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And that is where micro-managers should be kept. Put on your realism cap and take off your self-interest cap for a moment. If you require a "say" then all parents should have the same "right". Put 25 kids in a classroom and multiply by two. When the fifty adults come to a decision, then tell me what I am going to teach today, tomorrow, and next week. We will coloring while we wait for your collective wisdom. What next, parent created assessments?
If you are all that, then skip off to ed school and come and fix the problem. Don't forget, you'll have summers off!
I don't believe that being involved (or trying to be involved) in decisions that have a direct bearing on the future of my child is micro-managing. That's why I'm a parent, for pete's sake. So I guess either parents aren't involved enough (don't bake enough cupcakes) or they are too involved (ask questions and express concerns about the new reform math curriculum). I happen to be a cupcake baking question asker. Does that make me a micro-manager too?
56 comments:
If they don't want our kids to be passive recipients of their education, then they need to adjust their expectations of parents as well.
Reformists need to practice what they preach, and reward parents for engaging their child's school in an active way.
Most of all, though, I offer my kids a wealth of editorial comments at home so as to educate them to be active consumers of their education.
I tell them about political and social agendas, requirements by the state and federal government, teachers with faulty belief systems, curriculum biases and non-intellectual indoctrination such as the anti-drug programs.
With all this, my kids can still learn there. In fact, they learn even better because they understand the context in which they're taught. And they know what they're getting and what they're not getting.
It's a good model for how to be a good consumer of everything.
I will make intellectuals out of my kids no matter how hard my school district tries otherwise. I will win this battle.
That's certainly an approach worth emulating. To some degree I probably do a fair amount of pre-emptive strike work myself. Like you I am determined to raise intellectuals who can make sound, responsible decisions for themselves. Until that day, it's my job to assure that they walk the right path to get there. If that makes me a micro-manager, then I'm happy to be one.
The argument is a strawman. The implication is that micro-managing is wrong by definition. Actually, I lump this into the category of arguing with generalities, but they get to define the details.
Schools can't have it both ways. They can't have a monopoly and then have no process for parents to provide real input to assumptions, expectations, teaching methods, and curricula. Anonymous then says that the solution is to go to off to ed school before you can try to fix the problem.
I suggest that they go back to college and learn a little math first.
Schools can't have it both ways. They can't have a monopoly and then have no process for parents to provide real input to assumptions, expectations, teaching methods, and curricula. Anonymous then says that the solution is to go to off to ed school before you can try to fix the problem.
I'm with Steve.
The present arrangement isn't working - though, as I mentioned over at instructivist, in my own district it worked great for us in K-5.
The missing element here is trust. When schools and parents trust each other (or when teachers & parents trust each other), you don't get 25 parents demanding a "say."
You'll get, instead, 1 or 2 parents whose kids are having specific problems asking for specific help - and you'll have teachers who are terrific at working with these parents & their kids.
I don't have the attention span to micromanage the 9 different courses, or however many it is, that C. takes each quarter.
It's hard for me to imagine that many parents do....
heck, I can't post comments on instructivist's website for some reason
I was going to say I lol-ed when I read Barry's account of kids throwing desks.
At the end of C's 6th grade year Christian (attended school in Yonkers) said, "I don't know why they get on his case all the time. He's such a good kid. That kid has never thrown a desk."
Christian was joking, but on the other hand he was joking seriously.
What I was trying to ask at instructivist's blog is: how different are suburban kids from disadvantaged kids?
Is it a difference of kind?
A difference of degree?
Our kids here are well brought up (IMO); their parents value school, learning, etc. ---- but it is not easy managing a classroom full of them.
I think I mentioned that the chorus teacher told me he "uses" C. as a "buffer."
I think one of the other teachers does, too.
Plus, although these kids are well brought up, have TOTAL home support for learning & homework, etc., they're not **hugely** motivated to learn school subjects.....
At least, that's my impression; I hope I'm not insulting other parents.
I'm talking about my own kid, too.
C. would FAR rather play videogames, hang out, play tennis, etc. than do schoolwork.
...not only do most parents not have time to micro-manage (in the true sense), they would go crazy even trying to.
