Archives for posts with tag: teachers

My local state representative, Andy, shared an article by John, a former teacher turned legislator (by statute, not choice, a statute I’m not sure I support). Andy and John are in the minority party in Oklahoma. I seldom agree with the minority party, but I find myself supporting them almost as often as the majority party. I’m registered independent. I can’t even aline with the Libertarian Party. I think I’m about as Libertarian as anyone might be, but I can’t get into the Party aspects of it and some of the policies.

Anyway, in the article that John wrote, he said, “As teachers, we need to realize that teaching is a political act. It affects everyone, and therefore we need to advocate for good policies that invest public resources wisely in the common good.”

I absolutely oppose such a course of action. It is abuse of power. It is abuse of children. Teaching is not a political act, at least not by honest people who only care about children learning and gaining mastery of tools to meet the challenges of life.

I replied with several comments on Andy’s Facebook page. I’m listing some.

Andy, it truly saddens me that you and Mr. Waldron advocate politicizing our government run classrooms. He decries partisan politics but advocates for indoctrinating our children in the policies of the Democratic Party. How do either of you justify that?

Andy promptly replied that he does not advocate that, but he didn’t explain why he shared the article. Perhaps I’ll ask specifically.

I also commented:

“As teachers, we need to realize that teaching is a political act. It affects everyone, and therefore we need to advocate for good policies that invest public resources wisely in the common good.” There are no public resources. The only money government has was taken under threat of force from supposedly free individuals who earned their wages by the honest sweat of their own brows.

Why are my policies bad and yours good?

John replied:

I really don’t know where to begin. You apparently believe there should be no taxes for schools, or I suppose roads, national security or public health. I don’t think we can bridge that gap over facebook. Perhaps you would like to meet face to face? I promise to read up on Bastiat to prepare for our discussion.

His reference to Bastiat might stem from the fact I’ve posted a few items about Bastiat recently, and I invited Andy and my local senator, Rob, to comment. So, a couple of my Facebook shares about Bastiat showed on Andy’s page just below Andy’s shared article.

I replied to John that he assumes too much.

I appreciate Andy’s comment:

I absolutely do *not* advocate for politicizing classrooms. Teachers should teach students how to think for themselves — not *what* to think.

Not all parents are like you. There are tens of thousands of kids in this state who don’t even live with their parents. They are institutionalized, shuffled in foster care, living with distant relatives, etc. 

What of them?

To which I replied:

Them, I won’t forget. I do not advocate for no government school, just no government coercion. I want less government because I see the net result of more government as causing more harm than good. Less government might find us a sweet spot where we seldom complain of it, or the other political party. Less is often more.

I don’t believe government schools will be driven out by school choice. I don’t like vouchers, and Epic is a rotten taste in my mouth at the moment. I’ve never supported the schemes and plans for choice. The plans all seem to have too many flaws. Government money invariably leads to waste, fraud, and abuse, and giving government money to private parties has the most likelihood of graft and selfish ambition ensuring waste, fraud, and abuse, and good intentions too often have bad side effects.

End truancy laws, and let parents be in charge of their own children with full responsibility. Most parents will step up. It is government as fallback that is the root of most of the deficiencies that lead to so many parents being in tough circumstances. It isn’t a perfect world. Life really is suffering, and government cannot fix that. Democratic Party policies cannot fix it. GOP policies cannot fix it. Advocacy groups of whatever stripe cannot fix it. Only personal responsibility can fix it. Be the change you want to see in the world. DON’T write a law pretending the State can fix it. Don’t assume sending the guys with guns will set all to rights.

How long will we keep screaming that more money will fix the schools or the police? It doesn’t work. It cannot work. It isn’t a matter of policy. It is a matter of misplaced responsibility and accountability. The State is not accountable. The State cannot be held accountable. The State can only be limited. When the power of the State is too limited for power-seekers to abuse it, government will stop being abusive. Then out-of-balance party politics won’t be so corrupting. Government is the problem, not balance. We have to have some authority, but we have gone much too far, especially in government enforcement of schooling.

If government schooling is so good, why can’t it be given the chance to fend for itself? I believe enough people will demand it for it to continue. I think there is ample justification for our current system until we have something clearly better. (I don’t see anything clearly better taking over in our lifetimes.) I don’t want rid of government-funded public schools. I want rid of coercive laws that make mothers feel powerless to fight for their children. I want Momma to be able to stand up for her child for herself, not dependent upon support from government and teachers’ unions.

