| No Child Left Behind Act If you want to do "What is best for the children" join us and expose the state of education from the bottom to the top Reflections on teaching as kindly as I can express myself! How did we get to where we are? |
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participant had an equal and equitable opportunity to learn, develop those
President Bush is trying to make this a reality.
I've learned from experience that schools operate as a sorting agent for
society. Allowing a few to succeed and holding most students back or
keeping them in their place. This must change. All students can learn.
A prescribed number of students could get grades of "A" as would a prescribed
number of students get grades of "D" and "F." Those who got the higher grades,
with few exceptions, were the students who had some resource valuable to the
image and operation of the school. See "Who Should Be Educated" for details.
A reflection on the rumors about the Presidents" academic record and intellectual
timber in light of the growing negative response to the No Child Left Behind Act
moves me to take a position that those wishing to maintain the status quo will not
take.
The Act requires schools to pay as must or more attention to those who
have been traditionally left behind in the traditional American schools. In
business, if only 20% of the needed revenue to make a profit was earned, the
business would fold. How can America continue to allow schools to be
called successful if only 20% of the students obtain the skills needed to
succeed In America without getting additional training from businesses?
The "No Child Left Behind Act" requires all children In all
categories/"Sub-categories" to make adequate yearly progress. Anyone can
talk to students who are self-directed, self-motivated and individual learners and
get them to do well. But for "No Child Left Behind" we must separate talkers from
teachers. Teachers have, are, and will continue to have students who make
adequate yearly progress every year. Talkers will demand more money, smaller
classes, more staff development, more programs, and so on, and continue to get
the same results. Talkers will cause the same problems until they learn what it
means to be a Professional Teacher. But, professional teachers must learn to
speak out with conviction and force.
If your upbringing and education did not prepare you to work with all
children and you refuse to work with all children, and refuse to try to
develop an attitude of duty to work with all children, you should leave the
profession and get a job!
If you are going to stay the least you can do is insist that those who are
being forced to work with these children get reduced class sizes and/or
increased pay!
Many teachers are leaving the profession because of::
1. Being dumped on as a result of the so called "good teachers" not wanting to
teach children In the "sub-categories" such as special needs, ESL, Black, poor,
at-risk and troublesome kids. As a result, these teachers will have, In some
cases, more special needs, at-risk and troublesome kids as a result of other
teachers using special needs teachers as scapegoats.
2. Not having a permanent room In which to teach. Not given support In discipline
problems. New teachers and those entering teaching from another form of
livelihood are given the best available rooms, resources and support.
3. Facing harassment, intimidation and retaliation when they complain of
discriminatory practices, misuse of resources, employee thief, immoral behavior,
being asked or told to give grades to favored students, reporting sex between
students and staff, reporting theft, reporting discrimination against employees,
students or parents, and more.
4. Having high academic and social expectations for all children and grading
them on the basis of their own effort and growth and refusing to give grades
based on socioeconomic status of parents, where the parents work, where the
child lives, who the parents know and the relationships between the parents and
school personnel.
5. Having to purchase supplies, materials and In some cases equipment needed
to meet district, state and national standards
6. Working In a system that does not do "What is best for the children" but do
what is the best for the image and pocket book and the status quo.
7. The major discipline problems are caused by kids and parents from suburban
school districts who In most cases are In violation of State Residency Requirements.
8. Respect seniority for Blacks, Whites with high expectations for all Black Kids,
especially women, like you did and do for Whites!
President Bush is trying to make this a reality.
I've learned from experience that schools operate as a sorting agent for
society. Allowing a few to succeed and holding most students back or
keeping them in their place. This must change. All students can learn.
A prescribed number of students could get grades of "A" as would a prescribed
number of students get grades of "D" and "F." Those who got the higher grades,
with few exceptions, were the students who had some resource valuable to the
image and operation of the school. See "Who Should Be Educated" for details.
A reflection on the rumors about the Presidents" academic record and intellectual
timber in light of the growing negative response to the No Child Left Behind Act
moves me to take a position that those wishing to maintain the status quo will not
take.
The Act requires schools to pay as must or more attention to those who
have been traditionally left behind in the traditional American schools. In
business, if only 20% of the needed revenue to make a profit was earned, the
business would fold. How can America continue to allow schools to be
called successful if only 20% of the students obtain the skills needed to
succeed In America without getting additional training from businesses?
The "No Child Left Behind Act" requires all children In all
categories/"Sub-categories" to make adequate yearly progress. Anyone can
talk to students who are self-directed, self-motivated and individual learners and
get them to do well. But for "No Child Left Behind" we must separate talkers from
teachers. Teachers have, are, and will continue to have students who make
adequate yearly progress every year. Talkers will demand more money, smaller
classes, more staff development, more programs, and so on, and continue to get
the same results. Talkers will cause the same problems until they learn what it
means to be a Professional Teacher. But, professional teachers must learn to
speak out with conviction and force.
If your upbringing and education did not prepare you to work with all
children and you refuse to work with all children, and refuse to try to
develop an attitude of duty to work with all children, you should leave the
profession and get a job!
If you are going to stay the least you can do is insist that those who are
being forced to work with these children get reduced class sizes and/or
increased pay!
Many teachers are leaving the profession because of::
1. Being dumped on as a result of the so called "good teachers" not wanting to
teach children In the "sub-categories" such as special needs, ESL, Black, poor,
at-risk and troublesome kids. As a result, these teachers will have, In some
cases, more special needs, at-risk and troublesome kids as a result of other
teachers using special needs teachers as scapegoats.
2. Not having a permanent room In which to teach. Not given support In discipline
problems. New teachers and those entering teaching from another form of
livelihood are given the best available rooms, resources and support.
3. Facing harassment, intimidation and retaliation when they complain of
discriminatory practices, misuse of resources, employee thief, immoral behavior,
being asked or told to give grades to favored students, reporting sex between
students and staff, reporting theft, reporting discrimination against employees,
students or parents, and more.
4. Having high academic and social expectations for all children and grading
them on the basis of their own effort and growth and refusing to give grades
based on socioeconomic status of parents, where the parents work, where the
child lives, who the parents know and the relationships between the parents and
school personnel.
5. Having to purchase supplies, materials and In some cases equipment needed
to meet district, state and national standards
6. Working In a system that does not do "What is best for the children" but do
what is the best for the image and pocket book and the status quo.
7. The major discipline problems are caused by kids and parents from suburban
school districts who In most cases are In violation of State Residency Requirements.
8. Respect seniority for Blacks, Whites with high expectations for all Black Kids,
especially women, like you did and do for Whites!