The Cost of Losing Institutional Memory

Recently, I found myself requesting a document confirming a service that I had genuinely completed when I was a teacher. The college where I studied was able to provide an official certificate because the record of my service existed within the institution. However, when the document required confirmation from a higher authority (the University), the process became unexpectedly complicated. Before the document could be endorsed, the person concerned asked me to provide further evidence proving that the 1-year programme I completed and which the college subsequently endorsed had really existed in the first place.

It was a surprising moment of reflection. The question was not whether I had completed that program. Rather it was about whether the institution still remembered the history behind initiating such programs which I happened to a part of. 

A few years ago, I wrote about Data Democratisation (December 4, 2022) and the importance of making information accessible. I argued that public institutions should move away from restrictive information practices and instead make data more openly accessible, reducing unnecessary bureaucratic barriers so that needy people can obtain the information they need more easily. At that time, my focus was primarily on improving access and transparency in how information is shared and retrieved.

Today, I realise there is an even deeper challenge. Before information can be accessed, it must first be preserved.

However, accessibility without institutional memory is like building a library whose books have slowly disappeared from the shelves. Even if people have the right to access knowledge, that knowledge becomes meaningless if it has not been properly documented, stored, and passed on.

This experience led me to reflect on the importance of institutional memory. By institutional memory, I refer to the collective knowledge, experiences, records and practices that an organisation accumulates over time. It is the invisible thread that connects the past, present and future of an institution. It allows current leaders and employees to understand, for example, why certain course or programmes existed, how decisions were made (e.g., to amend or remove) and what historical circumstances shaped the organisation.

Without strong institutional memory, organisations slowly lose parts of their own identity. As times goes by, leadership changes and systems evolve, valuable knowledge can disappear. New generations inherit responsibility but may not inherit the historical understanding required to protect that responsibility.

The consequence is that genuine events (for example, in this case, the program I completed and the evidence of my service) begin to require proof. Past students, employees or citizens may find themselves having to demonstrate experiences that institutions themselves once created, managed and recorded. The issue is not that people are making unsupported claims. The issue is that institutional memory has not travelled successfully across generations.

Documentation is, therefore, not merely an administrative obligation. It is an act of preserving institutional truth. Records such as policy documents, programme handbooks, academic calendars, circulars, meeting minutes, annual reports and curriculum documents serve as the foundation of organisational memory. They allow institutions to explain not only what happened, but also why it happened. 

For universities and public institutions (e.g., colleges and schools), preserving institutional memory should be considered a core responsibility. These organisations do not only deliver services, but they also carry histories. Every programme introduced, every policy implemented, and every decision made contributes to a larger institutional story.

Maintaining this memory requires deliberate strategies. Institutions should establish proper archival systems, digitise historical records (e.g. building websites), create searchable databases and ensure that important knowledge is transferred during leadership transitions. For example, in my case, it was a shame that the key official who was responsible for endorsing my document was unaware of the one-year program that her institution had a hand in creating, and later removed. Documentation should not be treated as paperwork that is stored and forgotten. It should be treated as an investment in continuity and accountability.

While making information available is important, preserving information is the necessary foundation that makes accessibility possible. At the end, a library is valuable not only because people can enter it, but because the books remain on its shelves. 

Critiqued But Not Guided

A few weeks ago, a friend who had recently been appointed as the Head of the Science Department (HoD) reached out to me. 

He was already feeling the weight of his new responsibilities, especially when it came to classroom observations. The principal of the school had instructed all HoDs in his school to ensure that their feedback was valuable and contributed to improving teaching quality.

Knowing that I had served as a HoD before, he asked for my advice.

“How do I give feedback that actually improve one's teaching?” he asked.

His concern was genuine. He did not want to fall into the trap of offering vague or meaningless feedback. This conversation took me back to my own experience of being observed as a teacher and receiving comments that were anything but useful. 

Meaningful Feedback

Classroom observations done by school leadership staff (e.g., HoDs, or Academic Vice Principals) are meant to serve as a tool for professional growth. It must help teachers refine their methods, identify areas for improvement, and reinforce what they are doing well. 

For this to happen, feedback must be constructive, relevant, and actionable. 

A meaningful feedback should: 

Be specific

Providing clear, detailed and precise information 

E.g. Some students appeared disengaged during the group activity. You could try using a short interactive activity or a discussion break to engage those students.  

