Quasi Dictum

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Name:
Location: Vancouver, WA, United States

Teacher

Saturday, December 25, 2004

All of us have had discussions about Ishmael and the philosophy of its author Daniel Quinn. I found a question from a teacher to Mr. Quinn and thought it would make a good coversation starter:

The Question:
For almost all my life I've wanted no other career than teaching, but after reading My Ishmael, I’m very confused. I'd have to think, after reading this book, that you wouldn’t think much of me if I carried through on my plans to enter the school system as a teacher. Or am I missing your point?

...and the response:
You’re definitely missing my point. The school system exists, and it’s not going to go away in any great hurry. Until it’s superceded by a system that actually works for children, it’s what IS, and your absenting yourself from it won’t help it or you. What is needed is not for dedicated teachers to abandon the system but rather for dedicated teachers to understand the system.

Tuesday, December 21, 2004

Locally: Diploma requirements criticized - Oregon and Washington high schools rank low nationally for the number of math and English courses needed to graduate

Both states (Wa & Ore)require two years of math in high school for graduation, and neither state spells out what courses students must take, reports a study by Achieve Inc. Most states require three years of math, and five states require four years, Achieve found in a survey of high school graduation requirements in the 50 states and the District of Columbia.

In English, literature and writing, 32 states and the District of Columbia require four years of study. Four of these states also require additional study in a related course, such as speech. Washington, Oregon and four other states require three years.


I wonder if the sponsor of this study, Achieve Inc., looked at a state-to-state comparison of SAT scores recently? This year Washington ranked #1 and I'm sure Oregon was in the Top 10.

Interesting. Not enough English and Math offered but in an aptitude test that measures Math and English, students with the least number of opportunities scored the best. What's the correlation?

Thursday, December 02, 2004

Locally:

Many principals say advisories are too much trouble or that teachers will resist taking on additional responsibility. Others see the appeal of advisories but aren't ready. Still other educators insist their students already get enough personal attention.

The fact that advisories aren't more widespread -- even though they cost almost no money and most teachers who've tried them swear by the results -- provides a telling window into how big high schools work and how hard it is to change them.


I'd say at GMS advisory was an even 50/50 split among teachers.

Now since we're implementing Adv. into HS this year buy in is a little easier because lessons are composed and tailor made for each grade.

I can remember some tense faculty meetings when Adv. was discussed and it really became the vets vs the youngsters.