Do you not understand that parents with children who have problems in the schools feel powerless? It is not because of lack of programs. It is because the parents have no alternatives. That is the fault of truancy laws and current government policies, policies mostly advocated by both major parties. (I again emphasize it is NOT a party problem.)

Literacy rates [in North America] were highest before government schools and truancy laws. Government schools have not helped. How many copies of Common Sense sold? How many were pirated and copied by anyone with the wherewithal? It seems to me too many had (and have) motive to exaggerate the numbers, but the pamphlet was not light reading, and it was widely read, and widely read aloud. There is no doubt the written word and civic responsibility were strong in our land long before any of our modern conventions. “Knowledge is power.” What parent doesn’t know that? What parent conscientiously deprives offspring of any and all tools that might equip them for the trials of life?

The point isn’t schooling. The point isn’t even education. The point is learning and mastering tools for living meaningful lives. The goal of every parent is helping children achieve their potential, or at least to do better. Each generation wants the next generation to do better. Our government-enforced schools are thwarting that now. Our government at all levels works at cross purposes to all that free citizens try to accomplish, and it applies to citizens of all ages.

We err when we consider children as less than citizens. Every individual at every stage of life is self-sovereign. We are all partners. Yes, children are childish, and we parents have extra responsibilities, but it is a partnership. It is not a dictatorship where the parent rules. It is a gradual turning over of responsibility to the child at each stage of maturity.

Obviously, I’ve grown too verbose. I hope there is something in this that gives you a bit of insight into my perspective.

I support school choice, but I haven’t found any programs or laws for choice that I can back. Such programs still depend on government authority and threat of force no matter how it is set up. I want freedom of choice, not programs for choice. Children learn if we let them. A gentle guiding hand can accomplish wonders in a child’s own learning.

Constitutionally outlaw truancy laws.

I added:

The key challenge to choice is leaving the choice to the individual. When an authority dictates, or simply endorses, the authority is responsible. No bureaucrat can satisfactorily be held accountable under all but the most extreme situations of criminality. We have the wherewithal now in our digital age to hold everyone individually accountable by reputation. The systems are immature and flawed, but I doubt most individual-based review systems are more error-prone than our bureaucracies.

Leave choices to the individuals. Don’t rule by law. Law is power. Power corrupts. There are no exceptions. Knowledge is the only power I’m eager to leave unfettered.

Andy and John haven’t had time to reply more.

John’s article listed significant credentials for him. I suggest John Taylor Gatto had more credentials and a more fascinating story.

https://www.johntaylorgatto.com/

https://en.wikipedia.org/wiki/John_Taylor_Gatto

https://fee.org/articles/john-taylor-gatto-1935-2018-remembering-americas-most-courageous-teacher/

https://www.naturalchild.org/articles/guest/john_gatto.html

For those who hold to authoritarian views and formal organization and lesson planning by “experts” I suggest looking into the work of Sugata Mitra.

https://en.wikipedia.org/wiki/Sugata_Mitra

http://www.hole-in-the-wall.com/

His TED talks are easy to find, and here is a recent article:

https://universe.byu.edu/2019/03/26/physicist-encourages-change-in-the-use-of-technology-in-education/

Personally, I advocate for homeschooling without rigid standards. Reading aloud to a child from the earliest age, and routinely, is the most effective thing we can do for children. There really aren’t any hard and fast rules for what a person needs to know now. We need to know how to read, but living the example as adults is far better than a schoolroom. There isn’t much else we need to know to get along in the world because of the ease of use of technology.

Decry tech and screens all you want, but that is our world now. We are not going back. I have access to anything I want to study, anything. A screen and internet access extends my reach to anything I might need. Children will learn all they need if we just guide a little and let them learn. They will learn to love the classics because that is why they are classics, because we love them. The same goes for anything they need. They will want it, and if we don’t hinder them, they will learn it. They will master the tools they need to reach their potential and to be assets to partners, families, communities, and society at large.

For further reading, go to FEE.org , and I especially recommend Kerry McDonald, https://fee.org/people/kerry-mcdonald/

Oklahoma is in crisis.

The unions are reporting increased parental support, but they’ve lied so much already I won’t accept anything they say.

I’m heart torn. I hurt. We homeschool. So, it doesn’t directly affect my family, but we’ve always supported our local schools and the teachers we know. The slogan is the walkout is for the kids, but the only fact establishable by empirical evidence is the teachers walked out on the children. It is abandonment, betrayal.

