Letters to the Editor

• More Whining?

  [Read the article: Big man on campus]
  [Read more letters about this article: Here]

  Well, I expected visceral reactions to that which I posited, and visceral reactions came forward. Here are a few clarifying points:

  1) I do not consult to education. It was simply a turn of word to argue that I would suggest both sides have some merit. My personal background from which I have been exposed to education consists of having a sister who taught, a family friend of hers who taught for 30 years and is now the president of a state teacher's organization, a wife who was a school committee member and now is a SPED teacher going through certification in her own right. I sat on finance committees working the budget when the education reform law hit our state and had more than a few heated discussions with shool administrations. I also have 4 kids.

  2) It is true high schools cluster by ability. It is not so prevalent in the lower grades when study habits and some rapid attainment can be forthcoming. The bright children will oftentimes be placed beside the SPED child to help them along, arguing that teaching, in some respects helps them understand better that which they have been taught.

  3) I am well aware teachers do not get to pick any standardized test. I am well aware it comes from above. Had Farnsworth read rather than getting riled, this would have become clear from my earlier transmittal. I know politicians screw it up. As such I was simply stating that **I** would be happy allowing teachers to come up with their own test as long as it calibrated appropriate things such as reading comprehension and some basic math and reasoning skills. Teachers blindly bitch about *ANY* standardized test for fear it will be used as a weapon against them rather than as a calibrating tool for the student's attainment. Testing at the start of the class and at the end would ameliorate a lot of that concern. The notion all teacher union motivations are "for the kids" ring a little hollow when you peel the onioin a little bit on issues such as testing.

  4) The rhetorical question about what is the point of education seemed a little absurd but is a typical, extremist response. How dare we expect education to prepare children to become productive members of society. Let them learn for learning's sake. Sorry, no. These kids have to display minimum knowledge levels such that admitting colleges and employers know what their baseline happens to be. There's nothing at all unreasonable with that expectation.

  5) Class size. That I "dismiss" class size as was mentioned also follows exactly as expected and displays an inability to comprehend a piece in its entirety before spewing the usual talking points. I believe I stated a zealot would continue clamoring that was the only way to get it done, and some zealot did. I understand its value. I am well aware it is the best solution. I am also realistic. Communities are not going to pony up the huge increases required to reduce class sizes by essentially doubling staff and investing in very costly building remodels. It isn't going to happen. I would gladly pay to see it done, but it will not. It is not realistic. Bellyaching for more funds only alienates the middle. If you want to facilitate the teacher's job then modify the SPED inclusion strategy and cluster LOWER grades more by ability. Those two things can happen virtually overnight with little resistance save for overbearing SPED parents. Halving class sizes requires, getting a construction bond approved, getting a substantial budget increase approved, and then going out and hiring the teachers. Not realistic in this political climate, and certainly not an easy step.

  Education is an emotionally charged issue sadly heading down the road of ridicule that encompasses most of our DC discourse. Teachers are under the gun. They are underpaid for what they do, IN MY OPINION. Conversely, not every teacher is Mr. Chips, either. I have 34 school years under my belt as a parent to 4 kids. I have encountered some absolutely wonderful teachers who had lasting impressions on my children, and I have encountered unqualified and burnt out ones. Making that statement does not indict the profession at all. It stands to reason that would be the case. Would strident defenders of "the cause" would find a way to come down from their absolutist positions and stop looking like caricatures of all that is wrong with union leadership. I have seen the ridiculous lengths of time it has taken to remove abhorrent teachers from schools. It leaves an incredibly bad taste in a community's mouth when broad based efforts to remove a teacher takes several years.

  I am not talking the progressive english teacher assigning a book with colorful language covering a provocative topic, either. I am talking about a basic elementary ed teacher who was simply incapacitated with personal issues and should have been out on disability if nothing else. Sad and unfortunate, but sadder and unfortunate still that three years of kids had to endure it.

  And, of course, on the flip side teachers have the legitimate beef about the preparedness of their average student now compared to a generation ago. As mentioned at the outset I have familiarity with some teachers now nearing retirement age. Their perspective happens to be one I value. They know the differences in the home lives of their average student now compared to 30 years ago.

  Hence why the challenges to enhance the education system do not lie solely on one side of the argument or another. We can't mandate familial interactions, and we do not have the resolve to increase education spending to levels necessary for the desired improvements advocated by the education zealots.

  Fire away....

  Permalink Wednesday, October 4, 2006 07:30 AM