Could our public schools be better run by state and local citizens?

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bad teachers, Common Core, education, government bloat, learning differences, NEA, public-schools, states-rights, teach-to-the-test, teachers' unions, tenure, US Constitution

Republican Proposes Eliminating Department of Education. Here Are 7 Reasons That’s A Great Idea.

 

For years, I fought the NEA as a teacher, to teach to the student, the individual student instead of the “class.” Sadly, at tis point, the NEA is more interested in political statements an political correctness than in the actual education of our students. If you look at the front page of their website, there is very little about the education f our students, but much about various political viewpoints.

The NEA is arguably one of the most powerful Unions in America.They are noted for huge donations to candidates of the Democrat party and to the party itself. They also played a huge role in the design and implementation of “Obamacare.”It is very confusing to me, as a teacher, that the focus of tis powerful union is on anything BUT the education of our students.

I began asking about the significance of the Dept of Education 2 or 3 decades ago as the curricula began to stray from the basics of reading, writing and math. Now, students are taught many things that will carry little significance as they enter real world and become productive citizens.

Who knows their children better, the federal government or the locals? Who can better adjust the curriculum to improve local results?

This article is wonderful!  What do you think?

**********

House Republican has proposed abolishing the

Department of Education.

By: Aaron Bandler

February 9, 2017

A House Republican has proposed abolishing the Department of Education.

Rep. Thomas Massie (R-KY) put forth a bill that simply states that the department will cease to exist at the end of 2018. It has the support of at least seven other House Republicans, including Reps. Jason Chaffetz (R-UT) and Raul Labrador (R-ID)

Here are seven reasons why eliminating the Department of Education would be a great idea.

1. Jimmy Carter created the Department of Education as a form of political payback to the teachers unions. According to Reason, Carter had decide to establish the department to thank the National Education Association (NEA) for their support in 1976 and, given his low approval ratings at the time, he hoped that forming the Department of Education would ensure the NEA’s support for the 1980 election.

A House Democrat even admitted at the time, “The idea of an Education Department is really a bad one. But it’s NEA’s top priority. There are school teachers in every congressional district and most of us simply don’t need the aggravation of taking them on.”

The NEA’s executive director in 1980 declared, “There’d be no department without the NEA.”

What better way to help break the teachers unions’ iron grip on education than abolishing the Department of Education?

2. The department is unconstitutional. The Constitution makes no mention of education; it is not an enumerated power given to the federal government. Therefore, under the Tenth Amendment, education should be left to the states and the federal government should be kept out of it.

 3. The results under the Department of Education have been abysmal. In January 2016, the Daily Wire highlighted the following statistics from Mark Levin’s Plunder and Deceit: Big Government’s Exploitation of Young People and the Future:

• U.S. fifteen-year-olds scored below average in math, science and reading among OECD nations, according to the Program for International Student Assessment. This is despite the fact that Luxembourg and Norway are the only two OECD nations that spent more per student on education than the U.S.
• Only 43 percent of students who took the SAT in 2013 were deemed as “college-ready.”
• 2013 was the fifth straight year where less than half of those taking the SAT scored above 1550, which is “the threshold for demonstrating the capability to maintain a grade point average (GPA) of B-minus or better in a four-year degree college or university.”
• Only 26 percent of U.S. 12th graders are skilled in math and only 38 percent are skilled in reading, according to the 2013 NAEP report.
• 66 percent of all applicants to the Armed Services Vocational Battery “fail to meet the minimal educational standards on the tests.”

Levin also cites a study by Andrew Coulson, director of Cato Institute’s Center for Educational Freedom, which determined that SAT scores over the past 40 years have declined by an average of 3 percent, similar to trends observed by the NAEP.

“Consistent with those patterns, there has been essentially no correlation between what states have spent on education and their measured academic outcomes,” Coulson writes.”

The Department of Education has been an abject failure; it only makes sense to get rid of it.

4. Eliminating the Department of Education would end Common Core. The Daily Wire has previously highlighted the following about Common Core:

As Michelle Malkin has explained, Common Core has further federalized education and co-opted schools into dumbed-down standards, revisionist left-wing history and ridiculous math problems that are more complicated than they need to be while setting back children’s progress in this crucial subject compared to other countries. It is also a massive data mining scheme that collects “information on every student’s personality, attitudes, values, beliefs, and disposition, a psychological profile called Interpersonal Skills Standards and anchors” that the federal government uses as part of a “decision making model,” according to Fox News.

Read more here!

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“What is the purpose of public education?”

Tags

a House divided against itself cannot stand, Americanism, citizenship, common ground, divisions, education, freedom, legal immigrants, melting pot, public school

The question is,”What is the purpose of public education?” That depends on who you ask.

