The Common Core is only hype.
A name by any other name is still just a name look at the example this mother presents. http://www.youtube.com/watch?v=wZEGijN_8...
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How do you go about solving this problem? You can't really count the geese, they walk around. They fly away. Can you estimate the total number of geese from a reasonable smaller area? Ho much area does each goose poop take up? etc, etc.....who cares what the answer is? But if I have a kid who doesn't know how to calculate the area under discussion [or poop], I can work to remedy that. If I have a kid who doesn't take into account the fact that the geese are there even when school is out, that's a weakness.
The Wizard says"the number of goose poops per goose per unit time...." or somethings like that. there was much giggling as we recalled this activity.
We noticed last year when she was in public school that she was being sent to her own individual playtime while the teacher was trying to get the slower members of the class to learn the lesson. Now I am not saying that those children should not get an education, of course they should, but at the same time it takes progress away from brighter children to be forced to wait on them. I think this will be an even bigger factor in the Common Corpse “educational” program.
That "teacher" should have had extra questions, materials, books, etc. for ANYONE who was working faster. Why didn't she? If 1 kid gets other things to do, more kids will want other things to do. Yeah, and? The "teacher" will have to teach 20 different curricula!! Oh, horrors! That's what real teachers do.
They also say to kids "Come walk a bit with me and let's talk about that." old Greek custom.
I assume, from your language, that your daughter is no longer in public school?
Our school has just expanding the special ED . and E.D. classrooms...BUT there are some serious class disrupters that shouldn't be in a main stream class setting.. behavior management is so time consuming and unfair to everyone else. But that brings this back around to class size again.
Yeah this is why they don't have any of those thousand seat auditoriums in colleges.
Every class I went to had between 30 and 40 kids in it. I think you're mistaking the problem as class size when it's really *school* size.
I would not work for them for any amount of money, even if they promised I could change things. The system corrupts what it touches.
- CC will lead to more charter schools and private schools.
- CC focuses on getting kids career ready instead of college ready.
I don't get what the big deal about it is.
On the surface it does not sound so bad, but what is the government going to do with this thought process steering? Think about children suspended for playing cowboys and Indians and biting food into gun shapes. Now, what is it going to look like when the teachers who cannot separate their liberal agenda from their job as educators start teaching the constitution? What are they going to teach? Will it be individual responsibility and freedom or will it be fall in line little lemmings?
I completely reject suspending kids for playing cops and robbers with pretend guns. If that's part of Common Core, people should say so.
I have no liberal agenda, but I probably come at things from liberal values. I really don't want kids learning any value system, just as I don't want liberal news-- I want the truth, not what happens to work with my value system.
If Common Core calls for not allowing kids to play cops and robbers, I'm strongly against that point. Let kids be kids.
As far as I can tell there is no liberal values, except self destruction. Liberal values are take money from group A and give it to group B, then takes rights away from both groups for the common good. Liberalism is unsustainable.
If any answer is ok, then by definition, there is no right and wrong. For example, if a child develops a genius method to murder a person, that is ok under this reasoning, and we are to appreciate the process in how they came up with it and not be concerned with the death of someone in cold blood.
I am sure you are intelligent enough to see that some singular answers are required. By the way, you yourself admit there is right and wrong by your stating that "if it is done right." Who determines, then, whether it was done right and at what point have enough diverse results manifest success?
The whole math thing....as long as the "process" is right then it is considered correct even if the wrong answer is given...if the process is wrong but the answer is correct..then it is incorrect.. Um excuse me...math has exact answers, it's either right or it's wrong...it's LOGICAL.. not emotional...but they've managed to take the logic out and put in emotions. It's up to some higher power (the teacher) to decide if it's right or wrong...not dependent on math facts. Trains them to seek approval from superiors because they know better. barf
The problem is how do you know whether the process is right when the results are valueless? Is it a study of a process for the sake of process? This just creates a bunch of oatmeal headed dumbcocks.
Am I the only one in the world who can see right through all of this? People, you must see that this is all designed to get rid of any reason for children to look for absolute answers found in God, our Creator. He is the only one with the final answers, else, if man is said to have the final answers, at what point and what iteration of man's thinking do we consider the answers really final?
Science isn't useless because we acknowledge a Creator outside of ourselves. Science is enhance by the fact that absolutes exists and repeatable results are possible. What hinders science is speculation outside of actual science, which truly leaves science and enters the metaphysical. You can see this in the Climate Change (doesn't the climate change everyday?)/Global Warming hoax where science has reached a "consensus." I guarantee that any textbook on the scientific method doesn't say you have a theory based on consensus, but instead based on repeatable results. Evolution is metaphysical, not scientific.
Oh may the nations awake and realize you are not smarter than our Creator. I grieve so much for where we are headed.
EVIL!
teaching to testing not as much about critical thinking, which is essential for independent thinking and problem solving. The more you are taught to test, the less you learn to stand back and question...anything.
Variety is good, as is control as close to the activity as possible.
Most private schools only go through 8th grade - ever wonder why? Because the state-mandated requirements to be a "high school" are so onerous and expensive that most private schools choose not to attempt to meet them.
A government-run entity will produce a government school, no matter what you call it.
You seem to think that everyone will act rationally and in the best interests of their children. Such a funding mechanism must provide some means of ensuring that the funds wouldn't just be a sham.
BUT if you're going to put a "certification body" in place, what makes you think THEY will act rationally and in the best interest of anyone's children? They certainly don't now.
I really mean it, it's a learning opportunity. You sell your voucher and split the proceeds and your child doesn't go to school. A huge number of events follow that, including one in which the 12-year-old kid says, no, you can't sell my voucher! I think motorcycles are cool, and I like being around them, but the garage won't let me work on them because I can't read. I'm going to learn, and you can't stop me.
Bad ideas have to stop somewhere; bad ideas which support bad behavior choices REALLY have to stop somewhere. Why not here and now? or, see if you can tell me how you would constitute this certification body so I that could approve of it.
You really think a 12 year old would have that conversation? I don't. If they had not been nurtured to that point, they would already have been lost.
The question is, how do we design a system that works, at the very least, BETTER than what we have now.
I think there's a problem way back in the beginning; from where does the money for the vouchers come [or rather, from whom]?