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Originally posted by crimvelvet
reply to post by something wicked
I've nothing against the thought of home schooling, but I do think the approach is simplified so much it doesn't really do justice to the effort required.
You are looking at it from the point of view of spoon feeding the information to the kid. The best part of home schooling is teaching the child independence and a thirst for knowledge.
This is what I recommend to my customers after purchasing it and reviewing the material. We use it to tutor some of the neighborhood kids. I do free tutoring on request. My small business is Children's Entertainment.
Review of the Robinson Self-teaching Home School Curriculum
This is an excellent, complete K-12 curriculum for every home school. The only addition needed is Saxon math books. Saxon books are available to RC users at a 20% discount through the Oregon Institute of Science and Medicine, publisher of this curriculum. Everything else comes in the case of 22 CDs. The delivered price of $195 is astonishingly low.....
Education is THE NUMBER ONE MOST IMPORTANT THING IN THE WORLD - to a FREE nation that would like future generations to REMAIN FREE.
BUT - what children receive in public schools today in the US is not what I would call an education. Like someone mentioned above, students these days are taught to be law-abiding sheep, nothing more....
No teacher, but every textbook, left behind
More generally, the quality of the twelve most popular science textbooks for middle-schoolers is so low, Hubisz concluded, that none had an acceptable level of accuracy....
An exasperated William Bennetta explained why so many teachers accept inferior textbooks from these publishers, "[T]he major schoolbook companies… have long recognized that the teacher corps in America includes some desperate dumbbells, and the companies have learned to produce books that the dumbbells will like....
We have learned this, if nothing else, from the selective prosecution of Mr. Gossai: con a few people, and it's a felony; con millions, and it's educating the youth of America."
...I am reminded of this by an August 9 dispatch from the AP's Jennifer Coleman about a chain of private schools whose curriculum is so "riddled with errors" that outraged judges and attorneys general in four states have acted to close them down....
If they are coming down so hard on him for his alleged bilking of adult Hispanic immigrants out of thousands of their dollars, then these authorities must be in avid pursuit of the publishers of shoddy public school textbooks and of the people who used billions in tax money to inflict them on our children. Right? Wrong. There is no public outcry about "education contractors" or analogies to $600 Pentagon hammers, no demands for refunds, no civil suits, and no publishing houses' executives doing perp walks. The reasons why are doubtless many, but not least would be that most of the employees involved in buying the books are members of powerful unions, and the president of those selling the books, the American Association of Publishers, is former congresswoman Patricia Schroeder....
...one textbook can be, as the American School Board Journal noted, well over 1000 pages long, with "… splashy illustrations, large type, short sidebars, and funky headlines, all set off by expanses of white space." The same article summed them up as "20-pound packages of glitz....
Size does make a difference, and thousand-page textbooks are to be expected when one recalls what economy of scale means to a publisher: money. Multiply this by millions of textbooks, and it is a marvel there are still trees left standing in North America.
How about self-policing by the education, uh, professionals who select textbooks for public schools? (By the way, they use the word adopt instead of buy, presumably because of the latter's implication of tawdry commercialism.) These professionals have their own organization: NASTA, which stands for, one of its web pages tells us, National Association of School Textbook Administrattors [sic]. Apparently the "administrattors" carried over to their web site the skills they had finely honed in reviewing textbooks for half-billion dollar adoptions. NASTA's level of concern over textbook errors is almost below sea level...
The US Department of Education, Jimmy Carter's gift to the teachers' unions, seems even less interested in textbook errors than is NASTA. The DOE Web site is enormous but neither it nor other sites linked to it mention textbook critics like Hubisz or Bennetta. There are 34 mentions of the Hubisz' sponsor, the Packard Foundation, none of them about his study of science textbooks. If the Department of Education is on top of the textbook problem, it is only to cover it up.
Unfortunately, textbooks are crucial to learning. As the American School Board Journal reports, "… between 80 and 90 percent of classroom and homework assignments are textbook-driven…
...Alistair B. Fraser, a professor of meteorology who runs web sites exposing bad science in textbooks, concluded bleakly, "Apparently, most teachers believe everything they teach." To which I add, why not? Cornell professor Donald Hayes, quoted in the Grandfather Education Report, reported on results of sampling 788 textbooks used between 1860 and 1992: "Honors high school texts are no more difficult than an eighth grade reader was before World War II." (And in an essay written over half a century ago Randall Jarrell complained that 1930's textbooks were much easier than the ones from the 19th century!) So by now our teachers, and their teachers, and their teachers, have been dragged through the same swamp of bad textbooks...
And the same might be true of the parents, school boards, and the culture at large. It may be that our culture has already dropped below the critical mass necessary to transmit learning, reason, traditions, and values from one generation to the next...
..a modest beginning is possible without razing hundreds of schools of education: if we want, say, a teacher who is prepared to present more challenging material to 8th grade students, one is already available down the hall, teaching the 9th or 10th grade. As for those in the 11th and 12th grades, this nation has a surplus of under-employed college graduates. Better yet, most of them do not have degrees in education....
Originally posted by Equinox99
My observations indicate that both sides are wrong on this one. My reasoning is simple, unions will always want more money and the economy is in the tanks. Someone clearly needs to sit down with an open mind to work this out.
My solution is very simple, we build more schools and cut the budget for military spending. Teachers, now, deserve 100+k per year with how many students they teach, the workload, and they aren't very free to teach how they see fit. If you build more schools than there will be less students per class and that means less work for teachers which than they can't complain that they don't get paid enough money.
And the logic that some people are using that teachers deserve more money because they have to do research, mark papers, and etc...well no one told them to be a teacher. There are plenty of substitutes who would love to do it for a less pay and they will gladly do all the work without complain.