“The purpose of education is to enable us to develop to the fullest that which is inside us” Norman Cousins, prominent political journalist, author and professor

“The purpose of education is to cultivate human minds with values and principles that help to distinguish between wrong and right. The purpose of education though has a much broader aspect which also entails learning skill for a certain area along with achieving overall development. While life passes education never ends, so education purpose entails a continuous change in direction.” (emphasis mine)

Horace Mann, commonly named the “Father of American Education,” “founded and edited The Common School Journal. In this journal, Mann targeted the public school and its problems. His six main principles were:

(1) the public should no longer remain ignorant;

(2) that such education should be paid for, controlled, and sustained by an interested public;

(3) that this education will be best provided in schools that embrace children from a variety of backgrounds;

(4) that this education must be non-sectarian;

(5) that this education must be taught by the spirit, methods, and discipline of a free society; and

(6) that education should be provided by well-trained, professional teachers.

Mann worked for more and better equipped school houses, longer school years (until 16 years old), higher pay for teachers, and a wider curriculum.”

The problem with today’s public education is that it generally fails in all six principles. Many of our high schools produce children who still cannot read with comprehension, write grammatically correct sentences, paragraphs, or  essays or solve basic math in life situations. Public school has been repeatedly and routinely dumbed down, especially over the last decade, to the lowest common denominator, and its original purpose: to prepare our children for a productive and responsible adult life, has been perverted to emphasize our differences rather than our common ground.

Parents are much busier in their own lives which means generally less involvement in their childrens’ educational process. In America’s early years, parents were actually fined if they were found slacking in the education of their children. Now, in essence, our children are being raised by the State which is not allowed to teach morals. Deposited in local daycares as early as 3 weeks old, many parents see their children long enough to feed them, bathe them, and tuck them into bed. Whose responsibility is it to see that your children are properly educated and prepared for adulthood?

In this era of political correctness, the American public is  told education must be all-inclusive across the board. That means ethnicity, race, religion, ability, and legal status, supposedly, don’t affect the availability or quality of education . As commonly happens, however, in the attempt to equalize that which is not equal by definition, the prevailing thought is seen to be “old-fashioned,” “too narrow,” “not appropriate for today’s youth,” or just idiotic.

“Because the way a people schools its children is so closely tied to how a people sees itself and its priorities,” history tells us that while once, it was “wishful thinking” for Americans to see themselves as the proverbial “melting pot,” a unified society, over the last decade, history seems to indicate that the “wishful thinking,” or perhaps the “social communism” taught in our schools today demonstrates a question of whether Americans still “wish”to be unified.”  from Public Education in America: Born in Unity; Endangered by Disunity

“If we look at it analytically, if we look at it historically, we quickly find out exactly what it is. Political Correctness is cultural Marxism. It is Marxism translated from economic into cultural terms. It is an effort that goes back not to the 1960s and the hippies and the peace movement, but back to World War I. If we compare the basic tenets of Political Correctness with classical Marxism the parallels are very obvious.”

When public school was born, our nation was populated predominantly with legal immigrants from many nations far and wide. Public school was designed at that time to teach “Americanism!” It was supposed to even the ground so all knew the American way AND the American Dream. In complete contrast, now, Americanism is gone, and schools are sterilized lest anyone be “offended” at what might appear to be American. Some schools g so far as to disallow clothing or decals depicting the American flag.

Schools are supposed to teach by the spirit, methods, and discipline of a free America. Like,uh, no patriotic clothing or gear, no Christmas, no Christianity, but satanism is okay, Islam is okay, existentialism is okay, humanitarianism is okay … and of course, materialism is wonderful, but capitalism is EVIL. Education is taught from a liberal political perspective, especially in our colleges and universities, and all other thoughts are dismissed as absurd.

When public school was born, America was a young nation of legal immigrants in search of a better life. It became obvious quickly that with all the different nations, languages, religions and ethnicities involved, something had to be done to get everyone on the ame page, so to speak. Public school was born, not just to teach basic reading, writing, and arithmetic, but also Americanism … and even in some places, trades. Whether or not it began as a myth, it morphed into the reality many of us knew as children.

No longer are those basic academics taught adequately, but all that has been AMERICA is being scrubbed from the curriculum as well and replaced with certain bits and pieces of chosen cultures and doctrines, many of which are completely counter-American.

I asked this question before, now I ask again … Who are we, America?

E Pluribus Unum: Out of many, ONE

“A people only begins to discover conservatism when it becomes aware of something it has lost. By the mid-20th century, Americans knew they had lost their independence from the affairs of the old world, and they increasingly felt the loss of the culture and community that had defined their form of self-government. Now America was a nation of big business and even bigger government … Today the country pays the price for the left-wing ideologies that ran rampant in the 20th century and the right-wing, but not conservative, reaction that has only exacerbated the destruction wrought by the left. To solve the country’s seemingly intractable–and, in the long-term, lethal–strategic, economic, and socio-cultural problems requires a rediscovery of traditional conservatism.”

Do we still comprehend the meaning of FREEDOM?