I don’t understand it. I know so many teachers, friends, family (including my daughter), younger, older, former, and current. I cannot doubt the heart of any one of them. I honor and respect everyone one of them. They each have accomplished so much, given so much. I trusted them, would have trusted them, but they did not remain faithful.

Again, I don’t understand. I know these teachers have the biggest, most giving, most loving hearts of any people I’ve known; yet, they walked out.

Not only did the teachers and their unions warn they would hold the children hostage and extort the parents, the parents (and legislators) believed them that their plight was dire (It was.), and the State paid the ransom. The legislators bit the bullet and raised taxes, a large tax increase. Sadly, the old adage held. Pay the ransom and embolden the extortionists.

It is interesting, even praiseworthy, how the teachers have acted, and, moreover, how many in our community have responded. Many private people and businesses have provided goods, services, and cash. It is with very mixed emotions that I watch it all. Despite being intimidated and threatened, we love our teachers and continue to work with them.

Of course, there is very little of anything good can be said of any politician in this whole mess. (Well, a small few, but that is not of concern here.) It is hard to condemn the politicians being under so much stress, intimidation, and disparagement. Some messed up, some just didn’t act right, and a few grandstanded and put on the show at every opportunity, never shying from any deriding or devise remark.

An oft-repeated chant aimed to deride the legislators was, “Do your job!” while teachers constantly thronged them and posted derogatory reports whenever the legislator was trying to attend business rather than offer a sympathetic ear. Teachers have boasted of overcrowding the legislators. Teachers complained when their disruption wouldn’t be tolerated. Teachers (and the grandstanding pols) pitched royal fits when the legislature adjourned early one day, and started slightly late the next. Lose-lose for all the legislators but the grandstanders.

As to doing their job, what is their job? The teachers seem to think it is to raise taxes and give the failing education system more money. Is it the job of the legislature to penalize the citizens of the state to appease the teachers unions?

No, the job of a legislative representative is to represent the people who elected him or her. Being in the district of the chief grandstander, it just might be that the majority in my district did so want more expensive failure in education, and the majority may very well have thought it right that grandstander-in-chief opposed all tax increases for being too small, until the strike was certain. (I wrote him often asking him to not raise my taxes and to not make such spectacle of himself.)

However, it is clear from recent history that most of the voters in most of the districts wanted their legislators to represent their interest in holding the line on tax increases. Maybe moods have changed, but it is simply disingenuous to assert the representatives were failing in their job. The legislators were, in fact, fulfilling their duties and obligations. Again, there is blame can be handed round all round, but on the whole, the legislators were doing their jobs, even while being railed against by the grandstanders and union activists.

Amongst the railing and intimidation and threats, the legislatures settled on a package of tax increases that drew compromise agreement of the required supermajority. A large, and likely painful, tax increase, and there were celebrations and dancing in the streets, even a high-five from the Governor as she rushed to sign the measure.

Yet, the strike was still on.

Come Monday, with new tax increases and new laws funding education confirmed and in the books, the strike came. The teachers walked out of their classrooms leaving students and their parents holding the bag. Betrayal of trust by any objective evaluation.

Yet, the parents bucked up and voiced support. I’ve heard no estimates of how many people had to take off work. The cost has to be over several millions of dollars, just for that first day of the walkout. In Oklahoma, it is illegal for teachers (unions) to strike against the school board (their actual employer). However, the school boards also believed the dire circumstances, and many authorized the walkout, keeping it legal.

Still, day two. Surely the teachers had made their point. Surely, with the extraordinary raise (16 to 18% per teacher, and more money for this and that) and tax burden tolerated, the teachers would be happy, but no. The unions had started the mantra Monday that it was never about the raise, never about “the money,” but about the classrooms, about education in the state as a whole. Oklahoma already spends half of its budget on education. One can argue particulars, but one cannot claim Oklahoma doesn’t care about education. That fact mattered not to the unions.

Now, we’ve muddled through the week. Some schools have called the teachers back to the classrooms. A few never walked out at all. (At least one small district sent a delegation of teachers to represent them while classes continued. Quite reasonable, I believe.)

Still, most, including all the larger districts, day by day canceled class for want of teachers. I know not what most of the school boards have done, but they face the very real possibility of having to fire, perhaps even prosecute, teachers if they (the board members) grow stubborn and insistent. There is no win, only harm, in that prospect. It is still possible. It may come to it in some instance.

I’ve waxed verbose, and I offer my appreciation for reading and sharing my pain. I aim to express my disappointment in the teachers, even in those who have vehemently supported them, but my primary aim is to end the betrayal. I hope the teachers will return to class. It is a sad fight. It is sad that it is a fight at all.

