First-time readers, this blog is set in the future (sometime after the year 2020).  Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution.  More about Revenge Revolution and the author, Entry #1.  List and general description of entries to date. 

Note: most characters appear in a number of entries, with many entries building on previous conversations.  Profile of characters.  You’ll catch on quickly.  Thanks for your time and interest…and comments. 

Scene: Conversation about education starts Entry #153. Jordan and JC, a long-time friend (and frequent character) are having dinner. Time of year – just about when school starts.  Conversation from Entry #161 continues.

JC: “You know, the solution seems so simple.”

Jordan: “The solution is simple. People…individuals and groups with common interests…need to take responsibility for solving their own problems.”

JC: “No more help from the government? That seems cruel.”

Jordan: “Did I say no government help?”

JC: “No but it seems to be implied.”

Jordan: “Government’s role is to help. But people need to take the initiative. OK to ask for help but people, not government, need to be driving the outcome. Otherwise, the effort is like pushing on a string.”

JC: “That’s a great mental picture – pushing on a string.”

Jordan: “Pushing on a string is a good way to describe many educational programs.”

JC: “You sound like a die-hard conservative.”

Jordan: “Hardly, but I agree with conservatives that a lot of money is being wasted on certain government programs.”

JC: “Let’s go back to the list of education programs and assign a grade.”

Jordan: “Fire away.”

JC: “Busing.”

Jordan: “A grade of ‘D’ at best. Very costly, takes hours out of the day for studying or school activities. Breaks building a bond with the neighborhood school. Just a bad idea.”

JC: “Magnet schools or specialized schools?”

Jordan: “I think the idea is worthwhile. I support separate schools for larger school districts – maybe districts with a population of 1,000,000 or more. Otherwise, incorporate the specialized classes in the regular school.”

JC: “What about a grade?”

Jordan: “An ‘A’ if executed properly, meaning the curriculum includes some liberal arts and sciences classes. The students still need to learn the fundamentals.”

JC: “Charter schools?”

Jordan: “An ‘F’. A horrible idea. Takes away tax dollars from public schools and worse, does not begin to solve the core problem.”

JC: “How do you really feel about charters?”

Jordan: “Make the grade a solid ‘F-‘. Plus charters have little, if any, accountability. Charters are a recipe for fraud.”

JC: “For-profit universities?”

Jordan: “Please call them what they really are. 90% of them are high-cost, poor results remedial training centers.”

JC: “What about the other 10%?”

Jordan: “You mean the alleged schools that are supposed to teach students how to become manicurists, computer techs and bunch of other stuff that should be taught at community colleges. Oh, yes, the grade? An ‘F’ for fraud.”

JC: “Private universities?”

Jordan: “OK as long as accredited by a government organization. If not accredited, then the organization should be banned from using the term ‘university’ or ‘college’…or even ‘institute.’ That rule applies to any type of institution of higher learning, secular or religious.”

JC: “What about religious high schools?”

Jordan: “Grade of ‘B’ at best. There need to be some standards for the curriculum. Otherwise, some of these schools are just brainwashing students.”

JC: “Home schooling?”

Jordan: “Some people who home school claim the regular school is not challenging enough for little Johnnie. Well, folks what about working with little Johnnie after school if he’s so smart?”

JC: “Are you implying that the social part of school is important?”

Jordan: “Of course. Social interaction is at least half the value of going to school. People do not live in caves. Individuals need to learn to get along with other people.”

JC: “What about mainstreaming kids with disabilities. Good idea or bad?”

Jordan: “That issue seems less clear. Some really smart students are cited for behavioral issues. My supervisor…”

JC: “…You mean Ms. Straight A’s?”

Jordan: “Yes, Ms. Straight A’s had a comment on a report card in grammar school about being disruptive. Seems that she was finishing her work early, then helping the other kids.”

JC: “I’ve never heard that story. That’s funny. But seriously, what about kids with real behavioral issues?”

Jordan: “Sounds harsh but the kids need to be separated. I am sympathetic and empathetic with the parents but you should not hold back 30-35 kids because of 1 or 2 other kids.”

JC: “That does seem harsh.”

Jordan: “I agree. Tell me an alternative?”

JC: “Mainstreaming treats the symptom and not the cause.”

Jordan: “Exactly. People who know a lot more about education than either one of us need to find a solution that does not disrupt the education of the other children. Mainstreaming is a politically correct answer but not a real solution.”

JC: “If I sum up your assessment of current education programs, most barely pass and some fail.”

Jordan: “Your assessment is correct. And I think this is where conservatives and liberals can agree.”

JC: “What about a solution?”

Jordan: “The public, and especially those who feel disadvantaged by the current system, need to demand a return to quality, neighborhood schools. No charters, no busing, no solution de jour. Honest, sold neighborhood schools.”

JC: “In a very basic way it’s back to the old three R’s — reading, riting and rithmatic. But spelled correctly.”

