Tradition for many schools across the province at the end of their school year is to present year-end awards to their students. It can be very difficult for a true value to be recognized in such year-end award system, since it can be hard to truly recognize when our students are achieving their own outcomes.
When it comes to academic awards, there is no perfect grading system or mark structure. Right now, with the outcome-based reporting system used by many school divisions, it can be difficult to make that decision of who has ‘Mastered’ their subjects, and who has ‘Achieved’ success in their outcomes.
Every student learns differently. Every student has their own outcomes to achieve. In any classroom, some students will have greater success in academic subjects, others will find success in athletic pursuits, and others in the Fine Arts area.
There are also some students who despite always doing their best, and achieving their own goals, are not going to receive any year-end awards.
In most cases, the awards that are presented are designed to recognize the select few, meaning that there are going to be a lot more students who don’t receive one, than students who do receive an award.
There is also the fact that as an adult, it is much harder to receive an award. There are some businesses and organizations that have service awards, awarded for those who have proven to be dedicated over a long period of time.
There are some special recognition awards also presented (such as the Quota International Women’s of the Year award, or the Chamber of Commerce Golden Sheaf, Golden Spike or Business Leader of the Year).
But really, the truth is there are a lot more situations where as an adult you are not awarded for achieving success. As an adult, one is ‘expected’ to work hard, show respect for your chosen career, pay your bills, spend time with your family, and many other commitments all without being rewarded.
Take time to consider this quote written in “The Risk of Rewards”, by Alfie John: In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards–like punishments–are unnecessary when these things are present, and are ultimately destructive in any case.
It is always inspiring to see young people who are willing to train, sacrifice and prepare for their futures. But in a way, we need to find better ways to inspire our young people, so they keep their primary aim on more attainable and important goals in business, government, and the professions.
An award given at a school ceremony can be very short-lived. It is time to truly think about creating an engaging curriculum to inspire life-long learning.
