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until the "old" power regime is forced out, or made to refocus. One problem is that some schools DO try to compete for children's attention, they just simplistically apply more "entertainment" must be good, and find teachers who are willing to entertain kids, pass/fail, all warm/fuzzy touchy/feely emotional opinionated ideas are just as good as facts....
Sports over academics has ruled the educational scene for over 100 years. I have no qualms about how people devote themselves to athletic entertainments until the educational budget gets divided up with disproportionate monies going, going, going--not to academics. Teachers are continually exhorted to "be like coaches" to be successful. Teachers cannot recruit, we take 'em as they are. Teachers cannot make cuts, that classroom full of wriggly, writhing, bundles of inattentive energy will not be divided, furthermore, the physical size of those classrooms is probably unfit for learning(compared to a lavishly equipped weight room, locker room, stadium, concession area....) and let's not forget to "stack 'em deep, and teach 'em cheap!" Yes, my cynicism runs deep.
There are many pockets of excellent academic teachers out in public education, those who excel within the system, and those who go "outside the box" to deliver quality experiences for children. These people are "with it", so to speak, aware of the big picture of life and how youngsters need to be prepared for the changing world; the big question that is continually being asked by the teacher's--do you have skills? What skills do you think you will need? Notice the emphasis isn't on "what do you wanna be?", or "how will you earn money to get all of things you desire?" Skills of communication are of primary concern--reading, writing, speaking, acting, and this includes all of the fine arts, but it MUST ALL GO TOGETHER. Problem solving skills in the sciences and arts builds from the commuication skills and channels children's interests into areas of study. Technology must be on hand to enhance the children's access to know, explore, and refine themselves. This is how we define ourselves as capable and intelligent people--what skills do you possess? and how do you utilize those skills?
These comments are all very general and without the bona fides of the author or cited research, but it's also not rocket science. To know that skills are important and how to deliver those skills is what separates good educators from poor educators--the "baby-sitters" and long term "do nothings" and "ass kissing/suck-ups". This is also the damning failure of public education administrators--including the educational associations--of how to prepare children for a changing world in the 21st century by hiring qualified teachers, supporting them, and going forward at long last, not treading the same old path as tradition would dictate "we've always done it this way."
NoFederales
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