Be relevant

Providing comments related to topic, teaching methods, student engagement, or lesson effectiveness

E.g., Your questioning technique encouraged students to think critically but consider giving more wait time after asking questions so that all students have a chance to process and respond.  

Offer practical or constructive suggestions, not criticism 

Providing comments to improve and not finding mistakes 

E.g., Some students seemed confused about the task. Before starting the activity, you could given an example or ask a student to repeat the instructions to ensure clarity. 

Unfortunately, not all observations meet these standards. Too often, teachers receive feedback that is either superficial or irrelevant, leaving them confused or demotivated rather than empowered. 

Sharing My Experience

I vividly remember one classroom observation where a senior lady teacher came to assess my lesson. I had put in a great deal of effort into preparing an engaging class, ensuring that my students were actively participating. 

However, when I received my feedback, I was stunned. Instead of comments on my lesson delivery, student engagement, or instructional strategies, I was given remarks such as: 

"Teacher was not aware of students’ mood". 

"Need to rearrange the table" (See image below)

I was baffled. The first comment was too vague. What exactly was meant by students’ mood? Was there something specific I had overlooked? Really? How can I be aware of students' mood? More importantly, how was I supposed to act on such an ambiguous statement?

The other comment was even more frustrating. While classroom arrangement can have an impact on learning, I expected feedback on my lesson structure, teaching techniques, or student engagement not on furniture arrangement. Moreover, the classroom arrangements are done and monitored by the specific class teacher which I was not responsible for it at all.  

I walked away from that observation with no clear understanding of what I was doing well or how I could improve. This experience made me realise how unhelpful and demoralising poorly delivered feedback could be.

What Good Classroom Observation Feedback Should Look Like 

While the list is not exhaustive, here is what effective feedback should look like:

Specificity

Vague remarks do not help teachers improve. Instead of saying, Teacher not aware of students’ mood, the observer could have provided a clearer statement like:

Consider using quick check-in strategies, such as asking students to rate their understanding with a thumbs-up or exit tickets, to gauge their engagement during the lesson.

Relevance

Feedback should focus on teaching strategies, not minor details unrelated to learning. Instead of commenting on table arrangements, a better comment would be:

Rearranging the seating into small groups could encourage peer discussions and make collaborative learning more effective.

Constructiveness

Feedback should offer actionable steps. Instead of simply pointing out what is wrong, it should provide clear ways to improve.  

The lesson had a strong introduction, but students seemed disengaged midway. Perhaps incorporating a hands-on activity or a real-world example could maintain their attention.

By providing specific, relevant, and constructive feedback, observers can ensure that their comments are useful to teachers.

Suggestions I Proposed to My Friend 

I shared a few key things that I had learned from both good and bad observations:

Observe with a focus on student learning

Instead of looking at minor details like classroom arrangements or cleanliness, focus on how students are engaging with the lesson. 

Offer specific and actionable suggestions

Avoid vague comments; instead, highlight what is working well and suggest ways to improve. 

Encourage reflection

Instead of just giving feedback, ask the teacher questions like, “What do you think worked well in this lesson?” or “Is there anything you’d like to improve?”

Balance positive reinforcement with constructive criticism.

Pointing out strengths is just as important as highlighting areas for improvement. 

Make feedback a dialogue, not a judgment. 

A good observation should feel like a professional discussion, not a one-sided critique.

The Need for Change

Reflecting on my own experience and the conversation with my friend, I realised how critical it is to rethink how classroom observations are conducted. 

Teachers do not benefit from empty criticism or irrelevant remarks. Instead, they need meaningful, well-structured feedback that helps them grow in their profession.

If the goal of teacher observations is to improve classroom instruction, then those conducting them must ensure that their feedback is practical, insightful, and genuinely aimed at helping teachers refine their craft.

Anything less is just a missed opportunity.

Ume Lam : The Middle Path

One of my friends who is self-funding his postgraduate studies in Australia shared his struggles of juggling between work and studies. His sombre tone manifested a lower self-esteem. The gist of his talk was that, unlike others, nothing seemed to be going well with his life. 

I could relate to Cooley's (1922) and Goffman’s (1959) Social Self in action through his disappointments. 

