Is that different from other developed nations? (Serious question.)
Yes. Most developed nations have proficiency tests that determine what type of schooling you will get.
If teaching were only as simple as "getting them to learn content and problem-solving skills". I won't go into it thoroughly because the information is just so abundant and over-whelming. I am taking my 5th master's class (4 A's so far ... thank you, thank you), and each class we read about 500 pages worth of information. All of it is worthwhile and important in the discussion. There is no way I can summarize 2000-2500 pages of content into a coherant and readable post.
I have said before, for many kids I am equal parts "Uncle Ryan" and "Mr. Bemont". I connect with the kids, and I love that age group. I wish every kid came to school with their emotional and physical needs met, but that is becoming rarer and rarer. I truly care about the kids, but the demands being placed within the classroom are increasing and increasing. At some point, something has to give.
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I have typed this post about 5 different times changing what I wanted to highlight. There are just so many issues involved here.
I'll simplify ... one of the main problems is high teacher turnover. Once good teachers get a little experience at lesser schools, they are scooped up by better schools. So essentially, the schools that face the most challenges get left with the lesser teachers.
Furthermore, the schools that have the most needs and the most challenges are the ones that get punished by NCLB ... and the schools that have every advantage, get rewarded.
Combine those two aspects with the ever increasing demands on schools (sex ed, social skills, anti-bullying, anti-ddrug instruction, breakfast programs, after school programs, anti-gang instruction, etc) and the disparity among the haves and the have-nots grows every year.
My school is rather diverse for its size, and has a rapdily growing percent of lower income students. I teach in a town that used to have many factories supporting the economy. There is one factory left, and the town has felt the demise. However, our state test science scores are higher than the state average for the student that "meet expectations". We are proud of that. Yet, we are on the academic watch list. The good young teachers we have now, will likely be teaching elsewhere in a few years. We do what we can with what we have.
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Politicians do not make aplatform by highlighting how well certain schools are doing with the limited resources they have. They make a platform by painting a grim picture of how they are failing, so they can present themselves as the knight in shining armor on a white horse that is going to ride in and save the day. Highlighting what schools are doing right works against them.
=======================
-- Every morning brings opportunity;
Each evening offers judgement. --
Yes. Most developed nations have proficiency tests that determine what type of schooling you will get.
If teaching were only as simple as "getting them to learn content and problem-solving skills". I won't go into it thoroughly because the information is just so abundant and over-whelming. I am taking my 5th master's class (4 A's so far ... thank you, thank you), and each class we read about 500 pages worth of information. All of it is worthwhile and important in the discussion. There is no way I can summarize 2000-2500 pages of content into a coherant and readable post.
I have said before, for many kids I am equal parts "Uncle Ryan" and "Mr. Bemont". I connect with the kids, and I love that age group. I wish every kid came to school with their emotional and physical needs met, but that is becoming rarer and rarer. I truly care about the kids, but the demands being placed within the classroom are increasing and increasing. At some point, something has to give.
-----------------------------------
I have typed this post about 5 different times changing what I wanted to highlight. There are just so many issues involved here.
I'll simplify ... one of the main problems is high teacher turnover. Once good teachers get a little experience at lesser schools, they are scooped up by better schools. So essentially, the schools that face the most challenges get left with the lesser teachers.
Furthermore, the schools that have the most needs and the most challenges are the ones that get punished by NCLB ... and the schools that have every advantage, get rewarded.
Combine those two aspects with the ever increasing demands on schools (sex ed, social skills, anti-bullying, anti-ddrug instruction, breakfast programs, after school programs, anti-gang instruction, etc) and the disparity among the haves and the have-nots grows every year.
My school is rather diverse for its size, and has a rapdily growing percent of lower income students. I teach in a town that used to have many factories supporting the economy. There is one factory left, and the town has felt the demise. However, our state test science scores are higher than the state average for the student that "meet expectations". We are proud of that. Yet, we are on the academic watch list. The good young teachers we have now, will likely be teaching elsewhere in a few years. We do what we can with what we have.
---------------------------
Politicians do not make aplatform by highlighting how well certain schools are doing with the limited resources they have. They make a platform by painting a grim picture of how they are failing, so they can present themselves as the knight in shining armor on a white horse that is going to ride in and save the day. Highlighting what schools are doing right works against them.
=======================
-- Every morning brings opportunity;
Each evening offers judgement. --
Last edited by:
TripleThreat: Jun 17, 05 23:04