Gosh it is certainly a great feeling to find someone who is an acknowledged "smart person" and find that his views echo your own on "teaching" and "learning" !
Personally , I think "teaching" is a misnomer in the present "education system" !
It seems to be all about "conformity" , "indoctrination" and adherence to ideas that defy reality !
The "square peg" WILL GO INTO THE "round hole".....or else there WILL be bad consequences !
.
"Education" derives from the Latin word educere, which means "to lead out" or "to draw out". This etymology suggests that education is the process of bringing forth a person's inherent qualities, potential, and innate knowledge, rather than simply filling an empty vessel with information. This concept of "leading out" implies nurturing critical thinking, fostering curiosity, and helping individuals develop their full capabilities and humanity.
"Learning" is the process of acquiring new knowledge, skills, behaviours, or values through experience, study, or instruction. It's a dynamic process that involves changes in long-term memory and influences how individuals perceive and interact with the world. Learning can be intentional or unintentional, and it's a continuous process throughout life.
"Teaching " is defined as 'facilitation of learning' or in other words, the main objective of teaching is to facilitate learning: Traditionally, teachers are the ones with knowledge and expertise in a particular field. They impart that knowledge through a variety of means to their students.
[ Please note : I owe the succinctness of these 'definitions' to AI....for which I am grateful ! ].
.
Modern TEACHING makes no provision for "learning" let alone "education" !
Fortunately , Children learn DESPITE the "education system" and NOT because of it !
Young "kids" "do stuff" and pursue THEIR OWN INTERESTS .......when young.....and learn a lot .
Then they are "shackled into the 'indoctrination system' at ever-earlier-ages " and the fun and enjoyment is quickly quashed and conformity imposed ! The "new values" are slavishly imposed by "the enforcers of the CURRICULA " , even though they are NOT "values" widely held OUTSIDE OF ACADEMIA and by THOSE holding their same "elite" ideological-views !
[ So ......."parents and parenting" are considered to be a MAJOR PART OF THE PROBLEM ! ]
Failure to comply is generally "diagnosed" as some form of "neurological divergence " , "neurodivergence" : "a person whose brain functions differently from what is considered typical or standard, leading to variations in how they think, learn, process information, and interact with the world. This umbrella term includes people with conditions like Autism, ADHD (Attention-Deficit/Hyperactivity Disorder), dyslexia, and Tourette's syndrome, among others, recognizing these differences as natural variations rather than flaws. "...........so.........they MUST BE TREATED DIFFERENTLY .......with MEDICATIONS or "UNDERSTANDING" ........no matter how disruptive or ineffective the "cure" has proven to be !...... It is now as high as 25% of Children in schools !......... Defective-children are appearing in increasing numbers everywhere ![ Better diagnosis ????]
NOTE WELL : Consider PERHAPS the children are "normal" and THE SYSTEM IS FAULTY !!!??????
PERHAPS a "new and better CURRICULUM" is urgently needed IF we wish to remain an educated and harmonious society........because "the wheels are falling off the current society" with all the false-values , divisiveness and lack-of-tolerance being inculcated into our 'younger generations !
.
PERSONALLY , I was "trained into my profession as an apprentice" , with "hands-on-training" right from the start. It was common for people to train "on the job" from a relatively young age , which meant you learned the theory and the practical aspects as a coherent package ! You also found-out IF you were suited to the job or if the job suited you ! A very valuable bit of knowledge !
It was done at a "Trade School"....euphemistically called a "Technical College"....for 'prestige' !!!!
Now...I see people who have "invested" too many years of their lives in academia "acquiring their certificates" at Universities , High on fees and 'prestige' [ even if they repeated several years !!! ]
STUCK in the "caring professions" where they find out that they DON'T EVEN LIKE PEOPLE ; desperate to obtain justification for their choice , and security and safety where they can HIDE in ADMINISTRATION .....and they "screw up the system" in a less obvious , but more injurious way !.