Teaching is an important job but teachers come a dime a dozen.
Many people want to be teachers but there is not enough positions to actually become a full-time teacher. So for all those people who think teachers have a hard life...they don't get over yourselves. Firefighters have a tougher job and they make less a year than teachers do.
According to the Occupational Employment Statistics Survey, there are approximately 2.3 million teachers working at the elementary and middle school level in the US in 2008. When census information includes pre-schools, high schools, special education teachers and college instructors, the number climbs to approximately 6.1 million teachers.
The total US population is more than 300 million. In estimated figures, this means that teachers comprise about 2% of the total population. There are about 76 million students enrolled in the country, representing a 1-to-12 ratio of teachers to students. This is rarely the ratio, however, since a fair share of jobs held by teachers may teach a smaller number of students. For example, a part-time college professor might teach only one class, or a special education teacher might teach only a handful of students.
It should be noted, however, that while the population of US students has doubled in the past few years, the population of US teachers has tripled. This leads some to suggest that teachers are too many. In fact, in some areas, it is extremely difficult to entice teachers to work.
According to the US Bureau of Labor Statistics (BLS), teachers are also primarily female. The BLS found that 97.8% of preschool and kindergarten teachers are women, while females represent 54.9% of teachers at secondary schools, 49.2% of post secondary schools, and 86% of special education teachers. Many attribute a greater share of female teachers to pay that is not enough in many parts of the country to support a family. Many female teachers do singly support a family on their salaries, however, though this remains challenging.
The average teacher in California, for example, may not make enough in salary to purchase a house in most areas of the state. Most teachers in the more populated parts of California who are homeowners, are able to do this by combining earnings with that of a spouse. Urban area teachers may make the most, but have to compete with the higher costs of housing in most major cities. This means teachers seldom can be said to comfortably exist on their salaries.
Data also shows that 9.3% of elementary and middle school teachers are black, and 7.1% are Hispanic. The Asian community is even less represented, with 2.4% of teachers at this grade level being Asian. These figures draw concern since they are not in keeping with the racial makeup of the United States. Schools that are predominantly Hispanic or black might be lucky to have one or two teachers who are from their culture, and thus represent role models for a community.
Concern for lack of adequate cultural representation is especially great in urban areas where minority children living in poverty are more at risk for criminal behavior. With fewer teacher role models who are of the same culture, the attempt to join gangs or simply lose interest in school is more prevalent. Like all people, children need connections, community, and a sense of belonging. In neighborhoods predominated by one race, teachers of the same race may help provide a sense of community, which teachers of a different race may not provide. There are noted exceptions. Yet many hope to encourage more minorities to join the legion of teachers so minorities have more representation in education.
Originally posted by intelinside451
Should someone who teaches 1st grade make more than the majority of us who perform highly skilled or physically intensive jobs?
Originally posted by apacheman
A. The state is still broke, meaning that the Governor and legislature failed to improve the economy, despite the givebacks and added costs the union members have stated the would accept, and the Governor's demands didn't change anything, and he's demanding more cuts and givebacks.
B. The state is doing well and the unions want to reap the rewards of their investment and sacrifice, and the Governor views that in itself as a crisis, that they can ask to negotiate. What does he fear about honest negotiation?
Originally posted by crimvelvet
reply to post by backwherewestarted
... I disagree with the "philosophy" you have decided to latch on to to find a reason to validate your opinion.
Okay, Lets look at the situation from another angle.
You and several others are trying to convince us "tax payers" that the Unions and Teachers have the students best interests at heart Right??? AND you are trying to convince us that the public schools do a good job of educating students, Right???
S WHY isn't the teacher's Union and the teachers supporting, NAY DEMANDING that the parents have the RIGHT to take the tax money THEY paid and give it to the school of their choice in return for educating their child? If the parents pick a private school then the state pays the normal amount and the parents would pay the difference.
Since competition usually improves a product this should improve ALL the schools. It also means the elite would not send THEIR kids to a CLASSICAL SCHOOL like Phillips Andover, to be trained as leaders, while the rest of us get stuck sending our kids to public school to be train as good little worker bees.
Oh and how many students do you think would leave the public schools if given this option? 1%, 10% 25%, 50% 75% HMMmmm???edit on 20-2-2011 by crimvelvet because: (no reason given)
Originally posted by crimvelvet
reply to post by AntiNWO
The difference here being that private schools are many times more innovative in dealing with troubled students than public schools. You can blame the government all you want for this, but the fact remains that private school competition encourages creativity in dealing with every kind of challenge that your fertile imagination can come up with.
Amen to that, I know of THREE guys who were so much trouble the public schools could not handle them so they were placed in private schools. All three did much better in the private schools and went on to college and a good life.
Public schools ignore students that are troubled or as was done to a neighbor's little girl, drug them out of their minds so they sit in class like zombies!
Ritalin is given to millions of children every year, with the amount growing. Psychiatry has convinced a majority of the public that up to 20% of our children are "mentally ill" and need these drugs to correct their "brain imbalances". Strangely, the behaviors the psychiatrists cite as evidence of the disease have been around as long as children have been getting into cookie jars...
Generous vacation, personal holiday, and other fringe benefits are also included.
Equality; inherent rights.
SECTION 1. [As amended Nov. 1982 and April 1986] All people are born equally free and independent, and have certain inherent rights; among these are life, liberty and the pursuit of happiness; to secure these rights, governments are instituted, deriving their just powers from the consent of the governed. [1979 J.R. 36, 1981 J.R. 29, vote Nov. 1982; 1983 J.R. 40, 1985 J.R. 21, vote April 1986]