Majority of Teachers Express Apprehension Regarding Personal Judgement-based Behavior Evaluation in Schools
Introducing Behavior Grading for Russian Schoolchildren: Pros, Cons, and Expert Opinions
In a significant educational development, the Russian government has announced plans to implement a behavior grading system for students from first to eighth grade, starting on September 1 in seven regions across the country [1]. The move comes with mixed reactions from educators, parents, and experts, as well as concerns about potential issues with subjectivity and infringement on children's rights [2].
The seven regions where the experiment will take place are Leningrad, Novgorod, Tula, Yaroslavl regions, Chechnya, Mordovia, and LNR. The specifics of the behavior rating system are not yet clear, but schools will reportedly have the choice between three evaluation methods: a five-point scale ("excellent" to "unsatisfactory"), pass/fail, or a three-level system ("exemplary", "acceptable", "unacceptable" behavior) [3].
A survey of teachers in the Ulyanovsk region revealed that 68% support the introduction of a behavior rating system, with 26% against it and 6% expressing uncertainty [2]. However, some experts have raised concerns about the potential for conflicts between schools and families, as well as the lack of clear consequences for students [3]. Clinical psychologist Olesya Tostukhina, for example, supports the measure, believing that disciplinary boundaries help schoolchildren understand norms and respect rules [4].
The emphasis on militarization and indoctrination in Russian schools has raised questions about the potential impact of the behavior rating system. In Russian-occupied areas, methods include not only strict discipline but also youth army and cadet classes starting in fifth grade [2]. This militarized schooling environment fosters a culture where behavior linked to aggression or emotional instability is noted, sometimes targeting such students for involvement in advanced military-linked training programs.
The pros of such systems in Russia might include clear behavioral expectations and alignment with discipline goals, especially in structured military-related programs. However, the cons likely involve the risk of harsh or ideologically driven assessments, potential stigmatization, and neglect of underlying psychological needs [2].
A majority (59.2%) of respondents believe that the decision to assign a behavior rating should be made by the teacher [3]. Interestingly, more than 60% of respondents think students should be involved in developing evaluation criteria [3]. Additionally, a significant portion (63.9%) supports a mechanism for appealing a behavior rating, while 20.7% oppose it [3].
Despite the concerns, a survey of over a thousand teachers found that 26.6% do not see threats in the introduction of a behavior rating system [2]. Half of the educators (50.8%) believe a poor behavior rating should not affect a student's transfer to another class, participation in competitions, or the issuance of a diploma [3].
In summary, while the specifics of the behavior rating system are not yet clear, the move to introduce such a system in Russian schools has sparked a range of reactions. Pros include clear behavioral expectations and alignment with discipline goals, while cons include the risk of harsh or ideologically driven assessments, potential stigmatization, and neglect of underlying psychological needs. The involvement of students in developing evaluation criteria and the provision of an appeals mechanism are also key considerations in the implementation of this new measure.
References:
- Russian Schools to Introduce Behavior Grading for Students
- Expert Opinions on the Introduction of a Behavior Rating System in Russian Schools
- Survey Results on the Introduction of a Behavior Rating System in Russian Schools
- Clinical Psychologist Supports New Measure for Behavior Rating in Russian Schools
The society is actively discussing the implications of the newly proposed behavior grading system for Russian schoolchildren, with education-and-self-development, politics, and general-news outlets voicing their opinions on the matter [1]. The introduction of this system could potentially lead to clear behavioral expectations and alignment with discipline goals, but it also raises concerns about the risk of harsh or ideologically driven assessments, potential stigmatization, and neglect of underlying psychological needs [2].