I also don't think a teacher or administrator who is confident about what they do and who feels qualified to do their job properly, would get defensive when it comes to openly discussing either the particular issues of those 1 or 2 students or even something that may affect the whole class, like curricula. That does imply a serious lack of trust not only in the parents but perhpas even in their very own arguments.
No insult taken. Most kids would definitely prefer videogames or a movie to homework, and ice cream or cookies to a plate of broccoli.... it's not an insult to any parent, we were those kids ourselves.
Even parents prefer wtaching a good movie or reading a great book to paying bills or doing housework, but things would get a little hairy if we didn't reign those wishes in, at least once in a while.
Anonymous then says that the solution is to go to off to ed school before you can try to fix the problem.
From what I am gathering about most schools of education, I'm afraid this advise would only worsen the problem. At any rate, it certainly won't "fix the problem."
Ed school is at best an enema. At worst an emetic.
would get defensive when it comes to openly discussing either the particular issues of those 1 or 2 students or even something that may affect the whole class, like curricula
They don't!
I've had kids in the public schools for YEARS now -- I don't think I've ever met a good teacher who wasn't confident, forthright, open, etc., etc.
I WILL say that K-5 is different.... and I'm not sure why, exactly. I have a very close friend who is a 1st grade teacher who says that in her district the K-5 teachers "have their act together," but teaching and teachers are much more variable in grades 6-12.
She's had 3 kids attend school in her district; one of the high school science teachers gave the kids a "packet" at the start of this school year and told them to go teach themselves.
Seriously!
I wonder whether middle & high schools ought to institute lots more contact between parents & teachers.
One of the main differences between K-5 teachers and teachers of older kids is parent-teacher conferences.
Parent-teacher conferences stop in 6th grade; the only contact we have with teachers is over problems, which is not a good set-up.
One mom told me she used to hang around the parking lot after school and introduce herself to her kid's middle and high school teachers on the fly.
Even parents prefer wtaching a good movie or reading a great book to paying bills or doing housework, but things would get a little hairy if we didn't reign those wishes in, at least once in a while.
yes, well.....
Exhibit A
Well I think in this case teachers don't want involved parents, they want supportive parents.
There's a difference.
My mum once said that her father's attitude was that if she or one of her siblings was strapped at school then they were strapped at home as well, no more questions asked. He also helped build the school hall and insisted his kids stay in school.
The strapping would of course be deeply shocking in today's world. But I think that that's the general sort of support that many teachers want, that parents punish a kid if they're told the kid threw a chair at the teacher, but don't express any opinions on curriculum or teaching methods or the like.
The call is for parents to support teachers, not to be involved with curriculum, etc.
I do not defend this attitude, I am merely pointing out the difference between parental support and parental involvement.
Absolutely. There is a difference between parental support and parental invovlement. I would like to think of myself as supportive in each regard. At the same time, schools cannot expect to only be supported when it suits them, and turn a deaf ear when it does not.
In the workplace, micromanaging need only be done when employees aren't doing their jobs.
Schools make micromanaging necessary. If they're complaining of micromanaging parents, then it should cause them to look at themselves.
I did not micromanage for many years. Now I feel I have to.
I finally figured out they weren't trustworthy.
Sad, but true. I used to be so trusting.
"I suggest that they go back to college and learn a little math first."
Steve, is this an example of logical parental input? Are you simply providing everyone an example of argumentum ad hominem.
I wonder if all of your children pick up on your hatred of teachers and the school system. Bobby doesn't need "better lessons" because his crappy attitude towards learning paints his world.
I think this site needs a name change. It has little to do with teaching kids math.
In business management, micromanagement is a management style where a manager closely observes or controls the work of their employees, generally used as a pejorative term. In contrast to giving general instructions on smaller tasks while supervising larger concerns, the micromanager monitors and assesses every step.
Micromanagement may arise from internal sources, such as concern for details, increased performance pressure, or insecurity. It can also be seen as a tactic used by managers to eliminate unwanted employees, either by creating standards employees cannot meet leading to termination, or by creating a stressful workplace causing the employee to leave.