Social Self describes how oneself or a person’s identity (e.g., character, belief, values, experience, self-image) is shaped by how one appears to others. It involves understanding oneself through the lens of other people. The theoretical assumption of social theories is that self is not a fixed entity within individuals but instead, a dynamic social process which is constantly shaped and reshaped by our interactions with others and our social environment. 

In Scheff’s (1997) micro-sociological theory, he extends the concept of the social self by relating it to emotions, asserting that self-processes lead to feelings of either pride or shame.

I reassured him that comparing our lives with others is like a double-edged sword. If we consider it positively, it may motivate us to strive for better achievements. But if view it negatively, it may trigger feelings of inadequacy, jealousy, or discontent especially if we perceive ourselves as lacking when compared to others.

Every one of us is unique. That is, each one of us has our share of circumstances, challenges, and opportunities in our lives. When we draw comparisons, we unknowingly or knowingly fail to acknowledge these differences, leading to unfair assessments. Although it is inevitable to completely avoid comparisons, finding a middle way, which is a holistic and balanced approach is essential in one’s life.  

Why Comparing with Others is Good    

When I see others succeed, I get motivated and inspired by their success. This helps me to have my own goals and work harder to reach higher goals. I have found out that it led to my personal growth and enhanced the pursuit of new opportunities. Comparing myself with others also functioned as a benchmark to measure my progress. In doing so, it helped me in setting realistic goals and understand what is achievable.

People to whom I look always provide me a learning opportunities, thereby providing valuable lessons and strategies for my growth. I learned to adopt best practices and avoid pitfalls by learning from others’ experiences. In cognitive language, it stimulated my self-reflection or metacognition, prompting a deeper understanding of my strengths and weaknesses. All of these aided my personal development and improved my self-awareness.

Why Comparing with Others is NOT Good

I found that comparing myself with others was bringing more harm than good. I had to pressure myself with some unrealistic expectations beyond my capacity to be on par with others. When those expectations were not met, I had to cope with deep disappointment and frustration. My self-esteem lowered when I constantly compared myself with others. At times, this made me feel inadequate or inferior. Inferior complexity further affected my mental health and deteriorated my overall well-being.

What I have forgotten by comparing myself with others was that I have completely ignored my progress and never appreciated the truer version of me. This means I have overlooked my achievements and progress of what I have done myself before. I felt myself suffering from a lack of motivation, increased stress, and anxiety, making my life more overwhelming.

So, what am I practising now? 

 

Ume Lam: The Middle Way

As a devoted Mahayana Buddhist, I strive to seek solace in the ideals of Ume Lam. Also known as the Middle Path, Ume Lam is one of the fundamental yet profound philosophies in Buddhism. In conceptualising Ume Lam, a person seeks to take a middle way that involves finding a balance between extremes in all conditions, events, or incidences. That is not to confuse with compromising one thing and being in the middle to avert the negative impact of both extremes.

Another best way to conceptualise the phenomenon of Ume Lam is through the ideals of Chogshay in Buddhism. The direct English equivalent for chogshay is contentment, which means knowing the boundary. In a deeper sense, ume lam may also be associated with realising emptiness, the extremes of existence and non-existence. 

Although it is easier said than done, practising ume lam is not everybody’s cup of tea. This is because most of us largely struggle to pursue our personal goals and instead live our lives to meet societal expectations. We dwell in a tradition where conformation to the expectations and norms of the larger community comes at the cost of our authentic selves. For example, nowadays, we are easily swayed by the definition of success or failure from the way society dictates and not the way we understand it. Just as success is often equated with having advanced qualifications, driving luxury cars, possessing fat bank deposits, owning massive property, or dining in luxury hotels, failure is not having any. Instead of living the middle way (a balanced approach), sadly, these attributes are increasingly used as benchmarks to compare our lives in this contemporary society. 

Comparison is the thief of joy, they say. I have felt this is true because it has only discounted my self-confidence and morale whenever I compared my life with others. For example, I was consistently ranked first in four separate interviews to pursue a master’s degree through prestigious scholarships from 2009 to 2012. Despite having good grades and accomplishment records than my counterparts, I could not make it through the interview, leaving me feeling emotionally and morally low. Knowing that those selected from the interviews had less impressive academic records and credentials than me was even more heartbreaking. 

