Get Schooled

By KA

January 29, 2007 08:30 AM | Link to this

Bridget, I am not going to answer your question, because you want this to be a political debate, and it just isn’t! As I said several blogs ago I don’t think throwing more or less money at failing school systems will improve or harm them, and ditto for good systems. The failing systems have SYSTEMIC PROBLEMS in their micromanagement of teachers, heavy handed and overpaid adminsitrations and neglect of the real problems like ENFORCING DISCIPLINE!

Bridget, it’s amazing how two people can read the same material and come up with different conclusions! IMO Maureeen Downey hit the real issue, and you ignored it in your intro, “Many metro Atlantans are willing to pay sky-high property taxes and vote themselves additional sales taxes to benefit their local schools. But they are beginning to question why their considerable investment doesn’t seem to be yielding results.” In summary, money won’t fix the systemic problems.

By holdingAJCaccountable

January 29, 2007 08:51 AM | Link to this

Re: “But other times they’re trying to bring real-world perspective to policies” No they aren’t. If they were trying to bring a “real-world perspective” they talk about discipline. But since they are utterly spineless on the issue, they can’t even begin to make the case that public schools are working.

So we get what we deserve. And sadly, a lot of good people get hurt in the process.

What’s interesting to me about the editorial is that never, ever, in the 10+ years that I’ve been reading, have I ever see an editorial stating “Administrators need to do a better job supporting teachers and the consequences they need to impose for good learning conditions”.

Has anybody out there seen even the first editorial on the subject? And what does that say about how much the AJC really cares about “the children” vs. having “vested interests” of their own.

No one on the editorial board at the AJC has been willing to address that (not even Mr. Wooten, who at least has addressed the need for removing chronically disruptive students in his blog).

By thomas

January 29, 2007 08:58 AM | Link to this

Should education lobbyists “get out of the way” and let lawmakers do whatever they want? The answer depends on what you opinion of public education is. Quite frankly I happen to believe that a good public education system is a useful thing in any society. Now if you believe in education (I mean opportunity) is only for the privileged, then I guess you could be for vouchers and private education.

I was just trying to be fair.

By jim d

January 29, 2007 09:23 AM | Link to this

Although the Mallory / Potter thing has been blogged nearly to death, I’m somewhat disapointed the AJC didn’t have the intestinal fortitude to throw it out here again after having the courage to print the pure drivel Sunday, that she sent them.

http://www.ajc.com/gwinnett/content/metro/gwinnett/stories/2007/01/26/0128gwxmallory.html

By Jim in Marietta

January 29, 2007 09:35 AM | Link to this

This isn’t about what laws the Republicans or Democrats will pass. It’s about a failed system. Ask any teacher worth their salt, and there are plenty on this board from what I can tell. Their hearts are in the right place, they want to teach and do it well, but the public school system is no longer about serving children’s interest (if it ever was) and providing an education. It’s a bureaucracy whose time has passed, and I and others are sick of paying taxes to support nothing more than a “free” babysitting service complete with pepper spraying, taser yielding administrators. If you give a damn about your kids, you won’t support the public school system; you will find another way to educate your kids.

By holdingAJCaccountable

January 29, 2007 10:03 AM | Link to this

I hate to say this, but I think Jim in Marietta may be right, absent a drastic and I mean drastic overhaul of public education

Start with the complete dismantling of the federal dept of education

By ECLB

January 29, 2007 10:46 AM | Link to this

When partisan politics enter into education, no wonder real change is lacking. In some ways, running education like a business model, with the ability to get rid of ineffectual or bad teachers, the ability of the consumer (the students and parents) to choose the method that will work best for their child, regardless of socioeconomics, might be the best way to approach reforming education. There is no real baseline for what is expected at each grade level, and until there is a nationwide consensus on that, real education reform will not occur. Our family discusses this issue at length, and fortunately for our children, we expect MUCH more from them than is expected in the system. We set out to make certain that our children could transfer to any school in the nation and not be behind due to inconsistencies in state requirements. This is a lot of work on our part, and for our children to not only complete the requirements for their school, but to homeschool after school on topics that they should be taught, but aren’t. We feel it is absolutely worth it. Throwing money at the issue is not going to fix the problem. Politicians who court lobbying groups, like the PTA and teacher’s unions, are focused on votes, not real results for the children. Curriculum change can’t occur until you stop putting administrators, politicians, and lobbyists in charge of determining what information goes into a textbook. Put mathematicians in charge of designing a national math curriculum. Put actual scientists in charge of a science curriculum. Put historians, anthropologists, economists in charge of their respective curriculum. Recognize that truly all children are different, not cattle that will automatically be able to achieve some illusionary level of competence in every subject by some arbitrary date. Bring back vocational education to the schools on a meaningful basis. Allow children who are significantly ahead of their peers and able to perform at that higher level to move on, allowing them to be challenged and allow the teachers to focus on those that need the extra help. DISCIPLINE! Until the discipline issues are dealt with, no meaningful change will ever take place.

