the student--regardless of what factors play a role in this trend.
Society often adheres to the fallacy that better students are better people. One's academic performance can define a person: the valedictorian, the drop-out.
Unequal Opportunities: Regarding scholarships, good students who are not in the top 10%, or bright students who are below-average to average students, do not receive equal opportunities. Scholarships are reserved for students who meet some sort of outstanding criteria, while everyone else may be left with out the means to help finance a higher education even if they are just as perceptive or motivated as the straight-A student.
At Moraine Valley, honors students got to register for classes first. The highest achieving students in life always seem to be offered more ways to get ahead. While this is a nice, and maybe well-deserved incentive, it is not always necessarily fair, especially for the students at the border line and the students who strive for their "lesser"successes.
What motivates you?
Schoolwork, housework, hobbies, books, etc.--everything becomes part of these lists I make. However much it may appear that I enjoy forming these lists, I enjoy more than anything to have crossed something off the increasingly lengthy to-do lists.
I would say that I have always been self-motivated. My younger sister is not a "very good student" who receives mostly C's and often a D or two. She has even gotten an F a few times. While my parents wish for her grades to be better, they do not treat her differently strictly because of her grades. I can tell that if there were some kind of reward for getting an A, it would not make a difference to her either.
My self-motivation must be a born trait. I cannot seem to analyze myself to where I can find the source of my need to succeed. A lot of times I realize that schoolwork really is not that difficult if you just do it. I do work for the A, the grade I want, and a B is not a good sign to me. While the occasional B is usually acceptable to me, a C is not good news. If I did not put in any effort, then I would have to deal with that grade. Since I put in the effort for the A, I look forward to the A. Here is where I suppose I can say that I am motivated because the resultant grades tell me if my methods of functioning are still working properly.
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