Because I was still in the auto-mode of comparing myself with others, my ego further aggravated my self-esteem. In 2013, I gave a shot at another scholarship. This scholarship was not much sought after and garnered less interest in its recipients by many, possibly due to limited financial benefits or the study location being in a neighbouring country. It was not surprising that I was selected for the scholarship 😏. 

However, for me, the scholarship was still a novel privilege. After securing this opportunity, I avoided comparing or thinking of the previous four prestigious scholarships I could not secure. I also cared less about what others thought but rather focused on excelling in my scholarship prospects. From that moment on, as others say, the rest became history.

By saying history, I do not imply being more successful (or whatever it connotes). Rather than comparing myself with others, I began to compare my today with my yesterday. I learned to be better by seizing every opportunity I had at that specific moment instead of lamenting about things beyond my control. That is why, my thesis project which involved creating an innovative hands-on model for demonstrating a physics law resulted in me being the recipient of the Certificate of Invention and Petty Patent. This accomplishment marked me as the first international student to achieve this distinction in my university. 

I am not sure whether I would have achieved this milestone if I had been selected for any of the four scholarships I failed to secure. Through this achievement, I became more familiar with the ideals of tendrel, another Buddhist precept that infers every phenomenon to be the result of causes and conditions. That is to say that success or failure is the consequence of the mutual presence of causes and conditions. We have our own time to bloom in our unique way and at our own pace. Appreciating this truth has potentially allowed me to grow in the direction of positivity and fulfilment in my life. 

It has helped me to ritualise the essence of chogshay by focusing on my personal goals. It is always fulfilling to have my personal goals designed based on my aspirations and conditions, rather than trying to mimic others. Irrespective of being small or big, I always celebrate my progress. This habit of regularly acknowledging and celebrating personal milestones and achievements keeps me moving forward, slowly and steadily. 

Saying that I do not compare with others can also be a partial truth. But knowing that comparing myself with others comes with both positive and negative bearing, I always strive to approach such comparisons mindfully with a balanced perspective. For example, when I notice someone achieving greater heights in their career or life, I draw inspiration and learn from them, without focusing on measuring my self-worth. I tend to look inward (e.g., my personal growth, setting realistic goals, and rejoicing in my milestones) and not outward (e.g., career progress, life achievements, social status, lifestyle choices, and material possessions). Maintaining a balance (Ume Lam) between these extremes in all conditions helps me to appreciate others without feeling diminished or overshadowed and at the same time live with my own set of values and aspirations. As my blog subtitle reads, I always find comfort in the idea: Does not always have to be a rose to smell sweet.

Transformative Phdsynthesis: Part 3

 

I have completed my PhD precisely within my scholarship milestone. During this journey, I have experienced profound transformations, akin to the complex process of photosynthesis in plants. 

Just as plants produce energy and oxygen by converting carbon dioxide, and water in the presence of sunlight and chlorophyll, my journey involved synthesising new knowledge to advance and complement the existing pool of literature. This transformative process, which I have termed Transformative Phdsynthesis, indicates the synthesis of complex ideas and contributions that define my doctoral experience.

In the following, I explain each component of my Transformative Phdsynthesis in turn.  

Challenges

I compare challenges to carbon dioxide. 

Carbon dioxide is a powerful greenhouse gas that contributes significantly to ecological and human health. However, carbon dioxide plays a crucial role in sustaining our life through photosynthesis and the carbon cycle. 

I understand that challenges made me experience significant stress and burnout that potentially hindered my motivation, progress, and overall well-being. Challenges occurred to me in the form of complex research problems, managing time, or meeting high academic standards. All of these required a huge effort to think critically, develop deep understanding, and determination to overcome with new knowledge contributions. My ability to complete PhD was due to the carbon dioxide of challenges that fostered personal and professional growth, enhancing resilience and problem-solving skills.

Diligence

Diligence is similar to water in photosynthesis. 

Water is an essential element in photosynthesis because it provides the hydrogen needed for the conversion of carbon dioxide into glucose and releases oxygen as a byproduct. 

To generate byproducts (Knowledge and Enrichment, see below), I realised how continuous water of diligence was important in my PhD journey. I had to remain careful, demonstrate attention to detail, and display consistent effort. 

Feedback

Feedback is like the sunlight. 

During photosynthesis, sunlight provides the energy to initiate the chemical reactions that convert carbon dioxide and water into glucose and oxygen. 