Oh! For a breath-of-fresh-air and a skerrick of reality ! Not-bloody-likely under the present agenda ! So........I do support the idea presented HERE of ALLOWING "disgruntled children" to escape the confines of "the indoctrination system" and captivity for the greener-pastures of obtaining an "on the job" learning situation.......and an escape from the "neurodivergent tag" too !
"Grades are central to the work of schools. For students, they are an important source of motivation and feedback. For teachers, they are an essential form of communication and leverage. For parents and other caregivers, they are a vital starting point for understanding how their kids are doing in school."......................but NOT with "Equitable Grading" !!!!!
.
FIVE ostensibly “equitable” grading policies:
No Zeros—Mandates that teachers assign a minimum grade of 50 percent (or something similar) for missed assignments or failed tests.
No Late Penalties—Gives students the right to turn assignments in late without penalty.
Unlimited Retakes—Gives students the right to retake tests/quizzes without penalty.
No Homework—Prohibits teachers from including homework assignments in a student’s final grade.
No Participation—Prohibits teachers from basing any part of a student’s grade on class participation.
TEACHERS [ K to 12 ] COMMENTING ON RESULTANT STUDENT PERFORMANCE :
“If a student is failing…often, it is the teacher who is held accountable for the grade and has to explain themselves rather than the student.”
“The teachers are the ones in trouble if the student is failing, and the teachers are the ones who put in the effort to rectify the grades.”
“If a teacher's autonomy to grade how they see fit goes away, I will leave the profession.”
“I don’t think we should reward kids that don’t want to do any work. Real life doesn’t work that way.”
“Mandatory grading policies from non-classroom teachers are usually nonsense.”
“Sometimes it feels like the only ‘acceptable’ grades are A-, A, and A+.”
“There are not necessarily mandates, but we are encouraged not to fail students.”
“There is an administrator who often pushes for 50 percent as the lowest grade. ... Student apathy post-pandemic is really high, and many of us worry that implementing this sort of policy is giving students permission to only do a few assignments a year to bump their grade into passing territory.”
“Counselors can override teachers' grades if a parent calls because they are concerned that their child's grades aren't fairly representing the student's efforts.”
“Admin wants to allow AI, even though this is plagiarism.”
“Sometimes they pass a student even if they failed.”
“Teachers are pressured to pass all students.”
.
“Grade inflation is pervasive. It's almost impossible to fail. A’s are passed out like Halloween candy. Whether a student learned anything is nearly irrelevant.”
“Today, students honestly feel like they sat in the class so they need to get an A.”
“Grade inflation is terrible at my school. Almost every student is given an A or a B, whether they deserve it or not.”
“Grading standards have fallen to the detriment of students. It's nearly impossible to get a low grade now.”
.........AND THEN WHEN THEY "GRADUATE" and "THE SHOCK of THE REAL WORLD
EMERGES FOR THEM" and they ARE LEFT EXPOSED as vulnerable , illiterate , innumerate , immature , ignorant , uneducated and ill-equipped to deal with life "victims" , then , and only then , with some justification , they "feel" inadequate , angry , bitter , resentful , betrayed , envious ....even covetous , sad , depressed....even suicidal , vengeful , lacking purpose and hope AND with NO SENSE OF PRIDE , SATISFACTION or ACHIEVEMENT unless they were ONE OF THE RARE FEW who studiously worked hard AND EARNED AND DESERVED THEIR ALLOCATED GRADES !!!!!!!!!!!!!
THAT is the "product" which today's "modern education process" is delivering in abundance thanks to "repurposed education" [ indoctrination] and over-paid , bloated , over-influential , ADMINISTRATORS AT ALL LEVELS !
EXPUNGE ALL ADMINISTRATORS , overhaul and "fix" the 'system' and put in
WELL PAID and DEDICATED TEACHERS with a " new and better CURRICULUM " to teach !
Gosh it is certainly a great feeling to find someone who is an acknowledged "smart person" and find that his views echo your own on "teaching" and "learning" !
Personally , I think "teaching" is a misnomer in the present "education system" !