Are we still …

the Land of the FREE and the home of the Brave?

Or have we been bought

by the promise of a lifetime vacation

with plenty of FREE goodies

paid for by … ?

AMERICA, who are we?

ADDITIONAL READING:

Public Education in America: Born in Unity; Endangered by Disunity

Who are We, America?

Who We Are

Who Are We?: The Challenges to America’s National Identity

The Contest for Pennsylvania

Tags

economy, education, election 2014, enery development, information, jobs, Pennsylvania, politics, reality, US Military Veterans

Don’t be fooled by the polls showing Corbett behind. Those are “soft” numbers that don’t reflect the reality. It is important to remember that in the 1980’s Republican Governor Dick Thornburg was 15 points behind his challenger at this point 5 weeks before the election and won. So there’s no need for us to give up.

A little info …

Tom Corbett won the first debate with his opponent last week. In that debate Tom Wolf showed that he has no specific plan or ideas for PA and that his high tax and big spending ideas will drive jobs and prosperity out of Pennsylvania. Why would a Pennsylvanian choose a man with no plan, no experience, and only bad ideas shared with the worst President in American’s history? The next 2 debates on Oct 1 and Oct 8 will further reveal that Tom Wolf is not qualified to be governor.

Compare & choose …

Tom Wolf is a millionaire’s son who spent 13 years after graduation from high school being a “professional student” in college and the Peace Corps to avoid the draft. When he finally started his first job at age 31 he took over his father’s company. He’s never run for elective office and served only 2 years as Revenue Secretary for Ed Rendell which was largely a political appointment. Tom Wolf will be Pennsylvania’s version of Barack Obama with no experience, no qualifications and radical left wing ideas. By the way, Wolf has maxed out his contributions to Barack Obama.

In contrast, Tom Corbett has had a long career of public service starting as township supervisor in Shaler and serving as assistant district attorney in Allegheny County, U.S. attorney, and then PA Attorney General. Not only is Corbett experienced and competent but he is honest and decent with humility that Wolf seems to lack. Please check out this link to Tom Corbett’s web site for more info – http://www.tomcorbettforgovernor.com/

PLEASE …

This election is so important for the future of Pennsylvania and for the quality of our lives and the future of our children. We cannot just sit on the sidelines and allow our state to fall into the hands of those who will destroy jobs and prosperity. Everyone seems to have high level strategic ideas for how the campaign should be run, but the best way that we can can really affect the outcome of this election is by rolling up our sleeves and doing the needed grassroots work in our community to persuade people to vote for Tom Corbett. This means talking with friends, relatives, neighbors, co-workers about Tom Corbett. It also means bumper stickers and signs in your yard and canvassing and phone calls. Too many people are not willing to work for good candidates and that’s why we end up with so many unqualified and corrupt elected officials.

Is the future of Pennsylvania important to you? If so, then it’s time for us to stop complaining and pitch in.

READ MORE:

The Power of Education

Supporting Pennsylvania’s Veterans

Creating Jobs, Growing the Economy

Making Pennsylvania a Critical Energy Supplier

Follow the Matrix of Liberty

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America, character, Christianity, education, faith, Forefathers' Monument, Founders, freedom, justice, LAW, liberty, Matrix of Liberty, mercy, morality, Pilrims, Separatists, tyranny, youth

Matrix of Liberty: The Founders’ Monument

or
Where Do We Go From Here?

Unknown or unacknowledged by many, our forefathers erected a “Matrix of Liberty” for the purpose of documentation. It documents the road map they followed to win and establish LIBERTY in AMERICA. The monument has been there for decades, built with government funds, in the off chance We, the People would lose our way and allow the government to assume tyrannical power. Oops! Good thing, right? Yet, it is ignored.

Below, the matrix is explained. Each of the granite figures carries meanings like pieces of a puzzle. I have outlined each figure below, but the video completes the explanation. Please watch and be amazed!!!

FAITH
Meet FAITH! She is paramount! She is pointing upward toward the God of the Bible. FAITH in God is what brought the first Pilgrims, or Separatists, to Plymouth. Not the sour, pious stiffness we were told in school, but a LIVE FAITH that carried them through persecution and hardship as they broke free from tyranny.

MORLITY
Morality is internal liberty, and starts in the HEART of the individual. As we pursue our God in faith, He teaches us true fairness via internal morality of heart.

EVANGELIST
EVANGELISTS preach the message that transforms the heart. TRUE Freedom and Morality are products of FAITH in GOD and His Promises, the BIBLE, studied and taught to every person.

LAW
A MORAL SYSTEM translated from God’s Law into civil law, balanced by MERCY and JUSTICE, with Equality under the LAW for each individual.

EDUCATION
A Woman training her young children (YOUTH) according to heart-held principles and an honorable character, preparing the next generation to carry forward the “Matrix of Liberty!”

