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The American public education process was originally intended to be only a local school district matter exclusively involving parents, children, teachers, and local school administrators. The most important of these four governing variables has been, and will forever be, parents. Nonetheless, government, especially the federal government, will have you believe that teachers, school administrators, and money are currently the three most important variables involved with ensuring the optimum education of preadolescent and adolescent public school-age children. For pragmatic political reasons, they leave parents out of the educational process. This is because federal, state, and local government are comprised of elected pragmatic politicians who derive their elected jobs from their respective electorates, comprised of parents. These politicians would rather have the voting parents believe that they are not primarily responsible for determining how their children cognitively and behaviorally respond to classroom instruction provided by competently responsible teachers, than to tell them the maddening truth. They want parents to believe that what they currently are 'not' doing at home for their children is perfectly fine, and that teachers should, as a part of the prescribed academic curriculum, teach basic social skills to their students on a daily basis, social skills that are essential for an instructional process to exist in the classroom, which should be taught exclusively at home. This teacher parenting is, of course, in addition to the subject matter (reading, writing, and arithmetic) classroom teachers are specifically hired to teach. Politicians use the media to create this perception of education in the minds of less-than-nurturing parents who aren't socially preparing their children to enter the first grade of the public education cycle with respectful and obedient attitudes toward their teachers, and the process of learning. These politicians don't want to alienate their voting-base parents prior to re-election by telling them the very poignant and incriminating truth.
In an earlier, more prudent, age in America, when the agrarian population of U.S. citizens was exceedingly greater, when folks weren't flocking in droves to the cities, most parents weren't self-absorbed, indolent, and unconcerned about nurturing their school-age children. Most American parents, during the period of time from 1920 until 1970, routinely taught their children basic social skills in the home, and assisted them at the kitchen table to learn what the teachers were endeavoring to teach in the public school classroom. This was a long tradition that had existed in American culture since 1800. The basic recurring learning-loop maintained by nurturing families during the preceding timeframe was interactive and profitably communicative, which viably extended from home to [url=http://www.gotprintsigns.com/abercrombiepascher/‎]abercrombie soldes[/url] school, and from school back to home. Today, many more parents live in the cities and the sprawling suburbs, for the sake of jobs, than in the rural areas of the United States. Consequently, most urban middle-class working parents believe themselves to be too personally busy to spend quality learning time every day with their pre-school, or school-age, children. They, instead, equip their children with expensive computers, I-pads, cell phones, stylish clothing, shoes, and generous allowances, and send them to school with everything money [url=http://www.marrakech-hotel.fr]hollister[/url] can buy, but without the basic social skills and the daily encouragement they need to participate and succeed in the didactic process that occurs in the classroom.
What are the basic social skills lacked by most public school children, preadolescents and adolescents? They are: 1) politeness, 2) courtesy, 3) respect for adult authority, and 4) an enouraged willingness to try to learn. Most 21st Century public school children, primary and secondary, are arriving at their schools every day without the daily encouragement of their parents to learn and to be prepared to learn. Contemporary American movies have continually been essential reflections of the true conditions of American society and culture, generally at the time the movies are made. Provocative movies like 'Stand and Deliver' are true selective snapshots of the way urban parents view public education, and what they are not doing to help their children succeed during their twelve free years of education. These thought-provoking snapshots should be magnified into much larger pictures and placed on bill-boards around the nation for American parents to see and understand. In that particular movie, a teacher nearly killed himself trying to do what the parents were unwilling to do for their children. Had the high school-age Hispanic students, portrayed in that movie, been nurtured and prepared to learn by their parents, Jaime Escalante would not have been required to play the role of, both, parent and teacher, almost suffering a stroke from doing so. If the adolescents had been prepared to learn, teaching them AP calculus would have been much easier for both the students and teacher.
