The article explores how educational systems prioritize grades over genuine learning, leading to student disengagement and learned helplessness. It illustrates this phenomenon through Maya's experience in the classroom, where compliance yields rewards while independent problem-solving does not. As repeated test failures and lack of meaningful feedback diminish motivation, students often resort to silence and withdrawal as adaptive strategies. This highlights the detrimental impact of a grading system that discourages genuine effort and critical thinking, reflecting broader implications for educational practices and student mental health.
When effort fails to change outcomes, students withdraw from participation to protect themselves, as the structure of grades offers more reward for compliance than learning.
Withdrawal isn't failure; it's a strategy shaped by a system where staying silent is often smarter than trying, revealing the role of learned helplessness in classrooms.
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