Shortchanging our students and teachers: raise your hand if you are guilty


I am thinking about learning….

Learning is a process…. I am wondering how some of the conditions prevailing in our schools today shortchange the learning process for our students. I am thinking about teachers’ planning periods, many of these planning periods are not adequate. Sometimes, the times allotted on paper seem satisfactory, but what the public does not know is that during the planning time teachers have to attend meetings and do tons of clerical work that have nothing to with planning instruction. Do not believe me, ask any teacher who is not afraid to tell the truth (many of them are)!

Learning is a process…. and I am wondering how schools interrupt this process. Learning is sacred….but politicians know nothing about it. Schools should be places to learn, not places where curriculum changes not to satisfy/meet students’ needs but to satisfy the ego of politicians that want things their way!

Hindering learning is a sin! The Bible teaches that “my people perish because of lack of knowledge” (Hosea 4:6) and we will give account to Him when we deliberately deprive people from learning. How do you do that, you ask? I am so glad you asked. This is how you are hindering learning in public schools across the country:

  1. Lack of funding or inadequate funding
  2. Living in the past and unwilling to accept the challenges of the present day
  3. Inhibiting teachers from doing what they need to do for students because tests scores are more important than learning
  4. Preventing teachers from learning (not allowing them to attend conferences)
  5. Silencing teachers’ voices!

I will tell you more soon. This should be enough for you to start thinking about how you politician, policy maker, school administrator hinder learning in this country.

 

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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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