There Is Nothing To Fear But Ignorance

American citizens are wondering how we came to a point in our history when no one really wants either of the two presidential candidates to become president.

Public education, when it began, was just that, the education of the public to at least an Eighth grade level so that the people could become involved in the government of their country.

Those who would lead the country at that time knew the people were poor and ignorant, indentured servants and slaves, fighting for their freedom from the tyranny and oppression of the British.

“The Civil War maintains the highest American casualty total of any conflict. In its first 100 years of existence, over 683,000 Americans lost their lives, with the Civil War accounting for 623,026 of that total (91.2%).”

The electoral college was enacted because the country was depleted of human and financial resources, the people were not educated enough to govern themselves.

The Civil War took its toll in men, women and slaves could not vote and the country was ripe for sale to the elite of England.

The industrial revolution had begun and the elites no longer needed sharecroppers, they needed workers. Elite investors did not want an educated populous, they wanted a working, industrious citizenry that owed allegiance to the company, not to America. Our children are no longer required to pledge allegiance to their country.

We, the people, have never elected our president, the electoral college always has because the people are too ignorant, still, to do so.

In fact, people are more ignorant now, in the 21st Century, of the issues that concern America than they were in the beginning of this country, in the 18th Century.

We no longer teach our children their country’s in-depth history. We don’t point out the flaws of the past so that we can learn for the future.
Providing every child in America with an excellent education, concentrated on their individual gifts and talents, is the only way to take our country back and evolve into the highly intelligent, respectful, peaceful nation most believe we already are.

Join the Movement to Save Our Children!

Pride Not Prejucide

Racial bias in preschool” by Dan Gorenstein

“A new study found implicit bias against black children present in preschool teaching.

The effects of racial bias likely start from the moment a kid gets to preschool, according to new data released by the Yale Child Study Center.

Researchers tracked the eye movements of classroom teachers to see which students they watched most closely. They used that data and more to reach the conclusion that there is a lot of implicit bias in preschool teaching.

Walter Gilliam, professor of child psychiatry at Yale, said, “Our teachers expect black children, and in particular black boys, to misbehave. So they spend a lot more time looking for misbehavior in those children.”

African-American children are more than three times as likely as white children to be suspended more than once from preschool. Some of that disparity, said Gilliam, has more to do with issues of poverty and hunger.

But Dan Losen, who runs the Center for Civil Rights Remedies at UCLA, said the Yale study helps him understand a new piece of the so-called “school-to-prison pipeline” that begins to trap young black men even at age 4 or 5.

“There’s a tendency to think of kids as the problem,” he said, “or we need to blame the parents.”

Losen believes the study shows that “adult perceptions are infected by negative stereotypes of children and their families.”

The need for unconscious bias training for teachers, said Losen, is critical.”

Teachers have already been trained to be unconsciously biased against poor, inner-city children. This is exactly what this study has proven.

To continue to blame poverty for the educational failure of poor inner-city children when this study clearly shows that it is the preconceived notions of teachers that relate to their failure is unconscionable.

By changing the current system from one of prejudice to one in which everyone in the school community is recognized and respected for their gifts and talents, we would end the tyranny of “hedgehog” control.

Our children deserve to be educated by individuals who believe they are wonderful.

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We Want Because We Waste

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; National Teacher and Principal Survey of 2017-2018 (NTPS 2017-18) Preliminary Field Activities

Abstract: The National Teacher and Principal Survey, conducted biennially by the National Center for Education Statistics, is a system of related questionnaires that provides descriptive data on the context of elementary and secondary education.

Redesigned from the Schools and Staffing Survey with a focus on flexibility, timeliness, and integration with other ED data, the NTPS system allows for school, principal, and teacher characteristics to be analyzed in relation to one another. NTPS is an in-depth, nationally representative survey of first through twelfth grade public school teachers, principals, and schools. Kindergarten teachers in schools with at least a first grade are also surveyed. NTPS utilizes core content and a series of rotating modules to allow timely collection of important education trends as well as trend analysis. Topics covered include characteristics of teachers, principals, schools, teacher training opportunities, retention, retirement, hiring, and shortages.

This request is to contact districts and schools in order to begin preliminary activities for NTPS 2017-18, namely: (a) Contacting and seeking research approvals from special contact districts, where applicable, (b) notifying districts that their school(s) have been selected for NTPS 2017-18, and (c) notifying sampled schools of their selection for the survey and verifying their mailing addresses.

Total Estimated Number of Annual Burden Hours: 3,537.

Every two years this government spends nearly 4,000 hours and countless millions in tax payer dollars to determine the characteristics of teachers, principals, schools, teacher training opportunities, retention, retirement, hiring, and shortages.

This survey in no way affects student achievement, why is the federal government spending valuable education dollars to gather information on the adults that have already received their education.

This money should be spent to educate children.

This request for tax dollars will only begin the process, more money will be spent to initiate the survey.

How long will we, the people, continue to allow the government to commandeer our valuable tax dollars to fill the coffers of the “hedgehogs”?

Join the Movement to Save Our Children!

The More We Know – The More We Ignore

6 reasons to reject Common Core K-3 standards — and 6 rules to guide policy by Valerie Strauss was published on May 2, 2014 in the Washington Post.

Ms. Strauss begins her article with “6 reasons to reject common core however, her rules to guide policy are much more important.

1.  Young children learn through active, direct experiences and play
2.  Children learn skills and concepts at different times, rates, and paces.  Every child is unique
3.  Young children learn best when their cognitive, social, emotional, and physical selves become highly engaged in the learning process.
4.  Assessments of young children should be observational in nature, ongoing, and connected to curriculum and teaching.  They should take into account the broad-based nature of young children’s learning, not isolated skills, and the natural developmental variation in all areas of young children’s growth and development.
5. The problems of inequality and child poverty need to be addressed directly.
6.  Quality early childhood education with well-prepared teachers is the best investment a society can make in its future.