LIBERTY
LIBERTY is the result of following the “Matrix of Liberty!” LIBERTY is seated in Victory. He is holding the broken chains of the manacle of tyranny attached to his leg. He has slain the Lion Tyrant, yet bears the marks as a remembrance on his shoulder. Liberty has his foot on the chest of Tyranny, holding it down by following God’s principles only – no bloodshed! Strength based on Morality, overcoming evil with Goodness!

So much of what we were taught in school, and even more of what our children are being taught in school today is simply untrue based on historical documents still in existence. Notably, the first Bibles printed in the United States were funded by CONGRESS in 1782 for the use of our SCHOOLS – First public school law!!! Bibles were used in schools starting in 1647 through 1963 (which I remember!)

LEARN MORE … PLEASE WATCH VIDEO!!!!!

So … where do we go from here, America? Toward FAITH or TYRANNY?

Related reading: The Forefathers’ Monument Explained – VERY COOL!

Historic Presidency – Historic People

Tags

"In God We Trust", 2016, “2016: Obama’s America”, Benghazi, citizenship, Common Core, deception, Dinesh D'Souza, failure, fema-camps, foreign born, freedom, Hillary Clinton, IRS, Keystone Pipeline, militia, NDAA, NSA, obama, One nation under God, police state, survival, tyranny, US Constitution

Corey James wrote “Quit trashing Obama’s accomplishments. He has done more than any other President before him. He has an impressive list of accomplishments:

• First President to apply for college aid as a foreign student, then deny he was a foreigner.
• First President to have a social security number belonging to another man, from a state he has never lived in.
• First President to preside over a cut to the credit-rating of the United States.
• First President to violate the War Powers Act.
• First President to be held in contempt of court for illegally obstructing oil drilling in the Gulf of Mexico.
• First President to require all Americans to purchase a product from a third party.
• First President to spend a trillion dollars on “shovel-ready” jobs when there was no such thing as “shovel-ready” jobs.* * * *
• First President to abrogate bankruptcy law to turn over control of companies to his union supporters.
• First President to by-pass Congress and implement the Dream Act through executive fiat.
• First President to order a secret amnesty program that stopped the deportation of illegal immigrants across the U.S. including those with criminal convictions.
• First President to demand a company hand-over $20 billion to one of his political appointees.
• First President to tell a CEO of a major corporation (Chrysler) to resign.
• First President to terminate America’s ability to put a man in space.
• First President to cancel the National Day of Prayer and to say that America is no longer a Christian nation.
• First President to have a law signed by an auto-pen without being present.
• First President to arbitrarily declare an existing law unconstitutional and refuse to enforce it.
• First President to threaten insurance companies if they publicly spoke out on the reasons for their rate increases.
• First President to tell a major manufacturing company in which state it is allowed to locate a factory.
• First President to file lawsuits against the states he swore an oath to protect (AZ, WI, OH, IN).
• First President to withdraw an existing coal permit that had been properly issued years ago.
• First President to actively try to bankrupt an American industry (coal).
• First President to fire an inspector general of AmeriCorps for catching one of his friends in a corruption case.
• First President to appoint 45 czars to replace elected officials in his office.
• First President to surround himself with radical left wing anarchists.
• First President to golf 73 separate times in his first two and a half years in office, 102 to date.
• First President to hide his medical, educational and travel records.
• First President to win a Nobel Peace Prize for doing NOTHING to earn it.
• First President to go on multiple “global apology tours” and concurrent “insult our friends” tours.
• First President to go on 17 lavish vacations, including date nights and Wednesday evening White House parties for his friends paid for by the taxpayers.
• First President to have 22 personal servants (taxpayer funded) for his wife.
• First President to keep a dog trainer on retainer for $102,000 a year at taxpayer expense.* * * *
• First President to fly in a personal trainer from Chicago at least once a week at taxpayer expense.* * * *
• First President to repeat the Holy Quran & tell us the early morning call of the Azan (Islamic call to worship) is the most beautiful sound on earth.
• First President to tell the military men and women that they should pay for their own private insurance because they “volunteered to go to war and knew the consequences.”
• Then he was the First President to tell the members of the military that THEY were UNPATRIOTIC for balking at the last suggestion.* * * *
• First President to side with a foreign nation over one of the American 50 states (Mexico vs. Arizona).

How is Obama’s “Hope and Change” working out for you?”

I believe Obama should be arrested and impeached for only a few of his “Great Accomplishments.” For being best President in many of his Democratic followers eyes… I feel this Great Nation in being misled in an immorally direction away from what it was originally founded on. I pray for the safety and promising future for our children. I pray our children do not become as greedy, ungrateful, anti-christian and un-patriotic as I see our current leaders leading their lives.

I commend you for reading all of this. And, I hope it has empowered you with knowledge and opened your eyes more.

Thank you,
Daniel S. Hudson
— feeling patriotic.

El Melekh Ne’eman – GOD is a Faithful King!