By Truth Filter

January 29, 2007 10:52 AM | Link to this

I think the editorial’s point is being lost a little.

I read it to mean that these groups can often become shrill and sound like broken records. At a time when Georgia is looking for answers, simply saying “you can’t do this” and “you can’t do that” is not the way to effectively represent your group.

That doesn’t mean they should bow to the will of the Legislature, but the old saying goes: “You’re either part of the solution or you’re part of the problem.”

By Janine

January 29, 2007 10:59 AM | Link to this

Holding AJc Totally agree that the Dismantling of the fed. dept. of ed. is the absolute first step. THe delivery of Education to its citizens is the responsibility and the right of the states.

By Janine

January 29, 2007 11:06 AM | Link to this

ECLB I agree with most of your post. However, IMO allowing teachers to focus on those that need help has been overemphasized at the expense of those who don’t. Your suggestion that those who perform at a higher level should be allowed to move on is a very important but neglected element in the successful education of our children.

By Lisa B.

January 29, 2007 12:17 PM | Link to this

Since most lawmakers have no background in education (other than their own school experiences) they need insight and feedback from people who work in the field. If I became a lawmaker, I’d certainly need input on farming, for example, since I know little about how laws would impact the industry.

Merit pay sounds good, until one tries to figure out to apply it fairly. I have a really smart group of kids this year. If mine all pass the CRCT, should I get a raise? What about the Special Ed teacher who works incredibly hard, with little chance of any students passing the test? How does the PE teacher earn a merit raise? Teachers share tons of materials, ideas and information. If we have to compete for raises, will we still share so much?

We must have many conversations about education laws before they are passed. I don’t think lawmakers should make these decisions in a vacume.

By mmm

January 29, 2007 12:26 PM | Link to this

Governing in sound bits bites us all later.

By holdingAJCaccountable

January 29, 2007 01:04 PM | Link to this

Re “Governing in sound bits” mmm not sure that’s all bad. For example we could just declare “Mission Accomplished” and let every school hang a banner-they do so love hanging banners. Why not; worked in Iraq right?

By Teacher Here

January 29, 2007 01:38 PM | Link to this

The curriculum & teaching methods in Georgia have been greatly enhanced over the past years and are getting even better. Georgia has some great teachers who deserve more than they are getting. TAKE THE TROUBLE MAKERS AND STUDENTS THAT WILL NOT BEHAVE OUT OF THE REGULAR CLASS ROOM AND INTO AN EMVIROMENT MORE SUITED FOR THEM and 90% of the other issues will disappear. Teachers will have time to work with both slow and fast learners. And teachers can enjoy a job and life that is somewhat normal and get off of their blood pressure pills.

By jim d

January 29, 2007 02:21 PM | Link to this

Ok, I just gotta ask.

Since it is a recurring theme on these blogs that discipline in our schools is the #1 detriment to learning.

How many teachers have received training in:

1) Managing Misbehavior in the Classroom 2) Reaching Underachievers in Schools 3) Psychopharmacology for School- Aged Children 4) Dealing with Childhood Depression in the Classroom

And do school systems not offer this training to teachers?

By decaturparent

January 29, 2007 02:33 PM | Link to this

Here’s a letter that I sent to AJC in response to Maureen’s editorial. I hope it gets published………

In her January 28th editorial piece, Ms. Downey fails to explore the root of public education failures. Children are in public school classrooms for about an eighth of their young lives, but we hold the schools responsible for fixing all of society’s ills and punish schools when they cannot achieve the impossible by starving them finacially.

Perhaps the answer to “fixing” public schools is not to starve them but to create initiatives outside of the classroom that remedy the causes of poor student performance. A child traumatized by violence and neglect or sick from lack of adequate nutrition or medical care is not going to be interested in Algebra.

What “the 70% of folks who aren’t invested in education” don’t realize is that it is far less expensive to educate and nurture a child today than to incarcerate him as an adult tomorrow. I just wish Ms. Downey could see the big picture.