Have you ever wondered why, since 1980, nearly 12 million parents have taken their children out of the public schools to enroll them in parochial schools and private academies, or to home-school them? Representative of the educational achievement derived from private and parochial school education was an astounding statistic that jumped-out at me as I was researching [url=http://www.teatrodeoro.com/hollisterde.php]hollister[/url] the many cogent differences between public and private schooling. In a 1998 educational treatise produced by the Ann Rand Institute, established in 1985, I discovered that 94 percent of all master's degrees conferred by colleges and universities, during the year 1992, were awarded to graduates of private and parochial secondary schools. Only 6 percent were awarded to graduates of public schools that particular year. Considering that 90 percent of all school-age children attend public schools in the United States, and that only 10 percent attend public or private schools, or are home-schooled, this poignant statistic was very alarming to me. There is, probably, no doubt that that particular statistic for the years before and after 1992 was pretty much the same. Moreover, in the year 2000, approximately 79 million individuals, age 3 and older, were enrolled in American schools, public, private, and parochial. Of that number of students, approximately 50 million were enrolled in the public schools. The remaining number, or 29 million students, were enrolled in private or parochial schools, or were being home-schooled. Those 29 million students are a huge segment of the total student population, and this number has been dramatically increasing every year, and there is a good reason for it happening. The public schools are miserably failing their basic mandate.
A very good example of public educational failure is the District of Columbia's public school system. According to reliable financial reports, the DCPC is the most liberally funded public school system in the nation. [url=http://www.shewyne.com/woolrichoutlet.html]woolrich outlet[/url] That is, more money goes to that school system from Congress and the DC government than goes to any other public school system in the country, from their funding sources. Of course, DC is not a state, but a federal district and lies within the center of federal government. What's extremely surprising about DC is that most of the many high-paid federal politicians and bureaucrats who work and reside in DC don't send their kids to the DC public schools. They are, instead, quite willing to pay the high tuitions and fees required by the elite private primary and secondary schools located in the Washington, DC Metropolitan Area. Yet, with all the tax money pouring into the DC public school coffers, it would seem that the District would provide a high standard of education. But this is absolutely not true. The poor small farming communities currently in Texas, Oklahoma, Kansas, and Nebraska, where the levels of educational attainment among the parental adult populations are relatively low, produce primary and secondary students who academically out-perform the primary and secondary students of the District of Columbia. Just think of all the federal tax money that has poured into the DC public school coffers for the last five decades, and more than than 90 percent of all of DC's high school graduates, for the past 20 years, haven't been able to perform on an eleventh-grade-level at the time when they were handed their high school diplomas. That's a miserable reflection of the ideal public education process envisioned by Thomas Jefferson and Benjamin Franklin in 1815. More startling statistics coming from public school education around the country are that, of the, approximately, 3 to 4 million students graduating each year from the twelfth-grade of public schools, 85 percent of them are graduating on a tenth-grade level, or less. What's even more alarming is that currently less than 65 percent of all U.S. citizens over 21 years of age are currently not high school graduates. There is also a widely-occurring perception in the minds of, probably, 50 percent of the American people that a student who drops-out of high school in the tenth-grade can study a few months for a multiple-choice examination called the G.E.D. (general high school equivalency), pass it, and be certified as having the same required knowledge and abilities as a person who genuinely graduates on a twelfth-grade-level. This ludicrous perception is entirely false, but an alarming 50 percent of the millions of American high school drop-outs have taken, and passed, the G.E.D., and presume that they have the knowledge and abilities of a 12th grade-level high school graduate. What's even more amazing is the increasing number of American middle-school students who actually plan, in the 7th or 8th grade, to drop-out of public education and take the G.E.D.
Hence, we can rule-out money as one of the essential variables of the government's approach to public to education, since DCPC has, for years, had more money at its disposal than any other public school system in America. Optimum learning, on any leval, can readily occur in the absence of plush classrooms, expensive computers, and other technological devices. You see, learning occurs in students' minds when they are mentally prepared to listen to, and intently observe, teachers [url=http://www.spubbs.cn/home.php?mod=space&uid=281318&do=blog&quickforward=1&id=1280038]abercrombie Gift Wrapping, Its Not For Everyone -[/url] as they present their lesson plans. Learning about natural science, for example, can occur in a garden or woody forest if the students are disciplined (prepared) enough to obediently and respectfully follow the teacher's lesson plan. Likewise, the basic laws of physics can be illustrated and taught as students gather around a pool table to respectfully listen to, and watch, a teacher use a pool game to explain momentum, vectors, and energy. Yet, the students must arrive at the pool table with a desire to learn, and a willingness to be respectful and obedient to the teacher's directions and prompts.