Regardless of the motivation the effect can de-motivate employees, create resentment, and damage trust.
Micromanagement can also be distinguished from management by worker to boss ratio. When a boss can do a worker's job with more efficiency than giving the order to do the same job, this is micromanagement.
"ask questions and express concerns about the new reform math curriculum"
To the teacher required to deliver the school board's decision. Don't you need to discuss your concern with the school board, not the individual teacher?
There are helicopter parents and then there are Apache helicopter parents. Gee, I can't image why any teacher won't enjoy a conversation with any of you.
Don't you need to discuss your concern with the school board, not the individual teacher?
Assuming that such a question is directed at a teacher and not administration and the school board is a critical error of judgement on your part as is your assumption that I don't have repectful and productive conversations with the teachers of my children. Whatever the cause of your hostility I cannot say. It is, however, most unflattering.
"new reform math curriculum"
A choice made by a teacher?
"repectful and productive conversations"
Therefore, the need to blog about the education system's incompetence? I haven't read too many posts on this blog that were very positive.
"hostility"
Isn't that what this blog is about: hostility toward the education system? I thought it was about making sure your kid understood his/her math; however, I was exceptionally incorrect in my assumption.
OMG, when you scan through the posts on this blog all you see is bitterness. Gee, if I don't get my way, I will run home and blog about it.
Please continue to cry and complain and pass your bitterness to your offspring. They will also have a "less than ideal" educational experience. Boo hoo.
"Isn't that what this blog is about: hostility toward the education system? I thought it was about making sure your kid understood his/her math; however, I was exceptionally incorrect in my assumption."
What if the education system fails to teach solid and coherent math? Then a concern about proper math teaching should rightfully be directed to the source.
Try making the connection.
"rightfully be directed to the source"
Like a blog or a Yahoo group? Is this the connection you are writing about?
"proper math teaching"
I bet your KTM collective couldn't list a simple set of materials/resources for teachers to use in their classrooms. You guys probably couldn't agree on how, or when, to introduce fractions.
Since teaching and creating materials is such an easy job, I gather all of you will post an introductory unit on fractions. Please provide a grade level, etc. Due date: Monday. Here come the excuses...
Isn't it odd that none of you ever post anything about the nuts and bolts of teaching math? Maybe you should share cupcake recipes.
H. Wu is always a good source... you might start there if you were genuinely interested in mastering your craft. Here's a link to get you started http://math.berkeley.edu/~wu/EMI2a.pdf
As for textbook and practice, I find Primary Mathematics (Singapore Math) offers a solid grounding in fractions. A quick review of the placement assessments would give you and idea of grade level expectations. Here's the fourth grade for example: http://www.singaporemath.com/EasyEditor/assets/pl_pm4atest.pdf
BTW What I failed to mention was the H. Wu (Hung-Hsi Wu), Singapore Math and the link to the article can all be found in the Link and Blogs sectionof KTM. Go figure.
My mum once said that her father's attitude was that if she or one of her siblings was strapped at school then they were strapped at home as well, no more questions asked. He also helped build the school hall and insisted his kids stay in school.
I love this!
I'm sure the school wouldn't agree with me on this, but I'd say most of the parents I know here (I know personally) have this belief - in some "modified" way I can't quite describe.
What I learned last year, in middle school, was that this belief didn't work. It was actually harmful to kids, I felt. (This was last year; I don't know whether I'd say the same thing this year - I might not.)
At some point I realized I had to be a special ed parent for my typical kid as well as for my atypical kids.
Now I'm an "advocate," a role that is clearly defined in SPED, including in SPED law, but only for SPED kids.
When I act as an advocate for my atypical kids, the school expects this and even admires it at times. I've been told, admiringly, "You are a very good advocate for your children." This was said to me by an administrator.
When I act as an advocate for my typical child the reaction is very different.
At the moment I think we'd all be better off moving towards the "advocacy" model.
For one thing, it's clearly spelled out. Everyone knows what is involved; everyone takes the (occasional) conflict in stride. There are existing forms for managing conflict.
