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No Child Left Behind – The Basketball Version

September 6, 2012 2 comments

My friend Rob, who is a retired special education teacher, knows my passion for educating children to be skilled and knowledgeable participants in the emerging highly competitive global economy. He handed me an envelope. I read the contents. What follows is a summary of …

No Child Left Behind – The Basketball Version:

  1. All teams must advance to the Sweet 16, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable.
  2. All kids will be expected to have the same basketball skills at the same time and in the same conditions.
  3. No exceptions will be made for interest in basketball, a desire to perform athletically, or genetic abilities, or disabilities.

All Kids Will Play Basketball at a Proficient Level:

  1. Talented players will be asked to practice on their own, without instruction. This is because the coaches will be using all their instructional time with athletes who aren’t interested in basketball, have limited athletic ability, or whose parents don’t like basketball.
  2. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games.
  3. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.
  4. If no child gets ahead, then no child will be left behind. They will be issued vouchers for moving closer to the successful team’s area.
  5. Any children who do not show immediate promise, or who show serious basketball visual-motor deficiencies in early grades will be given the “Dribbles Test of Early Basketball Behavior”, even if the child has one leg  or came from a country that has never played or supported basketball.
  6. Even if there is plenty of evidence supplied by sports psychologists that there are hundreds of other conditions that can cause bad dribbling, the child will play successfully.
  7. The administration may consider not requiring them to dribble since it actually is not required in order to be successful at basketball, but it sure helps.
  8. A reasonable accommodation for students under a 504 plan would be to allow them extra distance when being guarded so they can pass the ball more proficiently.
  9. Elevator shoes should also be allowed for students of below average height and any players over 6’2″ may have to have jump restrictions to make this fair to those who are vertically challenged.
  10. The parents of the tall students might also be required to pay extra for the coaching of the short students since they obviously come from a genetically-advantaged background for basketball.

Is this humorous parody, yes it is. I did laugh for about a second.

More importantly, is this how government asserts their vast store of knowledge and insight into how our teachers should be educating their students? It seems the more the government interferes in the classroom the lower the standards become. Government does not understand that this isn’t about money; it’s about teacher talent and passion.

The United States is now experiencing dismal world wide rankings against 34 countries in spite of billions of dollars spent in government programs. The three-yearly OECD Programme for International Student Assessment (PISA) report, which compares the knowledge and skills of 15-year-olds in 70 countries around the world, ranked the United States 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.

We can safely assume that not one child was left behind, but that all were left behind!

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Education, e-ducare, A leading Out and Leading into the Light…

September 1, 2012 1 comment

Why do we educate?

We educate for a change in the human mind, like a birth is to a newborn. It is to change the student and bring him from darkness into light, from small mind to large mind, from ignorance to knowledge, but most importantly from Stupidity to Wisdom. It is not primarily, as most think, for a job, for making money, for a change in class status, for a veneer of culture, or for success.

Education’s principal foundation is for making humans more human and for making them larger inside. Education is the only vehicle we have in any society that allows us to elevate humans from shouting, screaming, primitive creatures, who are unable to reason and think, to enlightened humans with differing life views who participate in a discourse of civility.

The goal is to have the student arrive at a moment in time where they experience in their life a flourishing power of the mind. In this intellectual maturity they reach their exhilarating human power where they see clearly, are not influenced by deceivers or influenced by power. They are the ones who are filled with the power that only knowledge brings. They arrive at decisions of value for their lives. Their power affords them the ability to spurn the false ones and move into the light of clarity with vision. This is what Teachers do. This is the goal of e-ducare.

The primary end in education is the student. The teacher’s function is to bring to life for the student the historical scientific, literary and mystical knowledge that history has left in our timeless records. The teacher is the link to this human power for each student that crosses his path. If teachers are to “raise the dead” for their students, then it should not be the “dead” who are changed. It should be the students who are changed by experiencing these authors, sages, mathematicians, scientists, and inventors from our past and present knowledge. The student is then able to ask the right questions.

The student develops a discourse based upon logic, not emotion; a discourse of reason supported by knowledge. The student becomes the power in his life. He is not dependent upon outside false prophets. The student is free because he thinks and reasons.

  “It is easier to build strong children than it is to repair broken men.”   Fredrick Douglass

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