Tags

Christmas, Christmas blues, El Melekh Ne'eman, God, GOD is a Faithful King, GOD is Faithful, hardships, holiday struggles, life struggles, loss, pain

How FAITHFUL is God? From cover to cover, the various scribes throughout history record event after event, miracle after miracle of GOD’s faithfulness.

Does that mean no one suffered? Not even close! It means that even suffering has a redemptive purpose. Childbirth hurts, as any mother can attest, but the joy of that new life is more than worth the pain. Our suffering “births” (or brings about increase) of God’s purpose in our life.

So then we always feel secure or safe? Ha! One would think, but no. We are flesh and blood. We are weak! Even when we cognitively understand the enormity of GOD, we manage to suppose our situation, our disease, our family issue is somehow beyond His interest, right?

How then should be face the challenges that confront us in this life? Can you imagine as a young teenage girl (or her fiance) learning you’d been chosen by God to bring His Son into this world? Say What??? Yet, unbelievably, Mary’s response echoes through the ages … “Behold the maidservant of the Lord! Let it be to me according to your word.” (Luke 1)

Christmas seems to spotlight “sore spots” in our hearts and lives. At least in my world, it does. Year after year, I struggle, but this year is different. Or perhaps I should say the struggle is different. I have a dear friend who recently lost his wife. My heart breaks for him as he faces his first Christmas without her together with his girls. I know the GOD of comfort will be with them. I have another friend whose husband just learned he has a brain tumor, yet God’s grace is buoying them through the surgery and treatment. I have still another friend whose work hours were drastically cut suddenly last month. She has barely enough to pay bills, and certainly nothing left for gifts for her family. There are thousands of men and women, many of whom served our nation in uniform, living on our streets with no roof over their heads. There is much suffering. There is unimaginable pain. BUT there is GOD …

Each of us have “sore spots!” Life is not perfect. There are obstacles and traps along the way. Then, there is that one thing, that one huge “sore spot” we can’t seem to shake. We need to foster Mary’s deep understanding of GOD. Instead of struggling against that thing, that “sore spot,” embrace it as a tool for growth. Whew … easier said than done, right?

“Behold the maidservant of the Lord! Let it be to me according to your word.”

I am not a woman of great financial resources, but I have faith for these and other unmentioned needs. Do you? Prayer is not a last resort, it is a FIRST resort! It is our declaration to GOD that we know He can handle what we cannot. It is acknowledging His greatness and His faithfulness to us, His children. Christmas is the manifestation of His faithfulness in the person of Jesus Christ, who came to take away the sin of the world.

Our pain and suffering may not end, but His faithfulness is more than enough to turn our pain and suffering into beauty. Let’s turn our minds and hearts outward and look for ways to lift the burden others may feel at this time … and everyday!

“No one is useless in this world who lightens the burdens of another.”
Charles Dickens

You are Faithful & True

You are Faithful & True You are Faithful and True,
You are Faithful & True to your people.
You are Faithful & True You are Faithful and True,
You are Faithful and True to me.

There is no emptiness in You.
No failure or loss, no turning away,
You are the God of all purpose,
You are Hope, You are Life, You’re the end to my strife.

You are Faithful & True You are Faithful and True
You are Faithful & True to your people.
You are Faithful & True You are Faithful and True
You are Faithful and True to me.

All Rights Reserved © 2002 BJB Music 9/96

FUN with WORDS: Homophones

Tags

English, fun, homophones, language, word games, words

An old joke tells of someone asking the assistant at a paper shop: ‘Do you keep stationery?’ and she replies: ‘No, I wriggle about a bit.’ She clearly thought he meant the word that is spelt ‘stationary’. There are many pairs of words like this, which sound the same but are spelt differently. They are called homophones or sometimes homonyms.

Identify the pairs of homophones from the following clues.

Example: One word means a place for keeping aircraft; the other word means a shaped piece of wood, metal, etc. on which you can hang clothes.
Answer: Hangar/hanger.

1. One word means simple; the other means an aircraft.

2. One word means expected; the other word means condensed vapour (vapor).

3. One word is nautical; the other is central to the body.

4. One word means connections; the other is an animal.

CONTINUE HERE

Road Rage & Cousins

Tags

America, choices, control, COURTESY, Grow up, IMPERFECTION, kindness, out of control, plan ahead, road rage, Self-control, self-government, unacceptable behavior

Ever been on either side of a “Road Rage” incident? Someone cuts you off and nearly drives you into another car or obstacle? Or maybe someone forgets to signal for a turn and you wait and wait … then they turn! It’s enough to make your blood boil, right? Of course it is! You’re justified in your feelings, so what’s your response? Do you pound the steering wheel and let loose a string of colorful words? Do you flip the “idiot” the bird? Do you ram his car from behind?

What if it’s YOU? What if YOU’RE the one who forgot to signal because you were engrossed in a conversation on our phone? What if YOU are the one who lost concentration for a second and pulled out in front of an oncoming vehicle? Never done it? I have! I confess! Not often, but it has happened.