No matter how much I claimed that I knew, I needed feedback from my supervisors, panels, and reviewers. The sunlight of feedback showed guidance and directions, refinement of ideas, and shaping of my PhD research project on the right track.  

GRIT (Gumption, Resilience, Ingenuity, Tenacity)

I compare GRIT to chlorophyll. 

Chlorophyll is an important pigment in photosynthesis that absorbs sunlight (energy) which then helps in converting carbon dioxide and water into glucose and oxygen. 

To capture and absorb the feedback from different experts and convert it into useful energy, I needed the chlorophyll of grit which is composed of four elements: gumption, resilience, ingenuity, and tenacity.

Being gumptious, I remained proactive, determined, and resourceful to complete my PhD despite challenges. With resilience, I was able to bounce back when I was feeling low and endure setbacks with a stronger mentality. The elements of ingenuity helped me adapt to unforeseen learning situations, and handle undesirable turns and twists, and unexpected outcomes. With tenacity, I persistently toiled to progress my PhD even if the process was gruelling and tiring. 

Knowledge

Knowledge in the form of a thesis (currently) is akin to glucose production in photosynthesis.

Glucose is an essential source of energy for sustaining plant life, supporting ecosystem dynamics, and contributing to the production of oxygen essential for aerobic respiration. 

With my PhD, I gained a deep and specialised understanding of knowledge in the scholarship of social bonds and metacognition (my field of research). My study generated original and novel insights thereby potentially advancing and complementing the existing literature and having practical applications in science teaching and learning.  

Enrichment

I compare enrichment with oxygen. 

Oxygen is one important element that is indispensable for supporting life, forming an ozone layer to protect against UV radiation, and necessary for the respiratory process.

During my PhD, enrichment occurred in the form of developing my skills, values, and competencies. This oxygen of enrichment was vital for my personal development, intellectual development, and professional development to enable me to work independently and collaboratively. These elements of enrichment continue to be essential in supporting my ongoing growth and transformation into a valuable human being. 

Looking Beyond the Grades

As a student who fairly achieved commendable academic performance, I always had the conviction that test and exam results served as essential metrics for assessing students’ calibre and predicting their future success. I nurtured this belief because whenever my teachers quoted an example of high-performing students, my name was often declared loudly. These traditions of celebration in my schools always made me feel recognised and successful, resulting in increased pride for both my teachers and me. 

 

My long experience of being an academic high-achiever also ushered me through a myriad of responsibilities, including the need to continually strive for excellence and uphold a steady if not better calibre of performance throughout other grades. I was always mindful that failing to meet those expectations could engender disappointment in my teachers and parents, and trigger emotional turbulence for me, especially if others clutch my esteemed position. 

 

However, I had a notable shift in the paradigm of my perspective after I was unable to perform well during a high-stakes Year 12 public exam, which unfortunately served as an entrance ticket to the labour market. This devastating experience prompted me to redefine my outlook on the role of exams in gauging student success. Subsequently, my transition into becoming a teacher for over a decade until my resignation in 2020, profoundly reshaped my beliefs, instilling a polar opposite perspective. It became evident to me that regarding exam performance as an exclusive factor to associate student success and lavishly worshipping it was a narrow viewpoint.  

 

Consequently, whenever discussions including in the school settings emerge regarding the declaration of students’ exam results publicly, I consistently advocate for a more nuanced perspective. I maintained this stance, particularly given the recent trends among our schools, school assessment institutions, and significant stakeholders who have surprisingly grown interested in mushrooming a tradition of glorifying academic toppers with overwhelming worship in public domains like social media. 

 

It is one thing to celebrate academic achievements in public domains, but it is quite another to embrace a holistic approach to recognising and appreciating the diverse talents of individual students. Therefore, a broader, supportive, and inclusive platform that acknowledges and values various forms of achievement and potential evident throughout students’ journey of learning is rather praiseworthy for celebrating the overall well-being and development of students. By steering such actions, we are intentionally preventing practices that could unintentionally marginalise or negatively impact those who may not have excelled academically. 

 

In this article, I offer my views from both perspectives: why it might be and why it might not be a good practice to venerate exam results in public domains. I address each perspective in turn. But before delving into that, I discuss why examinations are firstly inherently unfair, and therefore, celebrating students’ examination results, within or among schools, extravagantly in the public domain may entail more drawbacks than commonly perceived benefits. 