Suzanne Miller Decatur, GA

By catlady

January 29, 2007 03:06 PM | Link to this

If the “education lobbiests” would look at it the right way (MY way, LOL) with the big picture, and valid, unbiased research, it would be fine. The problem is some folks just look at what affects their little part of the puzzle. And some, sadly, have been out of the schools for too long to have any real knowledge.

jim d—I’ve had multiple trainings on 2 of the items. Pharmacology and depression are beyond my ability to teach and do at the same time, although I do look for signs of depression and drug use by students and their parents. As for the other 2, we teachers have to have backup. Teachers cannot do those things all on their own. Ameliorating behavior problems and underachieving takes every leg of the stool, not just one. We already spend a high percentage of our budget on the underachievers, and we give lip service to the behavior issues.

On behavior: My school has seen a significant improvement in behavior since we got more serious this year about the “quality of life issues” such as running in the hall. Show you are willing to address the “little things” and folks start figuring you are going to address the big ones, even if you are not. We have a few kids who have figured out that they can do anything and not be punished more than a day of ISS, but most of the usual behavior problems have not figured it out yet. I looked at how few behavior incidents we had reported the first two months of school, and it was 25% compared to the same time last year, so they CAN do better. Now that we have had the opportunity to get tough with the repeat offenders (but have not) we are seeing an increased number of referrals, and the problems are more serious. Think of how nice it would be if we took the bull (literally) by the horns! The word gets out, one way or another.

At our school: Our underachievement will not improve unless we become resolved to hold students accountable for their lack of seizing the opportunities (I count 6 special classes plus ESOL, excluding special ed, that are available at our school). Our school does not retain for any reason, including failing the CRCT, failing all classes, etc. (It is the TEACHER’S failure—we did not MAKE the student successful.) Thinking like that dooms us. We get what we are willing to pass. We also latch on to every one of the latest cure du jours and throw money at them with the zeal of a used car salesman. Give teachers time to teach, adequate supplies, and backup, and we can do a lot. If you don’t, you get what we have now.

By Teacher2

January 29, 2007 03:07 PM | Link to this

jim d, 1) A few workshops, none of which included information on how to handle weapon-wielding ex-con “students” 2)WAY too many workshops on underachievers, none of which addressed unprepared, unmotivated students, most of which stressed the need to make the lessons “interesting” 3)None 4) None

We’ve had lots of workshops on positive discipline, i.e. encouraging good behavior and ignoring poor behavior (incredibly effective, please note the sarcasm).

The problem is that admin cannot put teeth into discipline for fear of being labeled a dangerous school. I have students with more than 30 office referrals who are still in the classrom (one has 47!). Students laugh when we threaten referrals, detention, etc. because they know they can get away with almost anything. A student struck a teacher last week and the student’s punishment was one period of lunchroom cleanup.

An overhaul is greatly needed, from the top down. My colleagues and I are willing to hear any and all suggestions.

By Teacher, Too

January 29, 2007 03:11 PM | Link to this

Did anyone happen to see Diane Sawyer’s show Friday night about poverty in America? If you look at the three kids profiled- how are they supposed to be successful in school when they don’t/can’t get the support at home? (look at little Ivan- his mom can’t read- he’s starting kindergarten already behind. The show compared how more affluent kids had been read to for over 1700 hours by the time they had started kindergarten. Ivan’s mom can’t read.)

I guess the question I am asking is- what do we want the functions of schools to be?

Jim D- if we need training in managing misbehavior (which we get tons of training in), underachievement, pharmacology… so we also get a degree in social work?

I don’t pretent to have all or even many of the answers to the problems that face public eduction- but if we do overhall public education, let’s start by making it a privilege that can be taken away- and putting responsibility on the students, where it belongs, along with holding teachers responsible to actually teaching curriculum, and parents for making sure their kids come to school on time and prepared.

NCLB presumes that all children are equal and can learn equally. What a farce!

By Janine

January 29, 2007 03:13 PM | Link to this

jim d …Teachers get lots of staff development classes in classroom management. The other things you mention I never experienced in my 30+ years. However, I firmly believe that all teacher training should include classes in drama, stage presence, how to engage and hold an audience.

By Jeff

January 29, 2007 03:14 PM | Link to this

Teacher2:

Sounds like you’re in my old system!! (Or are things that bad EVERYWHERE?? SHUDDERS!)

By catlady

January 29, 2007 03:14 PM | Link to this

teacher 2- could the struck teacher not call the cops? And could struck teaches not sue the school system for putting them in danger? We gotta get a handle on this!