For another, advocacy doesn't mean enmity - though it allows for enmity - and, realistically, acknowledges that enmity can and will be part of the relationship at times.
The advocacy relationship is a far more robust role and relationship.
An advocacy role also allows you to be strongly supportive of your child's teachers & school without giving up your "say" in his or her program.
That is the crux of the issue, I guess, for me.
I like being supportive; I always have been supportive of my children's teachers to the extent that I possibly could.
What has disappointed me, and politicized me, was the fact that after years of being staunchly supportive of our teachers and our school - including many, many hours of volunteer work - when our typical child had a problem the school's attitude was, "Who let you into the building?"
That last line - "Who let you into the building?" - was actually said to Ed and me by last year's principal.
It was a joke, but it wasn't funny.
I wonder if all of your children pick up on your hatred of teachers and the school system.
ah-hah!
I can answer that!
though I probably shouldn't....
C. loves school
not only does he love school, he is seen as a kid who loves school by his teachers
one of his teachers was calling him her "angel boy" this year (I think that was the term)
(that class has a lot of the rowdy boys--- !)
SEE ABOVE for the chorus director's view
The assistant principal told him something similar at the end of the year, when he got sent to the office for calling another child a "snitch."
When C. gets home at night he does his homework **instantly** - which is the exact opposite of his attitude towards the extra work I have him do
This is a difficult point to convey, but when you are an "advocate" for your child, as opposed to a "supporter of the school," you end up being a supporter of the school.
Christopher has an absolute injunction from us that he is to go to school, behave himself, and learn.
We're pretty much in a shooting war with the math department, and they with us. That's not a good situation.
And we're lobbying intensely for higher achievement, stronger academic content for ALL students, etc. (No disadvantaged students are in the Honors or accelerated classes, ever.)
Beyond that we send to school a kid who likes his school, likes his teachers, works hard, and does well.
Beyond that we send to school a kid who likes his school, likes his teachers, works hard, and does well.
What more could a parent want?
I think kids care so much about how they do in school because the adults in their lives do.
I think kids care so much about how they do in school because the adults in their lives do.
That sounded like horrible bragging up there....(aack!)
BUT I will say one thing more...I asked the school board attorney I've mentioned from time to time about school politics, parents, school relationship with parents, etc.
She pretty much said - I don't think I'm misstating - that people like us are the least of a school's worries.
Schools deal with quite a few "crazy parents." I believe this was the term she used: crazy parents.
"Crazy parent" means something WAY past anything we're talking about here.
Crazy parent means a parent emailing the superintendent every day to complain bitterly about **other** children in the school, about their own child's discipline issues, etc.
I just learned of a situation like that here - which opened my eyes to more of the big picture.
Ed and I are intensely focused on academics and teaching.
But we're probably in a fairly small group. The problems (some) other parents and children are having are much, much more intractable and painful than anything we're complaining about.
The attorney told me something I'll never forget.
She said that one of the ways the district would have us "pegged" was (paraphrasing): "reasonable, not going to demand that the school undiscipline your typical child."
That is exactly right!
Christopher, a couple of months ago, came home from school and announced he was going to get detention on purpose, because the teachers in the cafeteria don't treat the kids well.
That happens to be true; they don't treat the kids well. One parent after another has complained; nothing has been done.
We've stayed out of it, though if someone asked us to back them, of course we would. But since no one has asked, we've stayed out of it because we figure they hear from us enough as it is.
Anyway, C. announced he was going to engage in civil disobedience.
Then, the next day, he came home upset because he'd been given detention. Apparently he'd forgotten the fact that he'd planned to get detention.
He was mad because the punishment was too harsh; the teachers yell all through the lunch period; the kids don't have any freedom, etc.
So he wanted us to call up the principal and protest.
We didn't.
I thought about it for a couple of seconds, because I don't like all the teacher-yelling, and I don't like the general way they treat the kids.
But the fact is, whether he remembered it or not, he went to school intending to tick off one of the lunch teachers and he did.
