Education should be as important an election issue as the economy, terrorism, etc. - Page 8 - Mercedes-Benz Forum

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post #71 of 97 (permalink) Old 01-16-2008, 01:28 PM
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^^
I think you did too many mushrooms back then
OK. NOW I get the mushrooms for lunch reference. Twenty minutes later.

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post #72 of 97 (permalink) Old 01-16-2008, 01:34 PM
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Yep yep I see that you also fried some brain cells
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post #73 of 97 (permalink) Old 01-16-2008, 01:43 PM Thread Starter
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Gawd almighty, you and McBear see the same thing: Problem? Through another layer of bureaucracy in there. Typical big gov thinking.

Why not try something different, like devolution of power? Give power to the people who teach -- teachers. If they don't perform up to community standards (ie, what parents expect of their own kids expect) fire the teacher. You know, like real life.

B
Actually, I think bear and I have significant differences on this issue. I am not advocating another layer of bureaucracy, just the opposite I favor eliminating much of the existing bureaucracy and letting parents decide where they want their kids to go to school. I want the power to devolve to the level of the parents not the teachers. The teachers work for/w the parents and they will fire them if they are not doing the job! As things stand now, this cannot happen. This is the unfortunate reality.

Don't believe everything you think
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post #74 of 97 (permalink) Old 01-16-2008, 01:46 PM
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^ So how old are your kids?
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post #75 of 97 (permalink) Old 01-16-2008, 01:50 PM
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Set up all schools like Little House in the Prairie
that way you have total local control
Good luck
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post #76 of 97 (permalink) Old 01-16-2008, 01:52 PM
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^

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post #77 of 97 (permalink) Old 01-16-2008, 01:55 PM
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That's from Potter's?
Yeah I would love to teach in a castle like that one, I love the creep factor
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post #78 of 97 (permalink) Old 01-16-2008, 01:59 PM
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The workers in my area need the 3R's. that is a planetary fundamental educational requirement. But to suggest that the curriculum of New York City schools and Meteetsie Wyoming schools should conform is a revelation. My curiosity comples me to ask: Beyond the 3 R's what is the skill set in the Bronx that is useful in Meteetsie?

B
Problem Solving and Critical Thinking skills.

One might assume that not everyone in Meteetsie or the Bronx are going to be locked within the city limits of those fair metropolises throughout their lives.

You cannot possibly be that obtuse.

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post #79 of 97 (permalink) Old 01-16-2008, 02:01 PM
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^^
That's from Potter's?
Yeah I would love to teach in a castle like that one, I love the creep factor
Yeah, she was all about control. Sorry, just watched the movie - thought I was the last one.
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post #80 of 97 (permalink) Old 01-16-2008, 02:09 PM
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Interesting you say that because corporations today are spending $Billions annually (re?)teaching new hires those skills the public schools are supposed to be teaching. Instead, the public schools are doing the absolute minimum to move them out into the real world where they often crash and burn--and become an added burden on the corporations of this country. It is NOT the testing methodology that is the problem, it is the teaching methodology that sucks! I spent over 30 years trying to change that system, but to no avail. As long as that entrenched, failed, public monopoly, backed/controlled by its unions persists, I fear there is no solution. That is why I was so glad to see the feds get involved, w/ the NCLB law. Ordinarily I'd oppose federal intervention on most issues, but when it comes to our education system I now believe there is no other (realist) solution.
Re the testing v teaching methodology, if the testing methodology were adaptive testing which, as Q posted earlier is how corporations certify technical workers then teachers would have to teach fully to understanding the material, not to the test criteria. The test would then exercise that understanding.

For 15 years I got co-ops and new hires as fodder for projects and was constantly amazed at the lack of knowledge in subject matter, historical reference or abilities to problem solve [and most had MBAs or at least BS degrees in an engineering field. On projects they had to do by themselves [as opposed to group work] more often than not the work would have to be retasked or handheld by senior staff. On work where they were not available to a computer, most were lost, even when a computer was not required for the task.

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