Allergies and testing culture a despicable crime against our children


The doctor told me not to take “Allegra” anymore because my body is not reacting to it; it has become immune to it.

Maybe this is what is happening in schools around the country with this “testing business”. Maybe children should stop taking “tests” because their minds have become unreceptive to them.  Does it make sense?

Not so long ago, tests were view by students with a kind of reverence and fear. Children and parents prepared for them, now they qualify them as “tedious and monotonous”.  It is liken a decade ago many people complained about television shows as violent, gore; “please stop the violence” they pleaded. No one listened. Now, my sixth grade students tolerate it very well, or does it face them? My description of gore is totally different from theirs. Maybe they have become invulnerable to it.

Learning for me is a joyful process, every tiny part of my body is engaged in it with the anticipation of discovery…The “aha” moment.  The testing culture is extinguishing the joy of learning from the students’ hearts.

What a crime!


About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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