Jordan: “Simple, eh? Now people need to come together and demand government help accomplish what they want.”

———- End of section and yes, it is simple. —————

First-time readers, this blog is set in the future (sometime after 2020).  This entry assumes the Revenge Revolution has occurred.  For more about the anticipated 5th revolution in the US — the Revenge Revolution — and more about the author, Entry #1.  Note: most characters appear in a number of entries, with many entries building on previous conversations.  You’ll catch on quickly.  Thanks for your time and interest…and comments. 

Scene: Conversation about education starts Entry #153. Jordan and JC, a long-time friend (and frequent character) are having dinner. Time of year – just about when school starts.

Jordan: “To me the board of education mission statements seem awfully complicated. How would you measure results?”

JC: “What I don’t understand is why there is little, if any, emphasis on teaching kids to think. Lots of touchy-feely kinds of words that are politically correct but are hard to measure.”

Jordan: “If we are to make work the idea of ‘teaching kids to think,’ then schools will need to teach core courses and measure progress against the baseline in the core courses.”

JC: “I agree. Kids need to learn the fundamentals of math, English, social studies, history and some basic science. At the same time, society, especially parents, needs to understand not every kid is going to become highly proficient in every course. Like it or not, people have different skills.”

Jordan: “I agree. My skills lean toward math. But I am lousy at the skilled trades. My carpentry is a joke.”

JC: “Little Jordan can’t saw straight?”

Jordan: “Ever watch ‘This Old House‘? I love the show. I also marvel at how much math and physics are used in carpentry. Tom Silva and Norm Abram use math and physics all the time to solve problems.”

JC: “Yes, I do watch it. And here’s what I fund humorous. Norm Abram may be the most famous Jewish carpenter since Jesus.”

Jordan: “Funny.  So maybe we use Norm and Tom as examples why we need to teach all kids certain fundamentals, whether or not they are college bound.”

JC: “What about kids with learning disabilities? How do we teach them?”

Jordan: “We need to teach them to think. Thinking might be at a different level but we want the kids to leverage whatever skills they have.”

JC: “How are we…collective we as you say…going to teach these kids to think? You talking about mainstreaming these kids in regular classes?”

Jordan: “My view is mainstreaming is disruptive to the class. I know that sounds discriminatory but you can’t slow down 90-95% of the students for the sake of 10%, or 5%. We need to think hard about how to educate kids with disabilities.”

JC: “That’s a touchy subject.”

Jordan: “May be. But parents, educators and citizens need to have an honest conversation. I am not an education expert. My expertise, at least according to the people who know me, is providing practical solutions to complex problems. Teaching kids with disabilities is a complex problem. And the current system does not appear to be working.”

JC: “You know someone knows how to teach kids with disabilities to think?”

Jordan: “Not personally.  But, there are people with lots of very practical, valuable educational experience.  My guess is the skills required for teaching kids with disabilities differ from skills required to teach other students.  Why try to mix them?”

JC: “I find it ironic we are focusing on teaching kids with learning disabilities. We all have some kind of learning disability in some subjects.”

Jordan: “Point well taken. So how do we teach me carpentry or teach me how to sing better?”

JC: “I’m learning disabled when it comes to cooking. I just don’t get it.”

Jordan: “What Princess knows how to cook? Ordering in is your idea of cooking. That was too easy.”

JC: “See if I ever invite you to dinner.”

Jordan: “Where would we go, Steak & Shake? Back to topic at hand. Maybe we should take a lesson from the ‘Dummies’ books. Apply the same principle to education.”

JC: “First step might be to change the name from ‘Dummies.'”

Jordan: “Think about this. What if supposedly smart people enrolled in classes for ‘dummies’? Would that remove some of the stigma of not being proficient?”

JC: “You mean if a MIT-guy like you enrolled in a ‘Carpentry for Dummies’ class, other people might be willing to enroll in say ‘Math for Dummies’?”

Jordan: “It just might work.”

JC: “Here’s another idea. What if participants in the ‘dummies classes’ were awarded merit badges, like the Boy Scouts. Your merit badge then becomes something of a badge of honor. You know, like guys show off their trophy for winning some golf tournament.”

Jordan: “Interesting idea. Merit badges for completing a ‘dummies’ class. Eliminates the stigma…reduces it anyway…of not being proficient in a certain skill. And encourages more people to continue with their education.”

JC: “Let’s run that by some people and get their reaction.”

(Continued)

First-time readers, this blog is set in the future (sometime after 2020).  This entry assumes the Revenge Revolution has occurred.  For more about the anticipated 5th revolution in the US — the Revenge Revolution — and more about the author, Entry #1.  Note: most characters appear in a number of entries, with many entries building on previous conversations.  You’ll catch on quickly.  Thanks for your time and interest…and comments. 

