The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences". But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom "management", when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don't do what they're told; instead, it may be necessary to reconsider what it is that they've been told to do - or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behaviour, with an approach in which we work with students to create caring communities where decisions are made together. Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving - and beyond discipline.

"Jesse Hagopian brought a rare moment of truth to the corporate-dominated "Education Nation" show when he spoke on behalf of his colleagues at Garfield High in Seattle. He instantly became the voice and face of the movement to stop pointless and punitive high-stakes testing."--Diane Ravitch, author of "Reign of Terror"

In cities across the country, students are walking out, parents are opting their children out, and teachers are rallying against the abuses of high-stakes standardized testing.

These are the stories--in their own words--of some of those who are defying the corporate education reformers and fueling a national movement to reclaim public education.

Alongside the voices of students, parents, teachers, and grassroots education activists, the book features renowned education researchers and advocates, including Nancy Carrlson-Paige, Karen Lewis, and Monty Neill.

Jesse Hagopian teaches history and is the Black Student Union adviser at Garfield High School, the site of the historic boycott of the MAP test in 2013. He is an associate editor of "Rethinking Schools," and winner of the 2013 "Secondary School Teacher of Year" award from the Academy of Education Arts and Sciences. He is a contributing author to "Education and Capitalism: Struggles for Learning and Liberation" and "101 Changemakers: Rebels and Radicals Who Changed US History," and writes regularly for "Truthout," "Black Agenda Report," and the "Seattle Times" Op-Ed page.

A groundbreaking approach to parenting by nationally-respected educator Alfie Kohn that gives parents "powerful alternatives to help children become their most caring, responsible selves" (Adele Faber, New York Times bestselling author) by switching the dynamic from doing things to children to working with them in order to understand their needs and how to meet them. Most parenting guides begin with the question "How can we get kids to do what they're told?" and then proceed to offer various techniques for controlling them. In this truly groundbreaking book, nationally respected educator Alfie Kohn begins instead by asking, "What do kids need-and how can we meet those needs?" What follows from that question are ideas for working with children rather than doing things to them. One basic need all children have, Kohn argues, is to be loved unconditionally, to know that they will be accepted even if they screw up or fall short. Yet conventional approaches to parenting such as punishments (including "time-outs"), rewards (including positive reinforcement), and other forms of control teach children that they are loved only when they please us or impress us. Kohn cites a body of powerful, and largely unknown, research detailing the damage caused by leading children to believe they must earn our approval. That's precisely the message children derive from common discipline techniques, even though it's not the message most parents intend to send. More than just another book about discipline, though, Unconditional Parenting addresses the ways parents think about, feel about, and act with their children. It invites them to question their most basic assumptions about raising kids while offering a wealth of practical strategies for shifting from "doing to" to "working with" parenting-including how to replace praise with the unconditional support that children need to grow into healthy, caring, responsible people. This is an eye-opening, paradigm-shattering book that will reconnect readers to their own best instincts and inspire them to become better parents.

Since its publication in 1993, this groundbreaking book has convinced countless parents, teachers, and managers that working with people is more successful than doing things to them. "Do rewards motivate people?" asks Kohn. "Yes. They motivate people to get rewards." Moreover, the use of rewards actually undermines the quality of people's work or learning - and causes them to lose interest in whatever they've been bribed to do. Seasoned with humour and familiar examples - and updated to include a wealth of recent research, Punished by Rewards presents an argument unsettling to hear but impossible to dismiss.

"Alfie Kohn has a knack for bursting the bubbles that surround just about every school topic imaginable, from putting kids into uniforms to make them behave better to raising kids' self-esteem by rewarding them with stickers and pizza for reading books and doing homework. This collection of previously published essays reminds us that many schools have veered off course in their day-to-day business. And it's a primer that, if taken seriously, can put schools back on the right track."

--Educational Leadership Through his writings and speeches, Alfie Kohn has been stirring up controversy for years, demonstrating how the conventional wisdom about education often isn't supported by the available research, and illuminating gaps between our long-term goals for students and what actually goes on in schools. Now What to Look for in a Classroom brings together his most popular articles from Educational Leadership, Phi Delta Kappan, and Education Week--and also from The Atlantic Monthly, the Boston Globe, and other publications.

