What's wrong with 'B'?

Here is a little exercise. Let us pick some random members from your family and put them through a culinary test. Some probably might qualify as gourmet chefs. Others might emerge with make-do results. Yet others, with disastrous outcomes. All of them might have legitimate reasons for their performance. Now, if we were to assign a grade to each one, how would we do so?  Can each one be assigned an A grade? Obviously not. That is because every person has his own unique skills and he employs those typically to execute a task. Interest. Desire. Natural ability. Willingness. All and more would have to be weighed to grade any performance. 

Academic Feedback
By and large, academic systems world over measure student success based on either numerical values or letter grades (A-F). The background work in schools revolves around assessments and grading. The front end involves a report card. Once the report card is in the hands of a parent, he or she quickly scans it for A’s- especially in core subjects. Anything other than 'A' seems to make the heart sink a little bit.
I must admit though that many young parents are taking a more informed view of  their child's learning; as are schools in providing constructive feedback about performances. However, a lot of more thought needs to go into this feedback.

Every individual is different
This grade of excellence, or lack thereof, results in parents subconsciously pressuring their children into working harder, little recognizing or accepting that performances cannot be measured on a single scale. The execution of a task and its delivery is tied to a child's unique abilities. Where one child works effortlessly with numbers, another one might be linguistically inclined.  Thus an 'A', and consequently a 'B' will most likely happen in the performance records of both children. 
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Chasing rewards
​In this race for excellence a child's intrinsic motivations are overlooked; instead he begins to be extrinsically stimulated. Increasingly, he grows in a culture where he strives hard for rewards and rewards alone. 
Does the core value of a child have to be judged against such competency scores alone? Especially since no two children are alike? 

Certainly, the intention here is not that children should become complacent about their academic responsibilities; rather it is to highlight the importance of purposeful learning. True learning cannot and must not be shackled by grades and expectations.

Straight A's
Then why is there this obsessive chase for a grade of excellence? ​Grades are targeted with an eye on the future- to be able to have access to the best schools, to get scholarships, and above all to get into professions that provide high financial security.
​However, as a matter of discussion, do all children who have an outstanding academic track record become successful human beings in life?

Start over
It is not the grading system that is at fault; it is our approach to the grade secured by the child that is a problem. A survey that was conducted in 2014 (Schinske and Tanner) found that 80% of kids thought that their parents cared more about their achievement than their happiness.
​It is truly time to rethink our own perceptions of how children must learn and achieve. A child who is intrinsically driven is more likely to actualize his potential, have the ability to explore and learn, and seek to internally reward himself. Thus a grade, other than A on his school appraisal record will not leave him anxious. Such children are sure to grow into more self-assured, secure human beings.​
My nephew once asked my sister: " What's wrong with 'B' ? A question, that I believe, is worth a lot of reflection.

Acknowledgement: Peanuts cartoon "It's Back to School Charlie Brown" by Charles Schulz