Failure in the Education of the High Shool Class of 2014

[Percepi]

This doesn't always work. A lot of the time kids know exactly why their actions are wrong, and yet they still do them anyway. The knowledge that something is wrong doesn't necessarily stop them from committing that wrong. They are a lot like adults that way. When you become a parent (or ever decide to work with children) you'll discover that you can talk until you're blue in the face to your five-year-old about why they shouldn't hit their sibling but unless you follow it up with some serious consequence then they are simply not going to take you seriously.

If your children take you seriously because they're afraid of you, you're doing it wrong.

Yes, I agree.

No comment on the rest of my post? Nothing about how parents who spank are often blind to negative outcomes that stem from spankings?

Anyway - more on topic.

I remember looking at a common core math problem given as an example online. I did the problem how most people would do the problem, and I showed my work. I then redid the problem, writing down each equation I did in my head. For example, if I added 27 and 34, I would write 7 + 4 separately, then I would write 2 + 3 separately (and add the 1 from the prior equation), etc.. This way, I could look at all the equations going on inside the brain - whether most people are conscious of it or not.

I then used the common core method and did the same. Not only did you have to show more work, but the amount of extra equations the child had to do to solve the same problem was insane! I wish I still had the paper I did all this on so I could post exactly what I'm talking about.

 

[Toska]

If your children take you seriously because they're afraid of you, you're doing it wrong.



No comment on the rest of my post? Nothing about how parents who spank are often blind to negative outcomes that stem from spankings?

Anyway - more on topic.

I remember looking at a common core math problem given as an example online. I did the problem how most people would do the problem, and I showed my work. I then redid the problem, writing down each equation I did in my head. For example, if I added 27 and 34, I would write 7 + 4 separately, then I would write 2 + 3 separately (and add the 1 from the prior equation), etc.. This way, I could look at all the equations going on inside the brain - whether most people are conscious of it or not.

I then used the common core method and did the same. Not only did you have to show more work, but the amount of extra equations the child had to do to solve the same problem was insane! I wish I still had the paper I did all this on so I could post exactly what I'm talking about.

About the spanking part, I was spanked as a child. My parents never left any marks on my body and I have not suffered from anger issues as an adult. I think you may be taking the part about fearing the parents wrong. When I was a child, I did not do wrong because I did not want to get in trouble from my parents, I was not afraid of them in any way. I just knew there were repercussions for my actions and that could include a spanking. I love my parents with all my heart and cannot think of a time that they spanked me when I did not deserve it. I understand now what they meant when they told me that it hurt them more than it hurt me. Spankings were fairly rare, I did not like getting in any kind of trouble as a child.

I do understand what you are saying about parents who go overboard with it--spanking too often or too hard. There can be a fine line between discipline and abuse. Unfortunately, we are seeing more and more abuse in this day and age. That can cause a very negative impact on children, I see it every day from children who have parents who literally beat them instead of spanking them. There is a huge difference between the two. I agree with spanking, I disagree with beating. I hope that makes sense.

About the ccss, you are completely right. The methods used are insanely long. Why make a child work a problem using 7 steps when they can do it in 3 steps and still show all their work? I understand exactly what you are talking about because I have done the same thing--worked problems different ways. CCSS is going to be a struggle, not only for the children but, for us teachers, too. The students will not want to work the problems using more steps than are actually needed and it is going to be hard to convince them to do so. But, what can I do? CCSS had been implemented and I have no choice but to follow the standards. All I can do is try my best to work with my students and help them with these new standards. I won't quit teaching because of this, I love what I do too much to give it up. Things will change again in a few years, they always do

 

[Billyd]

I'm new to this site, and almost hesitate to comment here, but here goes.

I have one problem with education common standards as implemented in the US. It is extremely difficult to remove the politics from them. Reading material is chosen, not by quality, but by what is acceptable to a select group of people. Math standards are still in the dark ages. Very few children (should be young adults) are capable of defining a problem, let alone solving it. Student's are incapable of writing without a keyboard, language and spell checker. These are the skills that they should have when they leave the third grade. At that point we need to form the analytical skills needed to progress into the future, the ability to use these skills to solve the complex problems that they will face, and the ability to express the solutions of the problems. The challenge is to do this for a generation of parents that are products of a failed education system and a corrupt political system.

I'm speaking as the Grandfather of two graduates. Please let me know what you feel about this year's graduating class.

I appreciate the discussion. I graduated from one of the top academic high schools in the United States in 1959. I was prepared for college, but could not afford to start for seven years later. I had a wonderful career in science and engineering, and a close and exciting relationship with Christ from the beginning. The single most important thing that I received from my high school education was the ability to solve complex problems. As I said, two of my grandchildren graduate from high school this year. I really don't believe that they are prepared for what they will face in the future. Would those of you who have participated in this conversation please provide a brief summary comment on how you feel about this year's graduates.

 

[skipp]

If your children take you seriously because they're afraid of you, you're doing it wrong.

It's not that they are afraid of you. It's the fact that they know there will be consequences for misbehavior. Kids with washy washy parents (or teachers) who don't set boundaries don't tend to take their parents (or teachers) seriously. And I'm not just talking about spanking as a consequence. When dealing with children it's very important to have a set of clear, easily understood consequences (and rewards!) set up and to make sure that they are aware of the consequences and that you will follow through on them (one of the most important parts). Kids actually like this because it gives them boundaries and makes them feel safe. Just talking to them like you suggest is simply not going to work. When you have kids (or ever decide to work with them) then you'll understand this better.