There is clearly a distinction among "crazy parents" and when it comes to issues of discipline I would never seek to undermine the school's authority. It would be like undermining your spouse's authority in front of your children. That usually doesn't work out well because the child learns to pit one parent against another or in the case of the school environment it would be pitting the parent against administration. It doesn't mean we have to agree (I don't always agree with my husband ;) but in front of our children we have to show a unified front particularly on issues of discipline. This goes for school as well.
That there are consequences to the decisions we make is a lesson that it is never too early to learn. If my children are out of line at school, they know better than to expect me to bail them out. I'm not that kind of "crazy parent".
"I suggest that they go back to college and learn a little math first."
"Steve, is this an example of logical parental input? Are you simply providing everyone an example of argumentum ad hominem."
No. this is a statement of fact.
"I think this site needs a name change. It has little to do with teaching kids math."
You need to spend some time and look around. There are plenty of examples.
"There are helicopter parents and then there are Apache helicopter parents. Gee, I can't image why any teacher won't enjoy a conversation with any of you."
An you've decided. Many teachers enjoy talking with me. Many actually share my concerns. If you think this is an anti-teacher issue, then you better look more closely.
"Isn't that what this blog is about: hostility toward the education system? I thought it was about making sure your kid understood his/her math; however, I was exceptionally incorrect in my assumption."
Let's see. My professional opinion is that our school system provides a completely inadequate math education. The school wants involved parents, but they don't want parents to be THAT involved. I've tried to be constructive over and over again. The school does what it wants to do. The school is a monopoly and I don't have any choice. People at KTM try to deal with these situations. This is a common and widespread problem. Perhaps I should talk more about the resentment and hostility I've received from the schools regarding my son's education.
"Please continue to cry and complain and pass your bitterness to your offspring. They will also have a "less than ideal" educational experience. Boo hoo."
The problem is that I want him to learn something too. They are providing a very much worse than ideal educational experience for my son. When I talk to him, I explain exactly why he has to do my math work at home in addition to the math work he does at school. He can put two and two together - at least based on the work he does at home.
"I bet your KTM collective couldn't list a simple set of materials/resources for teachers to use in their classrooms. You guys probably couldn't agree on how, or when, to introduce fractions."
Duh. Singapore Math. You haven't read much of the blog.
"Isn't it odd that none of you ever post anything about the nuts and bolts of teaching math? Maybe you should share cupcake recipes."
Oops. You've guessing now.
"BTW What I failed to mention was the H. Wu (Hung-Hsi Wu), Singapore Math and the link to the article can all be found in the Link and Blogs sectionof KTM. Go figure."
Is this the same anonymous? I'm confused. Obviously, he/she hasn't read much of KTM and our love of Singapore Math. Can I explain all of the effort I've put into trying to get our schools to adopt Singapore Math? Do you think that all we KTM members do is gripe. We like to call it "let off steam". You should see how involved and constructive (ha ha) many of us are. Any griping comes from how frustrating it is to follow any sort of process at all with schools to implement real changes. They just do what they want.
There is clearly a distinction among "crazy parents" and when it comes to issues of discipline I would never seek to undermine the school's authority. It would be like undermining your spouse's authority in front of your children.
That's a great way of putting it!
This was one of those situations where I just went on "gut" -- I didn't know why I wasn't willing to take this up with the principal, exactly.
I just knew that it didn't make sense.
Can I explain all of the effort I've put into trying to get our schools to adopt Singapore Math?
I know.
I thought that was pretty funny.
I've spent years of my life lobbying for Singapore Math AND had the district shut down and censor the afterschool course I taught using the books.
That there are consequences to the decisions we make is a lesson that it is never too early to learn.
Well especially given the fact he'd announced he was going to get detention on purpose.
If you're going to engage in civil disobedience you've made a decision to take the consequences.
Of course they probably haven't covered this in social studies, but now he knows.
No. this is a statement of fact.
lol!
Many teachers enjoy talking with me. Many actually share my concerns.
same here!
except for the math chair
the math chair actively dislikes me
loathes would probably not be too strong a word
that's not the vibe I get from anyone else
we don't bug the teachers, btw
first of all, we had mostly very good teachers this year, so there was no need
but second, I realized this year that our issues really are district-level
our issues our curriculum and overall district philosophy ("don't push your kids")
Wow, I thought reforming math was complicated. One textbook series will solve everything?
