Grades are tricky. Students always ask what should I know for the exam, and I have to answer in some manner. But I always answer with the same response, the big ideas, the concepts you wrestled with as the course came to fruition. Thinking about what you actually learned is a revealing process, because what if I learned nothing at all then what? I believe that is the fear of grades, that they provide evidence of what you do not know, when in fact they provide evidence of my failure as an instructor in not simplifying the material in a way in which the student can understand. With this said grades are important to a point, they provide evidence of what one knows. Although, the inverse is true an A in a class does not indicate they know the information, merely they know what the professor wanted them to know and they will probably forget a large sum of that information they learned. Again grades are tricky, and what professors should encourage is outside learning and conversations about the material. This way students can engage with the material they struggle with, what they do not know, and perhaps gain an acumen for the material. The grade matters in terms of a degree, and the rubric for a specialty is garnered at this level. So it matters, but the pursuit of knowledge should matter more. As Mark Twain once said, “I will never let my schooling get in the way of my education.” Encouraging outside learning and specialty is perhaps the best way out of the grade trap.