Most of us ave been on BOTH sides of bad driver courtesy. Hmmm COURTESY … is that a WORD? Is it something any of us think about any more? Yea, sure there are LAWS, but then there is … COURTESY. What happens if two cars arrive at a 4-way stop at the same time? Who goes first? Is it just a matter of reflexes and which punches the gas first?

Road rage is just one evidence of a universal problem we humans experience – IMPERFECTION! Now, I realize some of us are … almost perfect, but we all know the other guy is anything but perfect! In fact, the other guy is an absolute idiot, if you tell the truth, right? Until … you miss that STOP sign hidden behind a low-hanging tree branch and fly through the intersection past a parked patrol car! Ooops!

GIVENS:

1. ALL HUMANS ARE FLAWED
2. EACH live HUMAN WILL OFFEND (disappoint, discourage, frighten, embarrass, confuse, irritate, annoy, bother …) SOMEONE TODAY
3. EACH live HUMAN WILL BE OFFENDED TODAY, and, sad but true,
4. YOU WILL OFFEND SOMEONE TODAY

In light of the fact that I KNOW I will offend someone today, or at least will have the opportunity to offend someone today (in or out of a car), I can CHOOSE (gotta love FREEDOM) ahead of time, what my response will be. I can, therefore, BE PREPARED when the incident occurs.

It is humanly possible to decide ahead of time what my response will be to “OFFENSE.” ( as in disappointment, discouragement, fear, embarrassment, confusion, irritation, annoyance, bother …) I can CHOOSE:

• to throw my justified “rage” (or other justified reaction) at the well-deserving “idiot” for daring to ruin my day, OR
• to acknowledge the “mistake” graciously, as I would like to be treated in the event of MY error.

If I respond in RAGE, I can expect RAGE when I mess up. If, on the other hand, I can hold it together and wave off the mistake kindly, maybe the next time I drive with my head in my phone instead of on my driving, I will be shown kindness as well.

THIS is called: SELF-CONTROL! YES! (or Self-government) You and I have a DOMAIN! It is our own thoughts, words, and deeds! I have the ability to be … IN CONTROL of my words – to choose to speak kindness or not. Btw, truth need not ALWAYS be spoken, if it cannot be done in kindness! Honesty is wonderful, but it is trumped by Kindness!

RIGHT???

I make plenty of mistakes, just ask my kids! It is my hope, that when I do, kindness will be the response. Anger serves no positive purpose. NONE! It raises our BP, and who knows what all inside our body, and it takes our mindset to a bad place … an unsettled place.

It is the SOFT answer that turns away wrath! Did you know this? Try it next time someone yells at you. Quietly apologize. (Right or wrong!) So the next time you are distracted while waiting for the traffic light to change until a horn blasts you back to reality, smile and wave in apology as you drive away. Or the next time you’re BEHIND someone asleep at the light … don’t honk heavy … just tap it enough to alert the distracted driver in front of you and wear a smile when he looks back. Both of you will feel so much better than an ugly “Road Rage” incident.

SELF-CONTROL
is just controlling your SELF

Just in case you aren’t sure, this approach works for OTHER things as well. FREEDOM is a great thing – it allows us CHOICES!!! Wise men and women have debated the various structures of government for millennia, but most have been unwilling to recognize that even the seemingly perfect structure cannot provide security and freedom without self-government. The individual must “govern” his own choices, his own thoughts, his own responses, and his own behavior for Liberty to endure.

Each individual must undertake this journey. It does no good if only a few manage themselves well. For security and freedom to flourish in any civilization, the people must learn SELF-GOVERNMENT … self-control! We must teach our children to control their urge to lie, to steal, to throw a tantrum when they don’t get their own way. We teach them both by example and by correcting unacceptable behavior. Throwing a tantrum because mommy won’t buy that candy bar at the check out is NOT acceptable behavior.

It is time to Grow up, America! We have behaved badly for too long. Stop pointing to other people’s bad behavior as an excuse for our own bad behavior. Stop looking for JUSTIFICATION! When we throw our tantrums, we shame the GOOD and HONORABLE among us. We disrespect our GOD and our HERITAGE when we do not extend COURTESY to one another. We cannot control the thoughts and behaviors of others, but we CAN and MUST control our own! We KNOW better! We were taught better, at least if we’re over 35!

Just like our CONSTITUTION is not there to define our boundaries, but to define the boundaries of government, so GOD’s law is not here to confine us, but to release us to a more flavorful, more fulfilling life … if we just follow His WORD.

RESPONSIBILITY is FREEDOM‘s
last name!

Not the greatest video, but the SONG is GREAT!

Debunking the Common Core “The Emperor’s New Clothes” Narrative….