Researchers have been saying these things for years yet American’s are reluctant to change our current system of education to one that is actually child friendly.

We are now willing to let our government indoctrinate our three and four year old children to their system of educational failure and social program support.

It is not egregious enough that we make our five and six year old children sit still and be quiet and take tests, now we are willing to allow our government to destroy the spirit of our youngest and most impressionable.

We have been told for years that education should be developmentally appropriate not age or grade defined.

We know that the Arts, music, dance, role playing, painting, excites a child’s imagination and engages their critical thinking skills.

We know that our most experienced teachers should teach at the elementary level because they are patient and more knowledgeable about child development.

We know that observing children to discover their gifts and talents allows a teacher to differentiate instruction to meet the student’s needs.

We know, when will we change?

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Tax Dollars Must Educate Children Not Fund Universities

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; IES Research Training Program Surveys

Abstract: “The surveys are for participants in the fellowship research training programs and the non-fellowship research training programs . . . These programs provide universities support to provide training in education research and special education research to graduate students (predoctoral program) and postdoctoral fellows. IES also supports non-fellowship research training . . .”

Why are we spending critical education dollars on providing support to universities?

Why are we supporting doctoral programs when we are failing to provide our elementary and secondary school children with an excellent education? These are administrative positions in education and administrators are rarely in contact with students.

Teachers, are allowed to teach our children right out of college with their four year degree.

No one would allow a doctor with only four years of education to operate on them nor would they allow a lawyer, with only a Bachelor’s degree to defend them, unless they cannot afford a lawyer and will be awarded a public defender who is overworked and underpaid.

Each year the system of education places its youngest teachers, teachers with no children and no experience raising children, in classrooms with five and six year old children.

These teachers are also overworked and underpaid but more importantly, inexperienced. They enter their school to teach their impoverished students, knowing next to nothing about childhood development, or the experience of inner-city living. They also enter with a pre-conceived notion about the educational development of “poor” children that tells them that these children learn differently or are unable to learn at all.

This country preys upon the poor, using them to fill the coffers of the “hedgehogs” by keeping them ignorant and making them service workers for the middle class.

When we provide every child in America with a developmentally appropriate, Arts based, experiential education, universities will be paying students to attend their institutions.

Our children deserve an excellent education, delivered by knowledgeable, experienced teachers who recognize and respect their gifts and talents.

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Early Childhood Access To Educational Failure

Obama Administration Declares Its Early Education Initiatives A Success by Lillian Mongeau was posted on September 19, 2016.

In her article she states,

“Citing the additional $6 billion additional dollars spent on early childhood programs between 2009 and 2016, the U.S. Department of Education issued a statement on September 15 laying out the administration’s record of expanding early childhood access.”
 
“Because of historic investments from the Obama Administration, states and cities, more children—particularly those who have been historically underserved—now have access to high-quality early learning,” U.S. Secretary of Education John B. King Jr., said in the Sept. 15 statement. 

“The administration has increased spending in a variety of areas, including home visiting programs, Head Start, child care subsidies, and preschool for young children with disabilities. 
“But we can’t stop there,” King said. Indeed, only 41 percent of 4-year-olds and 16 percent of 3-year-olds are enrolled in publicly funded preschool, which includes Head Start and state-funded programs, according to the National Institute for Early Education Research.”

Our country’s current system of education is failing our children miserably and instead of improving the system they are capturing our children at an even earlier age, making them complacent to their enslavement before they realize they are enslaved.

In order for children to have access to high-quality early learning, there must be high-quality early teaching and making 3 and 4 year old children succumb to the constraints of common core education is dastardly.

Truly relevant early childhood programs do not take the child out of the home away from the family but work with the entire family, teaching the older family members how to be positive role models for the younger ones.

Putting 3 and 4 year old children on a bus for a half hour or more before entering a huge building full of people and things unfamiliar to them, to then force them to sit quietly in a seat, walk neatly in rows, and speak only when spoken to, indoctrinating them to the acceptable “norm” while ignoring their gifts and talents, is simply another way of increasing the profits of the “hedgehogs” by insuring an ignorant population.

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All Is Quiet On The Education Front

There is a video circulating titled, “High Stakes Testing and the Black Community: Just Say No!” which should be viewed by all parents in America. Though its major objective is to convince parents in the Black community to opt their children out of testing, the issues Principal Jamaal Bowman of CASA expressed do not belong only to poor Black families.

Principal Bowman states, “It’s not just about the “opt out”, it’s about the what’s next. We’re opting out as a form of civil disobedience, resisting something that’s not healthy or helpful to our students long term.”

Fighting the battle to change education so that it actually educates children is a war that opting out of testing will not win.

What is not healthy or helpful to our students is our entire system of education in America.

In the video, Principal Bowman gives evidence of the many excellent systems of education that are denied our children simply because their parents are poor. Because of their economic condition, children, their parents, their grandparents, and in some cases, their great-grandparents have been trapped in an institution that profits from their educational failure and keeps them ignorant to their own enslavement.

When we provide every child in America with a free and public education that is founded in the Arts, developmentally appropriate and experiential, there will be no need for standardized testing because students will be treated as individuals.

When we concentrate on discovering, developing, and directing the gifts and talents that every child possesses, we will begin to raise a nation of individuals who are respectful, responsible citizens who take an active interest and role in the positive evolution of America.

“All is Quiet on the Western Front,” symbolizes the insignificance of one individual’s death during the war.

To concentrate on “opting out” as a means to change the system is insignificant in this war. We must, as a nation, reject this dehumanizing system of education and demand that our government provide every child in America with the excellent education that the children of the wealthy receive.

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