From self-esteem to school uniforms, from grade inflation to character education, Kohn raises a series of provocative questions about the status quo in this collection of incisive essays. He challenges us to reconsider some of our most basic assumptions about children and education. Can good values really be instilled
in students? What, if anything, lies behind the label of attention deficit disorder? Are there solid data to support our skepticism about watching TV? Might such allegedly enlightened practices as authentic assessment,
logical consequences,
and Total Quality education
turn out to be detrimental? Whether he is explaining why cooperative learning can be so threatening or why detracking is so fiercely opposed, Kohn offers a fresh, informed, and frequently disconcerting perspective on the major issues in education.

In the And, his critical examination of current practice is complemented by a vision of what schooling ought to be. Kohn argues for giving children more opportunity to participate in their own schooling, for transforming classrooms into caring communities, and for providing the kind of education that taps and nourishes children's curiosity. Through all these essays, Kohn calls us back to our own ideals, showing us how we can be more effective at helping students to become good learners and good people.

Mind-opening writing on what kids need from school, from one of education's most outspoken voices
Arguing that our schools are currently in the grip of a "cult of rigor"--a confusion of harder with better that threatens to banish both joy and meaningful intellectual inquiry from our classrooms--Alfie Kohn issues a stirring call to rethink our priorities and reconsider our practices.
Kohn's latest wide-ranging collection of writings will add to his reputation as one of the most incisive thinkers in the field, who questions the assumptions too often taken for granted in discussions about education and human behavior.
In nineteen recently published essays--and in a substantive introduction, new for this volume--Kohn repeatedly invites us to think more deeply about the conventional wisdom. Is self-discipline always desirable? he asks, citing surprising evidence to the contrary. Does academic cheating necessarily indicate a moral failing? Might inspirational posters commonly found on school walls ("Reach for the stars ") reflect disturbing assumptions about children? Could the use of rubrics for evaluating student learning prove counterproductive?
Subjecting young children to homework, grades, or standardized tests--merely because these things will be required of them later--reminds Kohn of Monty Python's "getting hit on the head lessons." And, with tongue firmly in cheek, he declares that we should immediately begin teaching twenty-"second"-century skills.
Whether Kohn is clearing up misconceptions about progressive education or explaining why incentives for healthier living are bound to backfire, debunking the idea that education reform should be driven by concerns about economic competitiveness or putting "Supernanny" in her place, his readers will understand why the "Washington Post" has said that "teachers and parents who encounter Kohn and his thoughts come away transfixed, ready to change their schools."

A collection of essays argues that traditional educational practices in America thwart the development of more meaningful objectives to provide students with high-quality instruction.

Updated for the 1990s, the award-winning book that stands as the definitive critique of competition. Kohn says that contrary to accepted wisdom, competition is not basic to "human nature", but actually poisons our relationships, damages our self-esteem, and holds us back from doing our best. Includes new matial on "cooperative learning" in the classroom. "By perceiving that cooperation is the answer, not competition, Alfie Kohn opens a new world of living".--Dr. W. Edwards Deming.

No Contest stands as the definitive critique of competition. Contrary to accepted wisdom, competition is not basic to human nature; it poisons our relationships and holds us back from doing our best. In this new edition, Alfie Kohn argues that the race to win turns all of us into losers.

Drawing from hundreds of studies in half a dozen fields, "The Brighter Side of Human Nature" makes a powerful case that caring and generosity are just as natural as selfishness and aggression. This lively refutation of cynical assumptions about our species considers the nature of empathy and the causes of war, why we (incorrectly) explain all behavior in terms of self-interest, and how we can teach children to care.

This work is a compelling expose of homework - its negative effects, why it's so widely accepted, and what we can do about it. Whilst they're free of many of the worries of adulthood, one of the inevitable downsides faced by kids is the idea that after spending the day at school, they must complete more academic assignments once they're home. The results are predictable: stress and conflict, frustration and exhaustion. Parents respond by reassuring themselves that at least the benefits outweigh the costs. But do they? In The Homework Myth, Alfie Kohn, one of America's leading educators and parenting experts, systematically examines the usual defences of homework - that it promotes higher educational achievement, reinforces learning, and teaches study skills and responsibility. None of these assumptions, he shows, actually passes the test of logic, research, or experience. So why do we continue to administer this modern-day cod liver oil - or even demand a larger dose? Kohn's incisive analysis reveals how a mistrust of children, a set of misconceptions about learning, and a misguided focus on competitiveness have all left our kids with less free time and our families with more conflict. Pointing to parents who have fought back - and schools that have proved educational excellence is possible without homework - Kohn shows how we can rethink what happens during and after school in order to rescue our families and our children's love of learning.