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AAASA Journal of Scholarship and Practice, Benchmarking for Success, Christopher H. Tienken, Common Core State Standards

…and why are education reformers/politicians ascribing to fairy tales for policy?

by Gretchen Logue

Should Common Core State Standards (CCSS) be considered an educational version of the story “The Emperor’s New Clothes”? The standards are the promise of new clothes for education but is there basis for believing there are any clothes at all? From Wikipedia:

“The Emperor’s New Clothes” (Danish: Kejserens nye Klæder) is a short tale by Hans Christian Andersen about two weavers who promise an Emperor a new suit of clothes that is invisible to those unfit for their positions, stupid, or incompetent. When the Emperor parades before his subjects in his new clothes, a child cries out, “But he isn’t wearing anything at all!” The tale has been translated into over a hundred languages.[1]

Christopher H. Tienken, Editor of AAASA Journal of Scholarship and Practice provided commentary in the Winter 2011 publication entitled Common Core State Standards: An Example of Data-less Decision Making.

His research may just expose the standards to be unfit and fallacy to those who are critical thinkers asking for data determining their stated validity. This article should be studied by educators, politicians, taxpayers, to understand the colossal farce Common Core standards are in terms of providing promises of educational improvement for American students as they are unproven and untested.

Tienken writes the standards have not been validated empirically and no metric has been set to monitor the intended and unintended consequences they will have on the education system and children (Mathis, 2010). So why would governors and private trade organizations spend millions of taxpayer dollars on theories instead of verifiable researched data? The CCSS proponents have bought into these two arguments:

• America’s children are “lagging” behind international peers in terms of academic achievement, and
• the economic vibrancy and future of the United States relies upon American students outranking their global peers on international tests of academic achievement because of the mythical relationship between ranks on those tests and a country’s economic competitiveness.

Where’s the data supporting the CCSS proponents’ arguments? There isn’t much put forth by the education reformers. So why are states and school districts implementing unproven and untested theories? He defines the acceptance/lack of data for the unproven and untested CCSS assessments and implementation allegedly designed to enable students to become “globally competitive” with such sentences/phrases as:

• An unbelievable suspension of logic and evidence
• To believe that economic strength of the United States relies on how students rank on the Trends in International Math and Science Study (TIMSS) or the Programme for International Student Assessment (PISA), rather than reliance on policy (tax, trade, health, labor, finance, monetary, housing, natural resources policy)… “is like believing in the tooth fairy”
• The “critical skills necessary to compete in the 21st century” are repackaged 19th century ideas and skills…they are “inert, sterile, socially static”…the CCSS are stuck in a curricular time machine set in 1858
• Connecting an individual’s education achievement on a standardized test to a nation’s economic future is not empirically or logically acceptable and using that mythical connection for large-scale policymaking is civically reckless … when school administrators implement programs and policies built on those faulty arguments, they commit education malpractice
• More countries with national standards underperformed the US than did countries without national standards
• To think that every student in this country should be made to learn the same thing is illogical—it lacks face validity … we should have learned from the Soviet Union that central planning does not work in the long-run
• Standardization and testing are so entrenched in Singapore that every attempt to diversity the system has failed, leaving Singapore a country that has high test scores but no creativity
• (CCSS) creates a standardizing apparatus…we should respect differences among children, not try to extinguish them…there is a lot more going on here on the societal level than meets the eye … it’s more complex than the creators and vendors of the standards either understand or wish to present
• Children have a right to a quality education. School leaders, those who prepare them, and the people who lead our professional organizations have a duty to help provide the quality … if some education leaders choose to drink the snake oil then they should expect to get sick. If some help sell it, they should resign.

He backs up his findings with 48 independent referenced sources. It is worth your time to read his commentary that destroys the CCSS proponents’ arguments with methodical precision based on actual data. Compare/contrast his research/reference with the data CCSSO and the NGA use:

“Many school districts or schools have “data committees” that make school-widedecisions based on some type of data. Surely there must be quality data available publically to support the use of the CCSS to transform, standardize, centralize and essentially delocalize America’s public education system. The official website for the CCSS claims to provide such evidence. The site alleges that the standards are “evidence based” and lists two homegrown documents to “prove” it: Myths vs Facts (NGA, 2010) and the Joint International Benchmarking Report (NGA, 2008).

“The Myths document presents claims that the standards have “made use of a large and growing body of knowledge” (p. 3). Knowledge derives in part from carefully controlled scientific experiments and observations so one would expect to find references to high quality empirical research to support the standards.

“When I reviewed that “large and growing body of knowledge” offered by the NGA, I found that it was not large, and in fact built mostly on one report, Benchmarking for Success, created by the NGA and the CCSSO, the same groups that created these standards; Hardly independent research.

The Benchmarking report has over 135 end notes, some of which are repetitive references. Only four of the cited pieces of evidence could be considered empirical studies related directly to the topic of national standards and student achievement.

