<p>The main aim of this essay was to find out what kind of advantages and/or disadvantages giving marks in pupils order and behaviour can cause for their development of knowledge and emotional and social skills. We let teachers answer a questionnaire about giving marks in pupils order and behaviour. We have also interviewed one person that was involved to prepare the latest curriculum in 1994, Lpo 94, and they decided that Swedish teachers do not have the right competence to judge ones order or behaviour. We have also looked at different theories about: mark as motivation, mark as information, mark as control, self-fulfilling prophecy, emotional disorders and gender, with whom we analyse the fact to give marks in order and behaviour.</p><p>What we can establish is that giving marks in pupils order and behaviour seems to bring more disadvantages than advantages. Boys mature later than girls and have there for, in general, not as good behaviour as the girls have in the classroom. Also there is a problem with the fact that every fourth to sixth pupil is having one or another emotional disorder, that means that they have less basic conditions, than "normal" kids, to get a good mark in order and behaviour. Never the less this type of marks could motivate some pupils to behave better, which could effect the climate in classrooms in a positive way for learning and the pupils social and emotional prosperous. But then again, this concerns mainly the pupils that already are motivated and are behaving well. One of the reasons that there is problem children in the Swedish schools, are because they are having problems at home, and start giving marks in there order and behaviour, won’t change that. There is also a risk, because of the theory selffulfilling prophecy, that pupils who gets bad marks in order and behaviour, will also continue to behave bad.</p>

The main aim of this essay was to find out what kind of advantages and/or disadvantages giving marks in pupils order and behaviour can cause for their development of knowledge and emotional and social skills. We let teachers answer a questionnaire about giving marks in pupils order and behaviour. We have also interviewed one person that was involved to prepare the latest curriculum in 1994, Lpo 94, and they decided that Swedish teachers do not have the right competence to judge ones order or behaviour. We have also looked at different theories about: mark as motivation, mark as information, mark as control, self-fulfilling prophecy, emotional disorders and gender, with whom we analyse the fact to give marks in order and behaviour. What we can establish is that giving marks in pupils order and behaviour seems to bring more disadvantages than advantages. Boys mature later than girls and have there for, in general, not as good behaviour as the girls have in the classroom. Also there is a problem with the fact that every fourth to sixth pupil is having one or another emotional disorder, that means that they have less basic conditions, than "normal" kids, to get a good mark in order and behaviour. Never the less this type of marks could motivate some pupils to behave better, which could effect the climate in classrooms in a positive way for learning and the pupils social and emotional prosperous. But then again, this concerns mainly the pupils that already are motivated and are behaving well. One of the reasons that there is problem children in the Swedish schools, are because they are having problems at home, and start giving marks in there order and behaviour, won’t change that. There is also a risk, because of the theory selffulfilling prophecy, that pupils who gets bad marks in order and behaviour, will also continue to behave bad.

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