While it was occurring, I listened very intently to the banter that went on between respctive parties during the very dubious reign of Michele Rhee over the DC public schools, from 2006-2007. During that time, DC Mayor, Adrian Feinty, the DC City Council, and the U.S. Congress did not mention, even once, in their rhetoric to the DC public, or to the nation, the abject failure of DC parents to prepare, and assist, their children in the educational process. The whole problem, as Rhee had so arrogantly proclaimed, lay with the schools' teachers and administrators. What a crock! She, obviously, couldn't fire parents from their jobs, given to them by nature, so, instead, she exonerated the failing dead-beat parents and fired over 200 imminently qualified teachers, and a few administrators. She had to do something to please her [url=http://www.electricianforums.co.uk/forum/newtopic]woolrich outlet Tips for Buying Baby Toys Online Easily - written by Florence Jones[/url] bosses, the politicians. One of the master teachers she had indiscriminately fired shot back at her the words, 'I can't teach kids who [url=http://www.ailexun.net/forum.php?mod=viewthread&tid=1&pid=22630&page=264&extra=page=1#pid22630]woolrich sito ufficiale Grow Taller For Dummies RE[/url] don't want to be taught, and who bring their violent problems from home to my classroom every day.' That statement, of course, was not made part of the public record, even though a few reporters for the media were told about it. Though a great many of those fired teachers eventually got back their jobs, a bit later, through a mass arbitration appeal, Rhee's inane pragmatic approach to educational approvement damaged the DC system even more than it was before she started. It only served to embolden the DC parents to stupidly blame the classroom teachers, even-moreso, for student learning deficits totally under parental control.
Now, let's consider the second government variable, the certified classroom teachers, for a moment. According to the federal government, it's the classroom teacher's fault when Johnny fails to read, or perform math, on grade-level after spending a year-or-more in a particular grade. It's a fact that nearly all degreed public school classroom teachers have arduously prepared at accredited colleges and universities to attain the knowledge and abilities needed to pursue educational careers, and have enthusiastically jumped through the hoops required by strenuous teacher education programs, prepared by those colleges and universities, in order to receive their teaching certifications. I know this is very true, because I attained teacher certification at the University of Texas at Tyler, which I truly consider the acme of teacher preparation. When I received my own teacher certification, in 1992, and, later, successfully passed the Texas EXCET battery of tests to determine my disciplinary proficiencies, I eagerly anticipated teaching eager young minds in a classroom setting, as most beginning teachers do. I believe that all aspiring teachers anticipate the ideal, but, unfortunately, end-up experiencing exactly the pragmatic opposite. One sad trite, but true, rule that all teachers learn to appreciate, usually within the first year [url=http://www.marrakech-hotel.fr]hollister france[/url] of being hired by public school systems, is that the best prepared lesson plans cannot be presented to students who don't want to be taught. Good novice teachers become increasingly better teachers by being able to teach, as they havd been taught to do.
The third of government's education variables, public school administrators (principals and assistant principals) is one that lies at a pivotal juncture in the current public school education dilemma. A wise master-teacher at a magnet school in Dallas, Texas once told me that most principals and assistant principals were, at one time, teachers who weren't successful in the classroom. That's why they became administrators, at much higher salary; so they wouldn't have to deal with teaching students on a daily basis. The pivotal juncture to which I am referring is the disciplining of disruptive students by administrators. When students in a classroom deliberately misbehave in order to disrupt a teacher's effort to teach subject-matter for the 40-60 minute class period, the only thing the teacher can do is to take precious instructional time to verbally reprimand the students and hope that their inappropriate behaviors will immediately cease. If, however, the disruptive behaviors persist, the student is, according to affirmative discipline policy (the classroom teacher no longer has authority to administer corporal punishment, or detention, in the classroom), sent from the class to an assistant principal for, supposedly, stronger discipline. At that point, when the student walks into the assistant principal's office, the administrator realizes that, if the student is punished and forced to remain away from class, misses [url=http://www.agentparadise.com]woolrich sito ufficiale[/url] the subject-matter instruction, and fails the subject, he, or she (the administrator) will be held responsible by the principal. So the assistant principal sends the disruptive students back to class, where the disruptions continue unabated.
