🚀 go-pugleaf

In article <rdippold.722156898@cancun> rdippold@cancun.qualcomm.com (Ron Dippold) writes:
>
> 
>But while she was prepared for a challenge, Wendy wasn't prepared for
>the conditions under which she was forced to work.  She was astounded
>to learn there wasn't a single textbook for any of the kids in her
>class (it took an entire semester to goad school administrators into
>giving her a set of obsolete, 15-year-old texts).  She also discovered
>she'd have to come up with her own curriculum, because none was
>provided; paper was rationed; and there was only a meager budget for
>workbooks and other classroom materials.  Oh yes: there was no
>typewriter, and virtually no access to a telephone when she needed to
>contact parents (which was often, because of the disabilities of her
>students).  In short, Wendy was presented with a classroom full of
>kids - but few of the basic tools needed to teach.
> 

Based on my own experience teaching inner city schools in Boston, I
have to say that what Wendy went through is not uncommon.  I think, in these
days, it is expected of teachers in poorer communities to buy classroom
materials from their own salary.  I have some specific recommendations:

1. For schools with more than 25 computers but no xerox machines
   for teachers (all schools have xerox machines for administrators),
   sell the computers to pay for essential materials.

2. Instead of asking the administration to hire more janitors to clean
   up the school, why can't the students help out?  It can be a
   positive class activity in building school pride, cooperation,
   and responsibility --- all without the expense of a football team.
   (this is a daily class activity in many Asian countries)

3. Teaching credentials reform:  The current bureaucratic requirements for
   teaching credentials takes a long time to complete.  You need to pass
   the CBEST exam just once, and then you complete the courses and
   student teaching.  After that, your credentials are good for life.  This
   system is designed to keep qualified persons out and provide job
   security.  Teacher salary increases should be tied to professional
   development, not just years of service.

   My personal experience in this area is that, with a Masters in Education
   from an Ivy League school, and 4 years of teaching experience in
   Boston, I could not teach in California without going through at least
   two years of bureaucracy.  I still have another year of bureaucracy and 
   student teaching requirements to go through.  But I don't know if
   I will be teaching in California because I am currently pursuing another
   career.

4. My last point, I think, have already been brought up in this forum
   .... we need to stop spending tons of money on fringe programs and
   focus on basic skills.  I think enough money have been poured into
   sex education and computers, and it's time to be sure that fourth
   graders know their multiplication table.