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Politics : Formerly About Advanced Micro Devices -- Ignore unavailable to you. Want to Upgrade?

To: sinclap who wrote (865211)	6/13/2015 10:40:14 PM
From: Brumar89	Respond to of 1575913

No, vouchers are not available for the vast majority of inner city students. You need to send them packing to other schools and be surrounded by ones that want to learn. You can not pack all the low performers together. Learning will not happen. It doesn't work. People don't learn or develop motivation by osmosis. The family has to instill it. Besides parents will just pull their kids out of the public schools you bus low motivation students too. Look at the Obama's ... they've never let their kids see the inside of public school in either Chicago or DC.

To: sinclap who wrote (865211)	6/14/2015 9:30:40 AM
From: longnshort	Read Replies (1) \| Respond to of 1575913

Why I’m a Public-School Teacher but a Private-School ParentIt’s not selling out; it’s buying in. theatlantic.com That the teacher was fluent in that day’s topic, the Holy Roman Empire, was clear in at least two ways: One, she answered every question thoroughly, without hesitation; two, I could actually hear every word she said, in the tone and volume she intended. She didn't have to yell to be heard, and she didn't speak quickly in fear of interruption. She could subtly emphasize certain words, and her jokes landed. Observing this class, I started daydreaming about what, if given the chance, I would teach these kids—not how I would teach these kids. [iframe id="google_ads_iframe_/4624/TheAtlanticOnline/channel_education_4" name="google_ads_iframe_/4624/TheAtlanticOnline/channel_education_4" width="300" height="250" scrolling="no" marginwidth="0" marginheight="0" frameborder="0" src="http://ib.adnxs.com/tt?id=3466924&size=300x250&cb=69957583&mtloc=h147149304352161a04e205b&mtsz=300x250&mtref=theatlantic.com&mtbid=&referrer=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2015%2F03%2Fwhy-im-a-public-school-teacher-but-a-private-school-parent%2F386797%2F" style="border-width: 0px; vertical-align: bottom;"][/iframe] * * * As I am writing this, I am observing a different class—one at the 825-student public high school where I teach. The educator’s passion is evident, and his typed lesson plans are immaculate and thoughtful. It's not completely clear how fluent he is in the subject matter, however, because he has been interrupted or distracted by 20 things in 20 minutes: a pencil being sharpened, a paper bag being crumpled and tossed, a few irrelevant jokes that ignite several side conversations, a tardy student sauntering in with a smirk, a student feeding yogurt to a friend, a random class clown outside the window, and the subsequent need to lower the blinds, to name a few. The teacher is probably distracted by a disconcerting suspicion that he’s talking primarily to himself. For the past half hour, I've been thinking about how I would teach this class—not what I would teach this class. I know most of the kids in this public school: They're not hurtful or malicious, and most of them aren't even consciously rude. They’re just "cool" by default, the opposite of being intrinsically "stoked" or "pumped" (to borrow a few words from their vocabulary) about learning. It’s not a classroom-management issue in this case. The teacher could outlaw food and cellphones, but there would still be jokes, fidgeting, students with passes to or from another place—something to distract them. No matter how diligently he teaches them about the appropriate time to sharpen a pencil, there will still be this culture of coolness, the norm of disengagement. <b/> they would bring the whole class down and US student would just get dumber and easier to brainwash, just what the teach unions want