While the teachers say the government has failed, it cannot be said the education system is better. There are systemic problems of myriad sort in our education system, even more than our government system. Both are flawed from inception, with error compounded upon error over the decades. Our defects have grown for more than a century. No thorough fix is possible in even a few years.

But we can start, but not while teachers raise ruckus and disgraced politicians show no shame. The legislators cannot do their job while teachers hinder them.

While I sincerely hope the teachers will return to class Monday, we citizens of Oklahoma, all of us, must continue to call upon our legislature to address the flaws in our systems, all our state systems. They are badly broken. The problems are clear, but the causes are not. The remedies are even more elusive, but we must. We simply must find repairs, and we really must install workable systems before we make them all more expensive. We may find we need more taxes. We likely must revamp our taxing system overall.

No easy answers. We won’t find any if we get complacent. We will repeat this hurtful, tragic fiasco again in a few years if we don’t keep at honest effort for accountability and solutions.

 

But hatred is best combined with Fear. Cowardice, alone of all the vices, is purely painful—horrible to anticipate, horrible to feel, horrible to remember; Hatred has its pleasures. It is therefore often the compensation by which a frightened man reimburses himself for the miseries of Fear. The more he fears, the more he will hate. And Hatred is also a great anodyne for shame. To make a deep wound in his charity, you should therefore first defeat his courage.

Screwtape to Wormwood, per C.S. Lewis

Who Do Teachers Work For?

First, why, in public education, are teachers paid, pretty much, all the same? In life, everything sorts. Some are good at something, most are not. Those who are good sort further into adequate, competent, good, better, outstanding, etc. Shouldn’t the best be paid more than the mediocre? Can’t the mediocre acknowledge their lot and either be content or strive more diligently?

Think back. Didn’t you have a few poor teachers? Weren’t most of your teachers good? Perhaps you had one or two really great teachers, perhaps none, very unlikely more than two. Obviously, the compensation and recognition of the best should be more than the lesser. (Some won’t agree. They have their reasonings and rationalizations.)

Back to the question: For whom do teachers work?

If I hire a teacher to tutor my child, obviously the teacher works for me. Of course, government-organized schools add several complications, but let us consider this simple case.

If I hire a teacher, we two set the pay. We two set the conditions and guidelines for the education. For the most part, I can alter any pertinent consideration, and the teacher can agree or tender resignation. Where circumstances set such arrangements, they are typically mutually beneficial, and mutually satisfactory and fulfilling. This one-on-one arrangement cannot exist in the public school, in the government dictated school. It is the nature of authoritarianism. (Perhaps some of the downside can be mitigated, but that is another topic.)

Let us assume the teacher and I have agreed her duties also include full supervisory responsibilities during the workday, such that she is caregiver for my seven-year-old as well as teacher. Perchance, she recognizes that just down the road, she could earn at least 20% more than I pay her. If she decides she needs a raise (or she will seek her fortune down the road) she can ask for a raise or other consideration. Let us assume I simply am at my budget limits. I cannot pay more or provide any additional consideration that extracts from my budget elsewhere, or I will fall in arrears. Assume I am blacklisted and no one will lend to me. I have no ability to pay more. It is reasonable for said teacher to give notice. She has no future obligation past a reasonable notice. However, would not all agree that she treats me diabolically if she calls me at work the next morning and states she will abandon me and my child at this very moment if I agree not to an 18% raise. (She asserts she is compromising, meeting me part way. Of course, she is also insisting I hire a helper for her.)

Think it through. How is a teacher walkout here in Oklahoma any different in the general sense?

Certainly, there are differences in the details, but how is what the teacher’s unions propose any less extortion versus what I suppose of this fictitious nanny-teacher?

Am I exaggerating that the budget is set? Am I exaggerating that no money can be borrowed? Am I exaggerating the example of extortion with the child held hostage at threat of abandonment?

You may not like my candor, but you cannot call me a liar. These are the facts.

Teachers in the government-dictated public schools still, notionally, work for the parents, yes? Of course, yet there are many complications.

While the ideal is that the teacher is accountable to the parents of the children in her classroom, the fact is, most of those parents are hardly involved. Sadly, most of those who are involved draw the ire of the teachers and administration for being meddlesome. Involved parents may help in one area, but such parents hinder accomplishment of legislative dictates and administrative objectives. If you doubt my assertion here, I consider it probable you are not significantly involved in your children’s school.