 

Why are exams inherently unfair? 

 

My assertion that exams are inherently unfair is grounded based on my understanding and experience particularly following my Year 12 public exam result. I have observed that there are other factors beyond student’s understanding of the subject matter that leads to this unfair advantage.

 

For example, variables such as socioeconomic background (e.g., high/low-income), school setting (e.g., urban, remote), school leadership qualities (e.g., visionary, supportive), equitable educational resources (e.g., adequate, and experienced teachers, internet and computers, library, student support services), and most importantly individual learning styles (e.g., test-taking skills, mental health), to name a few, significantly influence students’ performance in examinations. An inherent bias and inequalities in these things create an uneven playing field and the validity of exams as a reliable measure of academic proficiency remains questionable.

An image that speaks volumes: Courtesy Click Here

Talking about comparing examination performances at the inter-level school, my friends who attended a well-facilitated and academically renowned school, having a visionary school principal and seasoned teachers excelled significantly in the Year 12 public exam compared to us, who studied in a newly upgraded higher secondary school that lacked essential resources. Even after two decades today, my friends and I can vividly recall how months passed without any physics teacher until a seemingly inexperienced expatriate joined us mid-year, only to annoy us (especially myself after he hated me for asking questions) by telling us to memorise physics derivations. We can also recollect how our batch was denied electricity in the hostel to study after 9:00 PM, and how wardens confiscated and destroyed our study lanterns. In such scenarios, the only common factor between me and my counterparts studying in other schools was following the same textbook or curriculum, and nothing else.

Somewhere we have ICTised schools. Somewhere we have hostel-less schools (Source: BBS)

My Year 12 mark sheet where I just scrapped a passing grade (pass mark 45) 

At the personal level, I have identified that examinations occur like a game of luck, where outcomes depend on how precisely a student prepares for the specific content in the exam. Those fortunate are the ones who prepare to encounter the contents they studied, resulting in a laudable outcome. Unlucky are those who have diligently put in an effort but only face questions unrelated to their study material, resulting in subpar performances. 

In situations like these days where exam scores hold utmost importance, arguably, exams often develop into avenues that reward rote memorisation, allowing students to excel without a profound understanding of the subject, if they can reproduce textbook content. Additionally, I have also observed some of my friends who are more or equally competent but often experience heightened anxiety during tests and exams, resulting in low performances regardless of their understanding of the content.  

That is why I say exams are mostly a matter of luck. At least in college, I was the recipient of the Certificate of Excellence - a recognition for outstanding academic performance. 

 

Neither do I remember using my character certificate nor do I  recall anyone asking about the other dimensions (besides academic marks) that comprehensively reflect my behaviour, conduct, attitude, and achievements 😜  

Why it might be a good practice to glorify exam results?  

 

The hype surrounding the public celebration of exam results of high achievers reflects the enthusiastic way of promoting educational achievements and recognising academic talents in today’s society. 

 

I agree that when academic high achievers are celebrated and their exemplary performances are woven as success stories, it demonstrates the well-deserved recognition of their resilience, dedication, and academic focus. Celebrating top-performing students is not only about rewarding individual talent but also an approach to motivating other academically struggling counterparts to pursue academic excellence. As is typical for humans, there is a natural inclination for low performers to seek the best as a source of inspiration and role model, fostering a culture of ambition and reshaping their academic commitment. 

 

In addition, the adoption of such practices both at the school and national level clearly communicates the primary purpose of the school in recognising and nurturing a culture of academic excellence, encouraging students to strive for their best in their educational journey. That is, glorifying exam results signals how schools prioritise the quantification of academic excellence more significantly than other forms of student achievement. 

 

Without limiting to private schools, what is surprising is that, nowadays even government schools showcase exam accomplishments on public platforms – eyeing to elevate their positive image and draw admission of high-calibre students. However, what we fail to realise is that this practice perpetuates a focus on highlighting only high-performing schools and neglecting the need to support the low-performing schools that are knowingly disadvantaged due to inequitable educational resources. When school reputations surge based on exam performances, it becomes a significant factor for parents and students to perceive this achievement as tangible evidence of the school’s potential to foster academic success. 

 

Why it might NOT be a good practice to glorify exam results? 