You see, this very [url=http://www.thehygienerevolution.com/hollister.php]hollister[/url] unproductive process really constitutes a downward spiral from true academic efficiency. Parents don't teach their children social skills, the children come to school and behave disruptively, the teachers can't teach because of the classroom disruptions and send the students out of class to the assistant principals (where they actually prefer to remain), the assistant principals, in most cases, send the disruptive students back to class, where the disruptions continue. By doing so, assistant principals are basically protecting themselves as they order the disruptive students back to class, and order the teachers to do something, anything, to keep the kids out of their offices. [url=http://www.diecastlinks.co.uk]hollister uk[/url] They don't want to incur the wrath of the principals, who surely don't want to incur the wrath of the originally offending parents. The whole enigmatic process ultimately results in the teacher not being unable to teach the required subject matter in a courteous instructional classroom environment. This is the crucial point where the teachers throw up their hands in exasperation and do song-and-dance routines, which is frequently called "writing across the curriculum," in order to keep the class under control.
Most teachers who are routinely required to pacify their classses in such a fashion, instead of teaching them curriculum subject matter, usually end-up doing one of three things. They, either, rebel against the affirmative discipline system and impose their own punitive classroom management measures for student discipline, which usually results in them getting censured, and suspended, by the administrators for [url=http://www.fibmilano.it]woolrich outlet[/url] blatant lies [url=http://www.tagverts.com/barbour.php]barbour deutschland[/url] told by the students to their parents (the teacher hit me, the teacher humiliated me, the teacher pushed me, or the teacher called me a bad name). The students know exactly how the affirmative discipline system works, and when they want to get a strict, but fair, teacher into trouble they'll conspiratorially get together and lie to their parents and to the school administrators to accomplish their Machiavellian plans. Since 1980, many excellent teachers have been falsely accused and treated unconscionably by school district adminstrations just to maintain a public perception of pragamtic political correctness. Secondly, teachers ultimately realize that, to keep their jobs, they must routinely play along with the administrators by tolerating the outrageous disruptions, and by consistently performing song and dance entertainment routines for their classes, even if they are not teaching the students anything and are actually reinforcing their disruptive behaviors. Thirdly, the exasperated classroom teachers resign from the public school districts and go to work for private and parochial schools at lower salaries.
In sum, parents have a much greater responsibility to their children, than do the public schools, to prepare them mentally for the many academic adventures and mis-adventures they will face in life. Children who are not thoroughly prepared to learn by the time they are five-years old will invariably encounter crises in the classroom when they enter the first-grade, and this basic preparation is, at all, not expensive for the parent. It only involves nurturing and training their children to be polite and respectful to adult authority, and to pay attention to instruction. If parents go further in this nurturing process, which they should, and teach their children to read and [url=http://www.mxitcms.com/abercrombie/]abercrombie[/url] write before they enter the first-grade, God bless them! My mother taught me to read [url=http://www.thehygienerevolution.com/hollister.php]hollister france[/url] and write before I entered the first-grade, and she had only six formal years of education in a one-room school located near Chandler, Texas. My mother had, however, mastered, during those six years, the rudimentary academic skills necessary for further advanced learning. During her formative years, she had been taught by a very strict, but kind and innovative, teacher to read and to write on, what would now be, an eleventh-to-twelfth grade-level. Then she used her basic reading skills to read-to-learn. By the time my mother was in her late-forties, she had acquired, through self-study, the ability to read, write, and do mathematics on a college-level; and she thoroughly enjoyed sharing with me what she had learned, and in working integrally with my teachers to enhance my primary education.
A child's mind is a terrible thing to waste, for America's children are the nations's most precious natural resource. And every normal child born to America's parents has the potential to do something extraordinary, given the opportunity. When parents neglect the job that nature has conferred upon them to nurture, encourage, and train their children for life, and those children fail to realize their God-given academic potential because of a lack of cognitive, emotional, and social development, which negates their opportunities, those parents will be forever burdened with sad regrets. As nurturing parents begin working together, hand-in-hand, with their children's teachers to develop in those boys and girls their natural cognitive abilities, perhaps there will be hope for a resurgence of a viable public school system in America as it was originally intended to function.
The True Variables of Effective Public EducationArticle Summary: Every year more and more parents pull their kids from the public schools and enroll them in expensive private and parochial schools so that they will obtain a good education. This option that the parents exercise is in the face of high state and county education taxes they are forced to pay. Why are parents doing this at their added expense? Simply put, their children can't get an education in classrooms where teachers have to deal with persistent disrupting students who don't possess basic social skills, who aren't prepared for public education. Read on for a treatise on why this is so.
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