The practical matter is the teacher answers not to the parents, but to the signer of her paycheck. She answers to the principal, to the school board, and to the bureaucracy. Let us not overlook the complicating factor that the bureaucracy includes that of the school, that of the state, and that of her union.

In the final analysis, she works for and answers to the principal and this complex of bureaucratic requirements and expectations. When the bureaucracy demands she abandons the children, holding them hostage and extorting the parents, what else can she do? While she probably worries that she will not be paid while on strike, she knows she will not be paid if she is pushed out by the bureaucrats. Our teachers are in a damned-if-you-do, damned-if-you-don’t conundrum.

While the ground truth is harsh, the right thing is clear. Teachers owe loyalty to the students and the parents. If teachers abandon and betray the students and parents…

No one respects a betrayal. Cowardice is the one failing that always hurts, always hurts in every way, always hurts everyone affected, everyone who remembers, everyone failed by the coward, especially the coward.

Hate has its pleasures. Hate is too often used to cover the pain of cowardice. Blame and shame casting, likewise.

The simple fact of the matter is teachers are betraying those they work for and those for whom they are responsible. There is no sin greater than betrayal.

Frankly, if you can’t hack it, get out. What is the adage? First, do no harm. Only harm comes from betrayal. Accept responsibility and acknowledge the truth and stand faithful. Lead by example, not coercion.

Again, remain faithful. Lead by example, not coercion.

Micah 6:8

Writing for Newsweek, , discusses the low morale of teachers in public education.

http://www.newsweek.com/why-has-teacher-morale-plummeted-321447

Like, no duh, huh?

He points out that the current problem started in the 1980s. It started even before the Civil War, but the problems today are largely the doings of Jimmy Carter and the Democrats of the early 1980s. Reagan tried to stop it. He said he would, but he failed. Tip O’Neill mattered in that. Most of our education problems today are mostly, originally, Tip O’Neill’s fault. (Bushes and Clintons share a lot of blame and responsibility in our education problems, too.)

Mr. Ward points out that 40-50% of our new teachers leave the profession within five years. Wow. There are no reforms we can do to the education system and hope to fix it while none of our teachers have significant experience in teaching. Nothing!

The first requirement to any fix in education is get rid of compulsory education. Repeal all truancy laws. All of them. Our education system will continue to worsen until we get rid of compulsory education laws. Compulsion, coercion, is always immoral. The only justification for any coercion is the clear and imminent threat of harm. There is no clear threat associated with lack of education for children. There certainly is no imminent threat.

Compulsory laws for education are evil. The history of it is sad. http://en.wikipedia.org/wiki/Compulsory_education

Second requirement: Let the teachers teach!

Get out of their way. Get back to the principal and district superintendent running the school, trusting the teachers, proving them out one-on-one with the students and parents, and get out of the way.

Get the Fed out entirely. We need to amend the Constitution. Add the words “or education” to the First Amendment, like this, “Congress shall make no law respecting an establishment of religion or education, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press;…” Our Federal government should treat education the exact same way it treats religion, totally hands off.

Our states need to back it down to the counties. We need to acknowledge that there is no overriding interest of the state in our children. We, including our children, are citizens. We all need equal protection. We all need equal standing. Sure, minors must be specially defined until the age of majority, but 18 is really probably older than we need for most things.

Well, enough today. I found Ward’s article worthwhile, and it slapped me hard that it is impossible to fix the public education system when most of our teachers have less than five years experience. It is impossible. We have to figure out how to fix that first. We cannot fix it by meddling.

Maybe this kiwi (New Zealander) has some worthwhile stuff, but I don’t find usefulness in John Hattie’s article here: http://visible-learning.org/2014/08/john-hattie-mind-frames-teachers/

It seems he is saying the average teacher is insecure and needs certain mindsets and needs certain reinforcement activities for self-assurance, which allow the teacher to stay positive and effective.

Here are his 8 points:

Hattie’s 8 Mind Frames

  1. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.
  2. The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.
  3. I want to talk more about learning than teaching.
  4. Assessment is about my impact.
  5. I teach through dialogue not monologue.
  6. I enjoy the challenge and never retreat to “doing my best”.
  7. It’s my role to develop positive relationships in class and staffrooms.
  8. I inform all about the language of learning.

Feelgood language at best.

I truly believe we adults, especially parents, but also teachers, are partners with the children. We are not their masters nor their change-agents. We are their coworkers, traveling companions on life’s journey. We have maturity and knowledge to impart. Perhaps that is what Hattie is aiming at, but all I see is mumbojumbo.