It seems to be all about "conformity" , "indoctrination" and adherence to ideas that defy reality !
The "square peg" WILL GO INTO THE "round hole".....or else there WILL be bad consequences !
.
"Education" derives from the Latin word educere, which means "to lead out" or "to draw out". This etymology suggests that education is the process of bringing forth a person's inherent qualities, potential, and innate knowledge, rather than simply filling an empty vessel with information. This concept of "leading out" implies nurturing critical thinking, fostering curiosity, and helping individuals develop their full capabilities and humanity.
"Learning" is the process of acquiring new knowledge, skills, behaviours, or values through experience, study, or instruction. It's a dynamic process that involves changes in long-term memory and influences how individuals perceive and interact with the world. Learning can be intentional or unintentional, and it's a continuous process throughout life.
"Teaching " is defined as 'facilitation of learning' or in other words, the main objective of teaching is to facilitate learning: Traditionally, teachers are the ones with knowledge and expertise in a particular field. They impart that knowledge through a variety of means to their students.
[ Please note : I owe the succinctness of these 'definitions' to AI....for which I am grateful ! ].
.
Modern TEACHING makes no provision for "learning" let alone "education" !
Fortunately , Children learn DESPITE the "education system" and NOT because of it !
Young "kids" "do stuff" and pursue THEIR OWN INTERESTS .......when young.....and learn a lot .
Then they are "shackled into the 'indoctrination system' at ever-earlier-ages " and the fun and enjoyment is quickly quashed and conformity imposed ! The "new values" are slavishly imposed by "the enforcers of the CURRICULA " , even though they are NOT "values" widely held OUTSIDE OF ACADEMIA and by THOSE holding their same "elite" ideological-views !
[ So ......."parents and parenting" are considered to be a MAJOR PART OF THE PROBLEM ! ]
Failure to comply is generally "diagnosed" as some form of "neurological divergence " , "neurodivergence" : "a person whose brain functions differently from what is considered typical or standard, leading to variations in how they think, learn, process information, and interact with the world. This umbrella term includes people with conditions like Autism, ADHD (Attention-Deficit/Hyperactivity Disorder), dyslexia, and Tourette's syndrome, among others, recognizing these differences as natural variations rather than flaws. "...........so.........they MUST BE TREATED DIFFERENTLY .......with MEDICATIONS or "UNDERSTANDING" ........no matter how disruptive or ineffective the "cure" has proven to be !...... It is now as high as 25% of Children in schools !......... Defective-children are appearing in increasing numbers everywhere ![ Better diagnosis ????]
NOTE WELL : Consider PERHAPS the children are "normal" and THE SYSTEM IS FAULTY !!!??????
PERHAPS a "new and better CURRICULUM" is urgently needed IF we wish to remain an educated and harmonious society........because "the wheels are falling off the current society" with all the false-values , divisiveness and lack-of-tolerance being inculcated into our 'younger generations !
.
PERSONALLY , I was "trained into my profession as an apprentice" , with "hands-on-training" right from the start. It was common for people to train "on the job" from a relatively young age , which meant you learned the theory and the practical aspects as a coherent package ! You also found-out IF you were suited to the job or if the job suited you ! A very valuable bit of knowledge !
It was done at a "Trade School"....euphemistically called a "Technical College"....for 'prestige' !!!!
Now...I see people who have "invested" too many years of their lives in academia "acquiring their certificates" at Universities , High on fees and 'prestige' [ even if they repeated several years !!! ]
STUCK in the "caring professions" where they find out that they DON'T EVEN LIKE PEOPLE ; desperate to obtain justification for their choice , and security and safety where they can HIDE in ADMINISTRATION .....and they "screw up the system" in a less obvious , but more injurious way !.
Oh! For a breath-of-fresh-air and a skerrick of reality ! Not-bloody-likely under the present agenda ! So........I do support the idea presented HERE of ALLOWING "disgruntled children" to escape the confines of "the indoctrination system" and captivity for the greener-pastures of obtaining an "on the job" learning situation.......and an escape from the "neurodivergent tag" too !