Now that is comical!
If Singapore Math is "the solution", why waste your time and energy complaining. Buy the text and get to it. For $30 bucks a year you can ensure your kid is ready for Yale. If it is the right thing to do, then do it.
We seem to expect a lot from our broken education system. We want them to teach our children "character". We want them to make our fat children healthy. Maybe we should send carrot sticks instead of cupcakes?
If Singapore Math is "the solution", why waste your time and energy complaining. Buy the text and get to it.
That's exactly what most of us have done.
Many US Schools use Singapore Math with great success as well. Even the government knows it works*. It's just unfortunate that every child doesn't have the benefit of this kind of foundation in mathematics.
*see the American Institutes for Research report: What the US Can Learn from Singapore's World-Class Mathematics System
Anonymous - what do you think schools should be responsible for?
Serving cupcakes to children.
What an stupid question! Society gets what they pay for...average.
Harrison Bergeron lives!
Anonymous - So what should average schools be responsible for?
Hi Tracy. Don't hold your breath waiting for an answer.
"What an stupid question! Society gets what they pay for...average."
Actually, we pay for much, much more than average. We aren't getting it because there is very little forcing schools to do more. Schools don't want choice because that will break their control over assumptions, expectations, and curricula. They can't accept that their job is education, not fixing society according to their own opinion.
Wow Steve, you are really bitter about schools. Have you tired working with you home and school association? Here is a tip, a conversation means people can have different opinions. You seem to have a need to be right all of the time.
There isn't an answer to Tracy's ambiguous question. DUH! You however state it in a bitter tone, education. That is what I do, I teach with the materials and expectations handed to me by my employer. If you don't like that, then go to my employer and speak to them about how unhappy you are about the system.
If you don't get YOUR way, then stop taking it out on front-line workers.
... not fixing society according to their own opinion.
Now you are being silly. What lazy teacher would ever want to add a futile job like that to her To-Do list?
Schools don't want choice because that will break their control over assumptions, expectations, and curricula.
You have choice, but you don't exercise it because it will cost you money. If a private school or a charter school ensured ALL kids got into the goal college and profession you have for your child, then you would pony up the cash or make the move to make it happen. But you know that isn't the case. For all you know, your kid wants to become the happiest cashier at Home Depot.
"Have you tired working with you home and school association?"
Is that all there is to it? Gee, I didn't know that. I was on the school improvement team. You really need to read KTM more to hear all of the stories. "Bitter?" No. It's frustration.
"a conversation means people can have different opinions."
Of course, but there has to be a process. Schools don't want any input on assumptions, expectations, and curricula. There is no process. They may listen, but they don't have to do anything. It has to be more than a conversation.
"That is what I do, I teach with the materials and expectations handed to me by my employer. If you don't like that, then go to my employer and speak to them about how unhappy you are about the system."
Boy, you really don't read KTM. This is what it's all about, BUT THERE IS NO PROCESS!
"If you don't get YOUR way, then stop taking it out on front-line workers."
If you read the comments carefully, you will see that they are directed at the system. However, there are many teachers who fully back the assumptions and process (or lack thereof) of the system. Obviously, some teachers can't tell the difference between criticism of the schools and criticism of teachers.
My son had a very nice Everyday Math teacher last year. She worked hard and even started an after-school group to improve math skills. But there is still the problem of the math curriculum and absolutely no process for parent-initiated change.
... not fixing society according to their own opinion.
"Now you are being silly. What lazy teacher would ever want to add a futile job like that to her To-Do list?"
her?
Teachers may not do it, but schools do. What is the reason for full-inclusion in the early grades. Surely it's not for academic reasons. Once again, you're seeing everything through a self-centered teacher viewpoint.
This has happened before at KTM. We criticize assumptions, expectations, and curricula, and teachers take it as if we are attacking them personally. We may be attacking their core beliefs, but that is quite different - and fair game.