By holdingAJCaccountable

January 29, 2007 03:22 PM | Link to this

jim d,

Two analogies to enlighten you:

One: How’s the way going in Iraq? Now let’s leave everything the same and send some Pentagon brass over for a week of “workshops”. You think we could then say “Mission Accomplished”?

Two: Recruit “the best of the best” for a big city police dept. Every time they make arrests, the judge dismisses the case before trial, regardless of merit. The crime rate soars. The police brass decide to address the problem with “more training”. Think the crime rate goes down if the judges still act the same?

A pregnant teacher gets kicked in the stomach. Two choices: -The student gets immediately removed with swift, and compelling consequences -The teacher gets a lecture on “classroom management”

Guess which happens? It’s really that bad jim; it’s really that bad.

By jim d

January 29, 2007 03:42 PM | Link to this

I wasn’t making any accusations folks. I was just curious how well teachers are trained to recognize potential areas that might cause a child to be disruptive, how to deal with it successfully and if you haven’t been trained in those disciplines, why taxpayers haven’t seen fit to provide you with it?

By jim d

January 29, 2007 03:55 PM | Link to this

I must admit I’m a bit confused.

Some of you appear to have traing in the disciplines I mentioned, yet others of you that have apparently been teachhing for decades don’t know what I’ve just asked, which would indicate that training wasn’t made available to you. I find it discouraging at best that some of you are not being provided by the school systems with the tools that might ease your burden as well as improve the educational opportunities for all students.

By holdingAJCaccountable

January 29, 2007 04:01 PM | Link to this

It’s a lot simpler than that. Here is all that needs to happen. Teacher has rules, teacher has consequences. If child refuses to accept consequence, administration swoops in, 100 percent of the time, without exception, without fai,l and child is removed from his power…his audience.

He’s isolated (no harsh words, or actions, just isolated) until HE decides it’s more pleasant to comply with adult authority than to be isolated.

Problem solved jim. It’s really that simple. We don’t lack the brains to solve the discipline problem, we lack the backbone

By Teacher, Too

January 29, 2007 04:15 PM | Link to this

jim d

We are overwhelmed with inservice for disciplinary techniques, low-performing students…you name it, but even using discipline and de-escalation techniques, there ought to be a limit of how much of our teaching time should be consumed with discipling instead of teaching.

I am not sure the public is aware of how much we have to look for in our students- signs of sexual abuse, signs of depression, signs of potential suicide- the list is almost endless.

We are no longer just teachers- we are nurses, social workers, counselors, judges (all those he said/she said messes)- really, what is our role supposed to be? And, then add on all the extra responsibilities of NCLB that teachers face- documenting data- so much takes away from what should be our primary responsibility of educating our students.

Like I said, I don’t have all the answers, but it seems that people are so quick to judge and say that teachers aren’t teaching, yet have they truly looked at the obstacles that we face day in and day out?

(Please don’t think I am whining- I am simply offering that our educational problems are more complex than many people understand.)

By jim d

January 29, 2007 04:32 PM | Link to this

Too,

That’s what I’m trying to get a handle on. I’m curious as to just how effective one or two day in service training can be when we are dealing with such complicated issues? I think if teachers are to be required to annalyse potential problems that at the very least they should recieve adequate training. Training that I suspect is currently sorely lacking in substance. Personally I think I’d rather find another method for trouble-shooting these problems rather than burdening teachers without proper training to do it.

By jim d

January 29, 2007 04:42 PM | Link to this

Too,

I don’t know if this is an answer, but why not require students to participate in a group therapy session so they all understand where each of them has come from, possibly enabling the students themselves to chsnge the direction of their classmates?

By holdingAJCaccountable

January 29, 2007 05:42 PM | Link to this

jim d,

I have to say again. It’s really not complicated. The teacher issues a directive. If you do not comply, you are removed from the learning environment, without exception, without fail 100 percent of the time.

It’s really that simple. But what of all these “troubled” and “disadvantaged” youths? Let me tell you what happens: on their own, without “counseling” “self esteem courses” or “character education” with consistent, no doubt about it’ consequences, they learn with no help from adults that it really, really, really sucks to be removed from the class and isolated, now that I KNOW it will happen 100 percent of the time, without exception, without fail.

Jim D let me ask you. If you were to suddenly have to care for a child who was a HUGE behavior problem and you have two choices

One: “parent training” or “understanding troubled children workshops”

Two: the authority to offer swift, sure and compelling consequences that the child KNEW were in effect 100 percent of the time, which would you choose?