 

My intention here is not to argue against the idea of glorifying student’s exam results in the public domain. As stated earlier, there are always two sides to consider. For example, on the one hand, we claim to promote an inclusive and more holistic approach in student assessments, while on the other hand, we ritualise practices that impose limitations in appreciating diverse forms of intelligence and learning styles. And in the case of glorifying exam results publicly across various platforms, I believe the drawbacks might outweigh the commonly perceived benefits. 

 

I share these opinions drawing from my personal experiences and supplement them briefly with concepts from sociological theories that are relevant to the present phenomenon. 

 

So, why it might not be a good practice to celebrate exam results publicly? 

 

To begin with, even if we do not explicitly mention it, too much hype and glorification of the academic performances of a few high achievers can be seen as endorsing the practice of labelling and stereotyping a broader section of students. Notwithstanding that our world is already saturated with categorisations, deliberately publicising the academic accomplishment of a few results in imposing additional societal judgment and classification of students, overlooking the varied spectrum of human potential and intelligence. Consequently, this practice may cultivate a sense of failure or inadequacy among those who, for some reason, do not perform well. On the other hand, over-emphasising top performers could also subject them to unwarranted pressure to consistently maintain or surpass their high grades.

 

Goffman’s (1959) idea of the Social Self in his work, The Presentation of the Self in Everyday Life becomes highly relevant. Erving Goffman introduced the concept of dramaturgy by comparing social interactions to a theoretical performance, where individuals play various roles in different social settings and engage in impression management to present a desired image. In impression management, individuals strategically shape their public image to influence how others perceive them by consciously aligning with social norms and expectations. He uses the terms, frontstage and backstage. The front stage is where individuals show manipulated behaviour (impressions) to conform to social norms and expectations. The backstage is where individuals are more authentic, revealing behaviour that aligns with their true selves. 

 

I draw connections between Goffman’s (1959) social self and real-life situations happening in our schools with high and low achievers. On the front stage, high-achievers feel pressured to project a positive and high-achieving image as the academic finest. They use impression management by showing active class participation and presenting the image of diligence, resilience, and success. On the backstage, they reflect on the expectations imposed by others (e.g., school, parents, community) and understand how they hide from others to safeguard their front stage image despite any moments of vulnerability or stress. Conversely, low achievers may encounter social challenges on the front stage. Consequently, to gain social acceptance, they employ impression management by using strategies to downplay or mask their challenges and seek alternatives such as by highlighting what they are good at (e.g., non-academic strengths).

 

Humans are inherently emotional beings. That is, emotions play a significant role in shaping our thoughts, behaviour, and interpersonal relationships – influencing overall aspects of our nature and existence. Sociologists such as Charles Cooley (1922) in his work Human Nature and the Social Order state that emotions arise from both inner and outer human life when he asserts: “We live in the minds of others without knowing it” (p. 208). Illustrated by his notion of looking glass-self, Cooley describes how one’s self or social identity is influenced by how one appears to others: “Each to each a looking-glass reflects the other that doth pass” (p. 184). Cooley also indicates that both self and social processes influence crucial self-feeling emotions (e.g., pride and shame) as they are “the mainspring of endeavour and a chief interest of the imagination throughout life” (Cooley, 1922, p. 208). 

 

Sociologists argue that emotions such as shame and the opposite, pride, manifest in academic learning, even though they may not be overtly visible (Holodynski & Kronast, 2009).  In our context, dominantly influenced by the Buddhist precepts, emotions are regarded as painful because they cause suffering (Khyentse, 2007) and therefore they are rarely or not openly expressed. 

In Scheff’s (1990, 1997) social bond theory, he considers that shame is a social emotion that results from observing one’s actions while looking at oneself through the eyes of others. That is, shame is a signal that indicates one feeling rejected and unaccepted in the way that we are. 

Similarly, Collins (2004) states that shame is felt by the individual when they are depleted by the group. Thus, when we create a perception of elitism within the school community by exclusively valuing academic top performers, it may impose shame, embarrassment, and anger on low achievers, and potentially diminish their sense of worth. 

Retzinger (1991) outlines several indicators of shame and anger, encompassing both verbal and paralinguistic cues. Verbal markers consist of expressions such as alienation, withdrawal, inhibition, disconnection, and defensiveness. Paralinguistic markers involve vocal withdrawal, hesitation, silence, and self-interruption. However, as society suppresses shame, it leads to collective denial and silence, which reduces the visibility of shame in nearly every social context (Scheff, 2000). 

