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| subject: | Re: Failing up to 14% |
->> PK> HH> Good idea. It will save a lot of money and time. But if ->> PK> HH> the kids find out they will have to go to work four years ->> PK> HH> earlier they may change their minds and decide to stay in ->> PK> HH> school. ->> ->> PK> Well that is a great attitude for a teacher if you are one. How ->> PK> about trying and making the kids do their work on a daily basis. ->> PK> Give them homowork daily, so the parents know that if their chil ->> PK> has 5 major subjects they can expect 5 homeworks. No excuses at ->> PK> all. What about instead of sending out cards that a kid has ->> PK> missed a day or two, make phone calls to the parents at home or ->> PK> at work to make sure that they get the message. ->> ->> PK> When you start doing this, you will see the BIG improvement in ->> PK> all of our kids. ->> ->> Paul, ->> ->> As the moderator, let me remind you that this is a discussion area to ->> support teachers. As such, you need to couch your remarks at the very ->> least as suggestions. The teachers who participate in this area work ->> hard every day and DO care about their students. What you are seeing ->> is probably cynicism and sarcasm after either a long day at work ->> and/or a long time in this career. ->> ->> In any case, the teachers come here to discuss and find support among ->> colleagues, not to hear criticisms from the general public. Such non- ->> supportive, critical remarks are considered off-topic. ->> ->> I will post the guidelines for participation in this area again, ->> since you may be new to this forum and have possibly not seen them ->> before. ->> Thanks for your cooperation, and if you have any questions, please ->> let me know. ->> ->> Sheila King ->> Moderator, EDUCATOR ->> 1:218/804 ->> cking@cyberg8t.com ->> ->> ->> * SLMR 2.1a * ->> ->> --- DB 1.39/004485 ->> (1:218/1001) PK> Well Sheila. I have great respect for teachers and school officials. PK> I am not here to judge them. All I did was replying to a comment that PK> someone else was making. PK> What is wrong in what I said? I do not see any wrong doing on my part. "What is wrong...?" Well, first of all (since you did ask)... a) "...that is a great attitude for a teacher if you are one..." two extremely confrontational, judgmental & critical remarks combined into one. b) "how about trying and making the kids do their work on a daily basis..." Teachers provide the instruction, the inspiration & the motivation. They are not slave drivers, they shouldn't be "making" students do anything they don't want to do. Heaven knows, I certainly don't hold a gun to anybody's head. Hey, maybe that's an idea. c) paraphase---give daily homework, send out cards, make phone calls. Gee, what's offensive here? First, your suggestion that teachers assign busywork, whether or not there is an educational objective involved, just so that the parents' job of monitoring will be easier. Secondly, & I think I made this point PERFECTLY crystal clear already, who's got the time to be making all these calls & sending all these cards? PK> I voiced my opinion on a so called teacher on his or her comment. This, too, is offensive. NONE of here are "so called" teachers. We are mostly either teachers, parents, or interested others. None of the teachers are "so called." PK> Please read the full message and you will see. I read it & reread it. Paul, Sheila is the moderator. Catch a clue & take her advice. Perhaps I shouldn't be responding, however since you wanted an explanation, I sent one with bells on it. I personally think the solution lies not with parents, not with teachers, but with students. Unless & until students decide that education is an important commodity, I can stand on my head & spin, parents can check homework, the school can spend thousands of dollars & nothing will happen. Capiche? ... Your name's Forrest Gump. People call you Forrest Gump. --- Via Silver Xpress V4.3P SW12194 ---------------->> * Origin: The Diamond Bar BBS, San Dimas CA, 909-599-2088 * Origin: The Union Jack BBS, Phoenix, AZ, USA. (602) 274-9921 (1:114/260) |
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