assateague wrote:Yes, they have computers. They have iPads, for ****'s sake. And $5000 "smart boards" in the classrooms. And kids who don't know what a fraction is.
As for what you want answered, I have absolutely no clue what you want answered.
Are you finished tap-dancing around what all has consumed so much classroom time? So far, your answer has been "lots of stuff", which ain't gonna cut it.
2. back to Assa and the original test-i am betting that the teachers who designed that test taught exactly that material. and with limited book availability, i am sure it came right from the teachers. even with that benefit the kids did horribly (see statistics i posted previously). Assa, do you care to tackle that point or do you want to ignore it?
You want me to "tackle" something that "you're betting on"? That's your point?
Each question on that test involves a massive (by today's standards) amount of critical thinking for an eight grader. So if you mean "they taught children how to think" as a means of teaching the test, then yes, that is exactly what I think. As for "kids doing horribly", should I regurgitate your reasons for the massive amount of failures by high school students in Montgomery County which was addressed in a recent thread, or would your response simply be some variation of "well, that's different"?
You continually state "technology" as something which has "robbed" students of classroom time, requiring teachers to "teach" it, and I have repeatedly asked for examples. Since you haven't clarified, I'll provide some which weren't around then, and you can tell me how the current educational system in general, and you specifically, has deemed them "necessary" to be taught in schools:
-electronic cash registers
There are no "how-tos" for any of these technological advances covered in any grade school I've ever been to. Yet people know how to operate them. Huh.
You claim things have been "added", which detracts from the time available. So I ask again- what has been "added" that hasn't simply replaced something? Even a computer simply took the place of the Dewey Decimal system lessons, card catalogs, Encyclopedia Britannicas, a pencil, and a piece of notebook paper. They are simply tools, a means to an end, not ends in and of themselves.
As for condescending, I condescend because you're not that bright. Apparently, you are used to dealing with compliant (or apathetic) students, who accept what you say at face value, rather than people who have more education, experience, and wisdom than you do. And when challenged, you don't like it. So you resort to puerile nonsense, and hope you can bluff your way out of it, through platitudes, vagaries, and a whole lot of fluff. Make no mistake- I'm not mad, aggravated, or anything close. I am simply more and more confident in my assessment of both teachers and the educational system. Thanks for that.