In summary, publicly glorifying exam results may result in unintended negative consequences, potentially undermining the diverse forms of intelligence and learning styles that a holistic educational approach seeks to nurture. The sociological theories that I presented briefly show how these kinds of public displays might marginalise students who do not perform well academically and place unnecessary pressure on top achievers.

 

 

Then, What Can Schools Do? 

Considering these theoretical perspectives, perhaps, schools must strive to manifest as a dynamic educational space, offering adolescents opportunities for intellectual growth and development, even if it is through experimentation and error. It is crucial to recognise schools as nurturing environments for learning rather than as pressure cauldrons by imposing undue stress on young minds during their formative age through competition. 

 

Here are some alternatives that I offer to address this phenomenon:  

 

Creating an Inclusive and Holistic Environment

If there is a trend to glorify academic results, then there should also be a system in place to celebrate students’ creativity, critical thinking, emotional intelligence, leadership skills, kinaesthetic intelligence, musical intelligence, social intelligence, and emotional intelligence, to name a few. In our lives, it takes more than academic marks to succeed and be a successful human being. Not every student who obtains high grades during exams goes on to have a prosperous life.   

Respecting Emotions 

I repeat people are emotional beings by nature. Emotions which are deeply embedded in us play a significant role in this dynamic. Respecting emotions can help students in making them feel understood and accepted the way they are because nobody wants to do an exam to fail or get the lowest score. Respecting emotions can enhance empathy, strengthen bonds, and promote emotional well-being - a rare phenomenon today. 

Group's Success First, Individual's Second

Another approach to lessen the damaging consequences of shame and embarrassment among students and promote inclusivity is focusing on overall class mean marks as a whole rather than individual performance. This may help develop a teamwork culture rather than unhealthy competition, celebrate the diversity of student abilities and learning styles, and minimise social comparison.

Keep the Practice, Change the Size 

As a teacher with over a decade of experience, I am aware that our system requires the announcements of exam results. But, instead of publicly glorifying in porous and transparent social media, we may do so on individual school websites (which sadly is missing for most of our schools for no apparent reason). 

School websites can draw a limited audience compared to social media platforms, reducing the potential for unfavourable comparisons and judgment. Customised websites offer a controlled environment, allowing greater control over the content and ensuring that the information presented is constructive. School websites can be a good space to highlight additional information about student performance, such as efforts made by students and teachers, and improvement of students over time, thereby presenting a more holistic view of student achievement. This may help in including aspects of students' learning other than academics. More importantly, it can enhance respecting students' privacy and dignity, as the information is shared within the school community and not with the entire public, reducing the risk of shame and embarrassment.

In the end, we must accept that all these calibrations – success or failure, good or bad, and high or low are merely subjective human interpretations within the intricate tapestry of life, which are always questionable. The undeniable truth is, talent does not discriminate, people do. 

Scope for Research 

For those enthusiastic about investigating students’ perspectives on the traditions of glorifying their academic results in public domains, specifically on social media, the research could involve both high-achieving students and those who could not fare too well.  Given the scarcity of sociological theories originating from Eastern traditions, it is valuable to investigate the suitability of Western theories in our context. The findings can be offered as a novel contribution to the research in education and assessment scholarship by generating conforming and disconfirming evidence. 

Further Readings: 

Holodynski, M., & Kronast, S. (2009). Shame and pride: Invisible emotions in classroom research. In B.Ro ̈ttger-Ro ̈ssler & H. J. Markowitsch (Eds.), Emotions as bio-cultural processes (pp. 371-394). Springer. https://doi.org/10.1007/978-0-387-09546-2_17

Khyentse, D. J. (2007). What makes you not a buddhist. Shambhala Publications. 

Retzinger, S. M. (1991). Shame, anger, and conflict: Case study of emotional violence. Journal of Family Violence, 6(1), 37-59. 

Scheff, T. (1990). Microsociology: Discourse, emotion, and social structure. The University of Chicago Press. 

Scheff, T. (1997). Emotions, the social bond, and human reality. Cambridge University Press. 

Scheff, T. (2000). Shame and the social bond: A sociological theory. Sociological Theory, 18(1), 84-99.