The remaining citations were newspaper stories, armchair magazine articles, op-ed pieces, book chapters, notes from telephone interviews, and several tangential studies.

Many of the citations were linked to a small group of standardization advocates and did not represent the larger body of empirical thought on the topic”.

Tienken’s report needs to be sent to school boards, superintendents, state educational agencies, educational reform groups, governors and state legislators for their response to his research and conclusions. These private and/or public entities need to asked why they support common core standards and provide the data to back up their beliefs and use of the standards. If you get shocked faces and declarations from these groups/politicians such as “I do whatever _________ tells me to” (fill in the blank: state agency, federal government, governor, etc), you know the right to direct your school’s educational direction is in dire jeopardy.

Read more HERE

Best Research Award Winner Says Common Core is Data-less Decision Making

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AASA Journal of Scholarship and Practice, Christopher Tienken, Common Core Standards, Institute of Education Sciences

Christopher Tienken, Ed.D. is the editor of the AASA Journal of Scholarship and Practice. He is an assistant professor of Education Administration at Seton Hall University. He has public school administration experience as a PK-12 assistant superintendent, middle school principal, and elementary school assistant principal. He began his career in education as an elementary school teacher. Dr Tienken’s research interests include the effect and influence of professional development on teacher practice and student achievement, the construct validity of high-stakes standardized tests as decision-making tools about student achievement and school effectiveness, and curricular interventions used in schools to improve achievement. His research about the effects of professional development on student achievement has been recognized by the Institute of Education Sciences and the National Staff Development Council awarded him the Best Research Award in 2008.”

As a top researcher in academic practice and student achievement, Dr. Tienken looked at the claims of those who support the Common Core Standards and wrote about his findings in the Winter 2011 edition of the Journal of Scholarship & Practice. You can read his full report “Common Core State Standards: An Example of Data-less Decision Making” here. What follows are some key highlights from it.

On the claim that the standards are evidence based and internationally benchmarked.

“The standards have not been validated empirically and no metric has been set to monitor the intended and unintended consequences they will have on the education system and children (Mathis, 2010)”

“The site alleges that the standards are “evidence based” and lists two homegrown documents to “prove” it: Myths vs Facts (NGA, 2010) and the Joint International Benchmarking Report (NGA, 2008).

The Myths document presents claims that the standards have “made use of a large and growing body of knowledge” (p. 3). Knowledge derives in part from carefully controlled scientific experiments and observations so one would expect to find references to high quality empirical research to support the standards.

When I reviewed that “large and growing body of knowledge” offered by the NGA, I found that it was not large, and in fact built mostly on one report, Benchmarking for Success, created by the NGA and the CCSSO, the same groups that created these standards; Hardly independent research.”

The need for the standards has been justified by claiming that, (a) America’s children are “lagging” behind international peers in terms of academic achievement, and (b) the economic vibrancy and future of the United States relies upon American students outranking their global peers on international tests of academic achievement.

Tienken’s response –

“Unfortunately for proponents of this empirically vapid argument it is well established that a rank on an international test of academic skills and knowledge does not have the power to predict future economic competitiveness and is otherwise meaningless for a host of reasons (Baker, 2007; Bracey, 2009; Tienken, 2008).”

He sites these examples to support his statement.

“The fact is China and its continued manipulation of its currency, the Yuan, and iron-fisted control of its labor pool, has a greater effect on our economic strength than if every American child scored at the top of every international test, the SAT, the ACT, the GRE, or the MAT.” (emphasis added)

“Japan‘s stock market, the Nikkei 225 Average, closed at a high of 38,915 points on December 31, 1989 and on October 15, 2010 it closed at 9,500 points, approximately 75% lower, but Japan ranked in the Top 10 on international tests of mathematics since the 1980‘s and has always ranked higher than the U.S. on such tests. Yet Japan‘s stock market and its economy have been in shambles for almost two decades. They have national curriculum standards and testing, and have for over 30 years. Japanese students outrank students from most other nations on math and science tests.”

“Economic strength of the G20 countries relies more on policy, than education achievement.”

“To believe otherwise is like believing in the tooth-fairy.”

Even if the standards were a good idea, they would not lead to the results that their proponents promise. Given their tremendous cost, it seems reasonable to question whether they are really needed. At the very least we should ask, is this a good investment of America’s capital?

READ MORE HERE

BLOGGER’S NOTE: As an educator, it is just plain foolishness to think any kind of collectivity, lumping all students into one giant classroom, dispensing pre-designed curricula and calling it Common Core Standards is simply idiotic! YES, our education system needs some serious help, but this is over-simplifying the problem AND an imagined solution. Nothing short of a radical re-design of what curriculum means and how to TEACH individual students (rather than “groups” of children) is going to improve the learning curve in American schools! Collectivity is NOT the answer in education any more than it is in anything else. As much as Americans want to believe in equality, we must understand that equality does NOT refer to our individual giftings and abilities. In those, we are divinely created unique individuals!