It seems counterproductive to emphasize to teachers that they should be paranoid about their effectiveness.

To me, Micah 6:8 sums it up. More specifically in context, you are the adult, you know what to teach, do so. Love the children and walk in mercy with them. Most of all, walk humbly with them.

It seems to me the fundamental task of the teacher is to love the children.  Read the rest of this entry »

My daughter, a new third-grade teacher, posted the following post by Mrs. Iseminger.

http://petalsofjoy.org/?p=940

My daughter thought it the most important statement she’d seen in a long time.

I’m sure she appreciated the opening line. It is something I can see her doing exactly. Of course, the main points are what she was sharing.

To the point, Mrs. Iseminger implores us to love the children. She says:

“Students in our schools are broken. They’re broken pieces from broken backgrounds. Eyes hollow, wondering how to glue and stitch themselves back together realizing Elmer’s can’t fix their problems.

“Ask teachers who love their students. Our hearts ache to touch the ripped places in their souls. To help them understand they’re a treasure. To show them they matter. But we don’t always have the tape and the glue and the patch-kits they need.”

It isn’t so much that they schools are broken (they are), but that so many of the children are broken. We focus too much on trying to make good students and good schools for the students while we forget they are just people. We need to help them be the best people they can be, not prepare them to be the Borg drones that provide for us in our old age.

It so happens that if we love, honor, respect, and care for our young ones, they will reciprocate when we are old. At least, they will if we help them learn what is important by demonstrating it, and I ain’t referring to the three Rs.

Mrs. Iseminger says, “Our schools need you to fight for our students. Not with policies and procedures, rules and regulation. No. We need you to fight with love.

Heavy emphasis on love. Not mushy love. Not love that spoils, but tough love that never forgets that we share the same road, the same failings, the same hopes, and mostly the same goals. Love that gives. Love that demands only an honest effort, never something in return. The love Jesus said was the greatest, that we lay down our life for our friend. It has been said that it is not that hard to die for someone, but it is hard to live for someone. Some people do. Some people must, and they meet the challenge admirably.

Mrs. Iseminger continues:

“Common Core. Parcc. NCLB. CLAST. Race to the Top. SAT. ACT. End of Course Exams. Teacher Evaluations. Standards. C2Ready?

Not a single one of these policies or tests or acronyms begin to touch the deepest needs of our schools today because our schools have fragmented students who continue to attempt learning in the midst of destitution and dysfunction.

Our students are in a fight and they need you to fight with them. Fight for them.

It’s not a fight to elevate standards. It’s not a fight to send every American boy and girl to college. It’s not a fight to raise internationally competitive test scores.”

We need to get over our false sense of patriotism. George Bernard Shaw said, patriotism is your conviction that this country is superior to all other countries because you were born in it. But President Calvin Coolidge said, “Patriotism is easy to understand…. It means looking out for yourself by looking out for your country.”

If we are stuck on the first, we think we are noble when we assert we have to prepare our children to compete on a global stage. If we find our way into the latter, we realize that kind of preparation and competition isn’t what we want at all. Read the rest of this entry »

Taleeb Starkes writes for American Thinker here, http://www.americanthinker.com/2013/09/the_other_dropout_problem_in_urban_schools.html and points out that teachers are fleeing the public schools.

We can fix this. First, repeal truancy laws.

Second, parents, step up, take your place, fulfill your responsibility. Teach your children. Do your part. First, consider homeschooling. You can. You are capable. Remember that school is simply part of the maturation process and how we try to prepare our children to become independent adults and productive citizens. The objective isn’t good students. The objective is equipped people.

Who cares more than you? No one. You care more how your child turns out than anyone. You are best equipped to help your child become a successful grownup. You are best equipped to help your child become successful today. After all, today is all we have. Success one day at a time proves to be a lifetime of success–a successful life.

Still, you can choose not to homeschool. No worries. There are reasons.

Regardless, you are the parent. Don’t abdicate your responsibilities. Teachers cannot actually teach your children. Each child must learn, and in a large classroom full of immature people, that is hard. It is even harder for those whose parents are not showing effort, concern, and adequate involvement. Parents always lead by the example they set. Set the right example. It is required. It is your duty. You owe it to your children. Help the teacher.

We also need our bureaucrats to back off.

There are too many requirements on the teachers. There are too many rules and conditions on the money supplied, especially for grants, especially from the federal government.

We need our First Amendment to be amended (through the Constitutional process) to read “Congress shall make no law respecting an establishment of education or of religion, or prohibiting the free exercise thereof”.

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