.
Regards , Trevor.
Please download and READ THIS in conjunction with MY COMMENT : Trevor.
https://fordhaminstitute.org/national/research/equitable-grading-through-eyes-teachers#:~:text=Overall%2C%20about%20half%20of%20K,other%20settings%20(Figure%201).
"Equitable” Grading Through the Eyes of Teachers.
"Grades are central to the work of schools. For students, they are an important source of motivation and feedback. For teachers, they are an essential form of communication and leverage. For parents and other caregivers, they are a vital starting point for understanding how their kids are doing in school."......................but NOT with "Equitable Grading" !!!!!
.
FIVE ostensibly “equitable” grading policies:
No Zeros—Mandates that teachers assign a minimum grade of 50 percent (or something similar) for missed assignments or failed tests.
No Late Penalties—Gives students the right to turn assignments in late without penalty.
Unlimited Retakes—Gives students the right to retake tests/quizzes without penalty.
No Homework—Prohibits teachers from including homework assignments in a student’s final grade.
No Participation—Prohibits teachers from basing any part of a student’s grade on class participation.
TEACHERS [ K to 12 ] COMMENTING ON RESULTANT STUDENT PERFORMANCE :
“If a student is failing…often, it is the teacher who is held accountable for the grade and has to explain themselves rather than the student.”
“The teachers are the ones in trouble if the student is failing, and the teachers are the ones who put in the effort to rectify the grades.”
“If a teacher's autonomy to grade how they see fit goes away, I will leave the profession.”
“I don’t think we should reward kids that don’t want to do any work. Real life doesn’t work that way.”
“Mandatory grading policies from non-classroom teachers are usually nonsense.”
“Sometimes it feels like the only ‘acceptable’ grades are A-, A, and A+.”
“There are not necessarily mandates, but we are encouraged not to fail students.”
“There is an administrator who often pushes for 50 percent as the lowest grade. ... Student apathy post-pandemic is really high, and many of us worry that implementing this sort of policy is giving students permission to only do a few assignments a year to bump their grade into passing territory.”
“Counselors can override teachers' grades if a parent calls because they are concerned that their child's grades aren't fairly representing the student's efforts.”
“Admin wants to allow AI, even though this is plagiarism.”
“Sometimes they pass a student even if they failed.”
“Teachers are pressured to pass all students.”
.
“Grade inflation is pervasive. It's almost impossible to fail. A’s are passed out like Halloween candy. Whether a student learned anything is nearly irrelevant.”
“Today, students honestly feel like they sat in the class so they need to get an A.”
“Grade inflation is terrible at my school. Almost every student is given an A or a B, whether they deserve it or not.”
“Grading standards have fallen to the detriment of students. It's nearly impossible to get a low grade now.”
.........AND THEN WHEN THEY "GRADUATE" and "THE SHOCK of THE REAL WORLD
EMERGES FOR THEM" and they ARE LEFT EXPOSED as vulnerable , illiterate , innumerate , immature , ignorant , uneducated and ill-equipped to deal with life "victims" , then , and only then , with some justification , they "feel" inadequate , angry , bitter , resentful , betrayed , envious ....even covetous , sad , depressed....even suicidal , vengeful , lacking purpose and hope AND with NO SENSE OF PRIDE , SATISFACTION or ACHIEVEMENT unless they were ONE OF THE RARE FEW who studiously worked hard AND EARNED AND DESERVED THEIR ALLOCATED GRADES !!!!!!!!!!!!!
THAT is the "product" which today's "modern education process" is delivering in abundance thanks to "repurposed education" [ indoctrination] and over-paid , bloated , over-influential , ADMINISTRATORS AT ALL LEVELS !
EXPUNGE ALL ADMINISTRATORS , overhaul and "fix" the 'system' and put in
WELL PAID and DEDICATED TEACHERS with a " new and better CURRICULUM " to teach !
.
Regards , Trevor.