It’s NOT rocket science. The educrat apologists want you to think so, so THEY can live off YOUR tax dollars with trainings, and workshops and the like

I’d encourage you to make a little paradigm shift in your thinking here…

By Lisa B.

January 29, 2007 05:50 PM | Link to this

I think lots of kids could benefit from group therapy sessions. We used to have recess, which went a long way in helping kids learn to interact. Recess isn’t on the CRCT, and neither is group therapy, so there is no chance we’ll get it.

I can maintain discipline in my class, or I can teach. I can maintain discipline, or I can work with small groups as directed. As it is, I just have to let some small infractions slide (which I sometime pay for later) or I could never get through the lessons. It is very hard to be a perfect disciplinarian and teach (in the mandated style)at the same time.

We cram so much into every school day, that some kids act out just to get a break. Adults aren’t even required to sit all day without a break. Half the time our elementary kids are even on silent lunch because they get too loud. I loved school as a child. I don’t think I’d have loved it if school was then like it is now.

By jim d

January 29, 2007 05:58 PM | Link to this

Holding,

I fear we’re talking about two different things here. You’re talking about those already displaying disruptive tendcncies and I’m referring to those that aren’t yet but may soon. The latter may be able to be salvaged if detection and intervention is early enough.

Is it worth a shot? I kinda think it is.

By catlady

January 29, 2007 06:18 PM | Link to this

Teachers have been treated like ninnys increasingly. A child gets in trouble: the TEACHER is questioned. As long as a teacher’s requirements are legal, moral, and founded on some kind of legitimate educational reasoning, they should be backed up by the administration with no questions asked. I have experienced this, and it is lovely. I can tell you every reason for every request/rule I have. They are not arbitrary; they are grounded on solid educational principals. Principals/administrators should be aware of each teacher’s rules, and advocate for their unbiased, consistent administration of these rules. Students, unless severely special ed, should be made aware of the rules, AND THEN HELD TO THEM BY THE TEACHER AND THE ADMINISTRATOR. No need for Mrs. Jones’ rules to match Mr. Smith’s. In the real world we change rules as we go from one activity to another. There should be some school-wide rules, of course, but in the classroom if the rules are legal, moral, and founded on valid educational principals, they should be the RULE. If we cannot get total support from the parents, we should at least get total support from our fellow educators. And if a teacher has a rule that is questionable legally, etc, the administrator should discuss it with the teacher BEFORE there is a problem. If we would forget about worrying about the “dangerous school” designation for a year or two and enforce rules fairly and immediately, we would not have much of a problem in years 3 and on (of course, we would have to keep enforcing the rules, but those who challenge the rules would either give it up, move on, or drop out of public education, leaving us the kids who will meet behavior standards so we can teach and learn.) Like one of the blogger said earlier, a lot can be solved by removing the disruptive child until they are willing to comply. Even disruptive kids WANT to be at school most of the time, if only to get the attention they don’t get in other ways.

And yeah, it can be that bad in school. Or it can be great. You have to have a principal backed by a supt. and school board with GUTS, who believe the education of the many is more important than the continued disruption of the few. At some point we lost that sense of EVERYONE doing their part for the good of the largest number. Sadly, I have seen few higher ups with the necessary testicular fortitude needed to draw the line and enforce it.

By holdingAJCaccountable

January 29, 2007 06:33 PM | Link to this

jim d,

Ahhhh…yes on that count it may be of some use. But, don’t discount that many of the chronic disrupters (especially if you catch them young) couldn’t be salvaged with some consistent consequences.

Re: It’s not rocket science. Ever read John Rosemond or see hime on public TV. He talks constantly about how parenting was better when we didn’t have the “experts”. Parents didn’t go into self doubt or crisis on every little issue. Today: You’re bored. That’s ok Mommy will stop her life and find something to entertain you? A new toy? A DVD? Sign you up for soccer? Oh my God, my baby needs a therapist

Yesterday: You’re bored? Find something to do, or I’ll find something for you to do.

See why I say it isn’t rocket science…

By holdingAJCaccountable

January 29, 2007 06:33 PM | Link to this

jim d,

Ahhhh…yes on that count it may be of some use. But, don’t discount that many of the chronic disrupters (especially if you catch them young) couldn’t be salvaged with some consistent consequences.