Scene: Conversation about education starts Entry #153. Jordan and JC, a long-time friend (and frequent character) are having dinner. Time of year – just about when school starts.

JC: “Using a standard of ‘teaching kids to think’ seems so simple. Do you think it can really work?”

Jordan: “The seeming simplicity is what will make it work. I know that sounds odd but simplicity is the key.”

JC: “The measure is easy to understand. Plus it fits into the 10-second sound bite…with time to spare. I know it is easy to understand but is it really practical?”

Jordan: “What’s not practical about it? Think about your education. What did your English and math teachers instill in you?”

JC: “Some basic facts and methods first, then how to solve problems, which is really how to think.”

Jordan: “I agree, we can’t lose sight of learning the basics. I think everyone agrees on that. Now, in English class, what’s the value of diagramming? To have you speak more clearly…and not split those infinitives?

JC: “To some degree. But diagramming really taught me how to think about sentence construction. To think about how words and phrases worked together to form a unit.”

Jordan: “What about math class? What did you learn?”

JC: “Now that I think about it, both in math and English classes…and other classes as well…I was taught how to approach a problem.”

Jordan: “And how to solve a problem in a logical way. Gee, did learning to think help you in school and help you in addressing life’s problems?”

JC: “Helped me except for dealing with guys – like you, for example.”

Jordan: “I don’t understand women either so I guess we’re even. Seriously, the question for society today — ‘Are we teaching kids how to think?'”

JC: “Probably not teaching them very well, even with all those standardized tests.”

Jordan: “Give me an example.”

JC: “Here’s an easy one that you run into almost every day. How many young people at the cash register know how to make change?”

Jordan: “Not many. Yesterday I had a bill for $4.88. I gave the clerk a $5.00 bill, one dime and three pennies because I wanted a quarter rather than more coins.”

JC: “Do you get a quarter or the deer-in-headlight look?”

Jordan: “Worse. I got back a dime and two pennies. Then I gave her back the change and asked for a quarter and still the ‘Duh’, reaction. I gave up.”

JC: “Do you think the public, you know the general public, can support the idea of ‘teaching kids to think’ as a direction for education?

Jordan: “I hope so. Just for fun, let’s look at mission statements from 3-4 school boards. Curious to see what the boards think the mission of their school system is.”

JC: “Good idea. Look at Charlotte, NC, which you know well. Also, try Westport, CT…another one of your spots…NYC and San Francisco.”

Jordan: “Here’s Charlotte/Mecklenburg’s mission statement. ‘Foster a culture of excellence where proud students and educators become the craftsmen of a beautiful, quality work.'” (http://mcpsweb.org/?page_id=3307)

JC: “Huh? Wonder what that means? Try Westport.”

Jordan: “Their statement is a lot longer. ‘Our Mission is to prepare all students to reach their full potential as life-long learners and socially responsible contributors to our global community. We achieve this by fostering critical and creative thinking and collaborative problem solving through a robust curriculum delivered by engaging and dedicated educators. We are committed to maintaining an environment that supports inquiry and academic excellence, emotional and physical well-being, appreciation of the arts and diverse cultures, integrity and ethical behavior.'” (http://www.westport.k12.ct.us/mission-statement/)

JC: “A mouthful but seems to make more sense. At least Westport talks about ‘critical and creative thinking.’ That seems like a step ahead.”

Jordan: “Let’s look for mission for New York City public schools, which I think is the largest district in the US.”

JC: “It is the largest. What’s the mission statement?”

Jordan: “I don’t know. I found mission statements for specific schools.  For the district, the only mission statement I found was under a tab for ‘early childhood,’ but no general statement.”

JC: “Surely you jest. Really?”

Jordan: “The childhood one seems OK as a start, ‘Every student in New York City deserves an opportunity to have the foundation of skills, knowledge, and approaches to learning needed to be ready for school and, ultimately, college and careers.'”  ( http://schools.nyc.gov/Academics/EarlyChildhood/mission)

JC: “So NY has a hidden general mission statement if they have one at all. What about San Francisco? They’re home to a lot of high-tech companies. What’s their mission statement?”

Jordan: “According to the website, the San Francisco school district initiated a community-wide program to develop a curriculum that would address the needs of the future.”  (http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/vision-2025-spreads.pdf)

JC: “Did they come up with a simple guiding principle?”

Jordan: “No. They have a booklet with a list of steps. Seems like a good start but still lots of verbiage. However, there is one statement that is very insightful.”

JC: “That is?”

Jordan: “Here’s the essence of quote. ‘If there was one surprise…it was the extent to which a shared vision already exists in our community and how easy it would be for diverse groups…to agree on the types of teaching and learning environments we want to build in San Francisco.'”

JC: “OK, Westport and San Francisco seem to have versions of what we’re talking about. NYC has a version of early students tat seems OK.  Charlotte’s mission is confusing. Here’s what I’m not confused about, I need a break.”

(Continued)

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