Schools don't want choice because that will break their control over assumptions, expectations, and curricula.
"You have choice, but you don't exercise it because it will cost you money."
The affluent get choice, but the poor do not. Is that the idea? So, the process is that if we parents don't like what the school is doing, we have the choice of going away?
Obviously you don't read KTM because you would know that our son is now moving from a private school back to the public school. What does this mean? You better go back and read some of my previous posts. You might not be quite so defensive and jump to so many conclusions.
If I was only interested in my son, I wouldn't spend so much time at KTM. I would keep quiet and laugh all the way to the SAT bank.
The simple reason that KTM exists and the "math wars" exist is that there are many people who feel that reform math curricula hurt kids and that there is no process for change in the schools. Parents have to make sure that proper math learning happens for their kids. Schools dictate curricula and expectations to parents and that's that.
Back when my son was in the public schools the first time, the superintendent selected me to be on a Citizen's Curriculum Committee. The committee was never formed and they decided to continue using Mathland, a curriculum so bad that it disappeared from sight with no mention of it on their web site. Do you know what I would have told the committee? I would have said that AT THE VERY LEAST, they should move up to Everyday Math. That's how bad Mathland was. But no, they waited four years and ruined more kids before they figured it out. They can do much better than EM, but they don't even want to hear the arguments. KTM will go on.
"For all you know, your kid wants to become the happiest cashier at Home Depot."
I do know, because I listen to him. Are you now reduced to personal attacks? But, it's also my job to make sure that no doors are closed for him by his schools. That's why KTM exists.
you're seeing everything through a self-centered teacher viewpoint
Wow, thank Plato I don't see everything through a self-centered parent's viewpoint. Shoot, I forgot Steve is always right and everyone else must listen. Write a book. With thousands of books on teaching math, language, history, geography, behavior management, etc. I am happy to see that here, at KTM, you have all the answers. Thank you for saving us from ourselves!
teachers can't tell the difference between criticism of the schools and criticism of teachers
Gee Steve, when I think of a school, the image that pops into my head is concrete blocks and a sign out front. Last time I checked, the decisions were not made by concrete blocks. When you talk to the school, you need to talk to human beings, not concrete blocks. Just a small piece of self-centered advice.
You seemed to be stuck on the word process.
It looks like you were invited to sit on a committee. I guess they decided that there wasn't any PUBLIC interest in the committee.
It took four years to make a change. Hey, that is pretty good for the education system. Of course your magic wand and Singapore math would solve the problem quicker than the army can secure Bagdad.
Since you are so hooked on Singapore, are you going to outlaw gum too?
"Since you are so hooked on Singapore, are you going to outlaw gum too?"
You can't argue the details so you're reduced to this?
"Gee Steve, when I think of a school, the image that pops into my head is concrete blocks and a sign out front. Last time I checked, the decisions were not made by concrete blocks. When you talk to the school, you need to talk to human beings, not concrete blocks. Just a small piece of self-centered advice."
When it comes to the discussion of spiraling, non-teach-to-mastery fuzzy math curricula with school personnel, I have sometimes had the feeling that I was talking to concrete blocks.
Blockheads?
Actually, some of the people I talk to are very nice, but it's almost as if they cannot comprehend what I'm saying. They don't know enough math and this leads to low expectations and the idea that it requires a "math brain" to handle a curriculum like Singapore Math. We talked about this before. When they talk of balance, it seems like they are talking about balance of easy versus rigorous rather than skills versus understanding. A curriculum head told me that when a child struggles with math year after year, it can't be because of the curriculum. Some kids are just not 'A' students. Sound familiar?
There isn't an answer to Tracy's ambiguous question. DUH!
So schools aren't responsible for anything?
Cool, lets shut down the schools then and save ourselves billions of dollars. After all, it's not like we can expect to get anything out of them.
Anonymous - why do you bother doing a job when you believe that you can't answer the question as to what the organisation you work for is responsible for?
Why are you upset when people on KTM attack education when you believe that you can't even answer the question of what schools are responsible for? If an institution isn't responsible for anything it surely deserves to be destroyed.
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