Re: It’s not rocket science. Ever read John Rosemond or see hime on public TV. He talks constantly about how parenting was better when we didn’t have the “experts”. Parents didn’t go into self doubt or crisis on every little issue. Today: You’re bored. That’s ok Mommy will stop her life and find something to entertain you? A new toy? A DVD? Sign you up for soccer? Oh my God, my baby needs a therapist

Yesterday: You’re bored? Find something to do, or I’ll find something for you to do.

See why I say it isn’t rocket science…

By Teacher2

January 29, 2007 07:14 PM | Link to this

Jeff & Catlady The struck teacher called the cops; the principal told them it was handled in-house. She could probably press charges against the system, or press the issue further with the police, but she’s choosing to leave the system instead, knowing nothing would come of it.

Jeff, I sincerely hope it’s not this bad everywhere. This ain’t yo’ mama’s school no mo’…

jimd, We’re given the tools, but no backup to implement them. We follow the steps we’re given when behavior escalates (warning, call home, detention, 2nd call home, time out, 3rd call home, ISS, another call home, parent conference, OSS, behavior contract) and the student is still repeatedly returned to class. Only a weapons or drug violation or other crime (statutory rape in the bathroom, for example) seems to get the “learner” removed from campus. As SET says, Brave New World.

By Becky Mattix

January 29, 2007 07:33 PM | Link to this

Number 1 solution: get these disrup- tive and “bad behavior” students out of the classroom.

website for teachers: www.theteachers advocate.com

Parents of disruptive children: get them under control, my children have a right to an education free of this non- sense.

Parents of non-disrutive children: ex- ercise your rights and protect your children. Yes, you do have rights and so does your child. Remember that!

By Jeff

January 30, 2007 08:41 AM | Link to this

T2:

Exactly why I left my former system. HOPEFULLY the assault she had to deal with didn’t produce physical scars that will be with her forever. That is the WORST kind, though it DOES make you thankful you got the HADES out of there!

By Joy in Teaching

January 30, 2007 10:23 AM | Link to this

Students are no longer being held accountable for their actions, but teachers sure are.

Case in point:

In my county, there were a few staff members who were late on a consistant basis. So…instead of addressing these few people on an individual basis, the county spent several hundred thousand dollars putting in finger print machines in each building so that everyone gets to sign in and sign out daily. (I don’t have enough paper…but that’s beside the point.)

However….yesterday, I had a teenaged student ROLL IN THE FLOOR and whine because I dared reprimand him TWICE for disrupting class during a quiz. I finally said, “act like a 2 year old, get treated like a 2 year old” and sent him to another classroom for time out, giving him a zero on his quiz.

And…this morning I was told that he gets to make up his quiz and was reprimanded for removing him from the classroom and for embarrassing him.

At this point, I’m just counting the years that I have to put in before I get out of this ridiculous profession where you have administrators who do not give a rats rear end about student discipline.

By C

January 30, 2007 10:47 AM | Link to this

Maybe I missed it, but has anyone addressed MY kid? She’s the one with the 4.0 in the GIFTED classes! She’s the one who raises the averages on the standardized tests. She’s the FIRST one who is pushed aside when the teachers must deal with disruptive or failing students-often these are the same students. Where is the desire to help my kid push the envelope? She has amazing teachers and because they’re teaching only gifted students, admittedly do not have a great deal of disruptive behavior to deal with, but they also have to balance the crushing weight of the heavy handed DOE, the county school board, and NCLB while trying to help MY kid reach her full potential! Should she begin to be the squeaky wheel?

By Becky Mattix

January 30, 2007 01:43 PM | Link to this

Dear C, Yes, you must become the squeaky wheel in order to get oiled. My children are both straight A, gifted students. I am at every school board meeting, I contact my school board members on a regular basis and yes I contact the local newspaper quite often and yes, stories have been written about the problems in our schools. If you do not fight for your child, who will??? People, please remember, we are the taxpayers, we do have a say. Get people behind you and make a difference.

By Becky Mattix

January 30, 2007 01:50 PM | Link to this

Yes, I know the county that you are speaking of. It’s Walton County, the county that is wasting thousands of our tax dollars on these timeclocks. We have dilapidated school buildings, not enough school supplies nor textbooks. Can’t wait for the lawsuits.

By KC

February 7, 2007 11:57 AM | Link to this

Yes, it would be a wonderful if lawmakers came up with a novel idea of what to do with the “problem” students. It’s so often assumed that the teacher has shortcomings when, in fact, it’s a student who has made the CHOICE to misbehave. From what I’ve seen, public schools are doing a very good job given what they have to work with. We’re expected to make high quality lemonade out of some “spoiled” lemons…