-=> Quoting Carl Bogardus to Regina Finan <=-
 RF> is Mental.  If you give him a problem, he can not explain how you get
 RF> there, nor does he really understand the concept 
 RF> involved.  My question is
 RF> shouldn't they make sure the child not only knows 
 RF> how to do the problem, but
 RF> understand all that is involved with it?  He is 
 RF> still practicing Multiplication
 RF> because he never really understood the concepts of what he was doing.
 CB> Since you are new here, I might let you know that there are quite a
 CB> few math teachers here as well as us generalists (like me).  One thing
 CB> I have mentioned that is a problem with math instruction is that there
 CB> are too many concepts to be covered in each year so the students learn
 CB> too little about too much and never master concepts fully.  Since
 CB> postings are no more than 5-10 posts per day, maybe you can review old
 CB> postings. 
 This is exactly what I am saying that the concepts are not fully grasped
 before they have to move on to something else.  For this I am not blaming
 the teachers, it is the whole educational system.
 CB> One positive aspect of having tenure is to be able to confront
 CB> administrators who are in a district to serve their own needs, not
 CB> those of the kids.  Too bad that happened--perhaps finding out who is
 CB> in control of the federal programs in the district would help. 
 CB> Pressure can be applied there by parents and teachers.  Again, this
 CB> would depend upon the structure of the district's special ed program. 
 All the fighting with the school districts started many many years ago.
 After about 15 years of fighting you get sick of it.  This is one of
 the reasons I do it myself.
 CB> I wish you the best while you work with your children.
 Thank you very much.  We have good days and we have bad, but that is
 like public school too.  Maybe if I need a question or two answered
 I'll post again.
 Regina
... All I need is a Wave and a board to surf it on.
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