How Much Math Is Usually Required In Information Assurance Programs Eight Warning Signs of a Bad School

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Eight Warning Signs of a Bad School

How do parents find a good school? Not only are public schools crippled by dozens of bad ideas, but the schools seem intentionally designed so that parents don’t understand what’s really going on in the classrooms. It is probably more practical to be alert to danger signals that can be observed from a distance. Here’s a checklist of the top eight signs you don’t want your child at this school:

1) READING: The most important skill is reading. If you hear any mention of Whole Words, Sight Words, Dolch Words, Fry Words, or Balanced Literacy, go the other way. English is in alphabetic/phonetic language and should be taught phonetically. Children must immediately learn the alphabet, and that letters represent sounds. (There seem to be five or 10 good phonics programs available. I’m not convinced that the small differences matter. What’s been killing us is this big difference: teach basic alphabetic information or NOT teach it. Any synthetic phonics program, mixed with poetry. Phonics advocates report that virtually all of their students learn to read by age 7. Whole-word advocates say that children should memorize several hundred words each year, in which case. It will indeed illiterate during high school.)

2) MATHEMATICS: The next most important thing is arithmetic. If you hear any mention of Reform Math, go the other way. (Reform Math is an umbrella term for at least 10 different programs, with names like Everyday Math, Connected Math, MathLand, TERC, CPM, etc.) These programs tend to push advanced concepts on kids who don’t even know how to it add 10 and 16. These programs like to use obscure methods and algorithms so that children end up confused and scattered. The appropriate goal is for children to master basic arithmetic, for example, easily adding and subtracting one- and two-digit numbers. Then they move on to multiplying and dividing one- and two-digit numbers. No calculators should be used, no “spiraling” from one topic to another, and no mention of college-level concepts.

3) KNOWLEDGE: Next most important is that children are expected to acquire knowledge. This used to be normal; but for 75 years our educators have waged war against content, facts and memorization. “They can look it up” is a big red flag. To study history, for example, children must first learn the names of oceans, continents, rivers, mountains and countries. Basic geography should be a core element in the early years; there should be maps in every classroom, both of the US and the world. In general, in all subjects, children should be taught the simplest information first, the essential, the basic knowledge, all to prepare the study of the subject at a higher level. If children do not learn the names of the oceans in first grade, they are not in a school but in a babysitting service.

4) SCIENCE: Children must be taught, from the beginning, the rudiments of science and scientific thinking. For example, children can look at common objects and say whether they are animals, plants or minerals. Children should be able to talk about the change of water from solid to liquid to steam. Older children should be able to talk about the different types of problems dealt with by doctors, chemists, biologists, physicists, mathematicians, etc. Studying maps, diagrams, charts, illustrations and simple plans is a good sign. (In other words, I can’t imagine that a bad school would think of teaching kids to understand simple diagrams in first grade.)

5) CONSTRUCTIVISM: One of the great fads breaking out in some public schools is called constructivism. (It can appear in the teaching of any subject.) Gifts are phrases such as “build new knowledge”, “guide along”, “prior knowledge”, “learning strategies”, etc. All this live. contrast with direct instruction, whereby expert teachers teach what they know best in the classroom. “A Sage on the Stage” is exactly what the kids need. Constructivism devalues ​​the skill and preparation that good teachers bring to the classroom; and helps to hide the bad training of bad teachers. Constructivism guarantees that instruction will be slow and fragmented.

6) FADS RUN RAMPANT: Other popular fads to avoid include: Self-esteem (where children are constantly praised and awarded good grades even if they do a poor job); Cooperative learning (where children are constantly forced to work in groups so they never learn to think for themselves); Critical Thinking (where children are encouraged to engage in deep discussions about topics they know little about); Curriculum of creativity (where play with the arts is given prominence over the learning of knowledge); and Fuzzy Anything (where kids can guess, come up with weird spelling and weird grammar without correction, get it wrong but still qualify as correct). These are all warning signs.

7) OBJECTIVES: Perhaps the most distinguishing feature of good schools is that they talk about what will be taught and what will be achieved. There are goals and expectations. There is a sense that the school has a map and has traveled the road many times before. Bad schools are distinguished by an endless litany of excuses and alibis. There is a sense that these schools do not have clear goals, and do not really expect to advance very far. In bad schools, a lot of what goes on is actually a kind of make-believe where kids are kept busy doing pretend jobs that don’t add up to much. Perhaps the most disgusting part of the whole charade is that some of these schools will pretend that they are being considerate of children, that they don’t want to push them too far, and that they don’t want to expose the inadequacies of the poor. and minority children. All this, it seems to me, is the simplest nonsense, not to mention racist. Kids need to be challenged and pushed, not to the point where they give up, but to the point where they think, “Wow, look at me, come on.”

8) SECURITY: One signal that cuts across all others might be called basic order and security. Schools should be safe, respectful and predictable places. The point is that children should be able to relax so they can learn. A school of fear ceases to be a school. The principal (comparable to the mayor and sheriff of a small town) is a crucial figure in this paradigm: he or she sets the tone. Principals explain goals and policies to students and parents; Principals motivate and support teachers. (This could be called the main principle).

Summary: The Tao of education is very simple. Learning basics and academics is the goal and the path to that goal. Facts and knowledge are the lifeblood of the classroom. Teaching must be as creative as possible; schools should be fun and the student should smile a lot. But the whole process has to go somewhere, it has to move forward. At the end of each day, students know more than the day before. The problem with American education is that elite educators moved away from knowledge-based education (a/k/a cognitive learning) to feeling-based education (a/k/a learning affective).

Many psychotherapeutic prejudices were mixed with a disregard for facts and a disdain for fundamental knowledge, including even literacy. The result, as expected, would be a very dumb and mediocre school, as you would find in any American city. The solution is to ignore the bad ideas that caused the problems, to move away from touchy platitudes, and to seriously try to serve students by giving them the best possible preparation for the rest of their lives.

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