Letter to the Editor
Virginia Gazette
From: Betty Price, Reading Remediation Therapist
America’s public-school system is bracing itself for the flak, after-shock and finger-pointing that is bound to surface in full force when “Waiting for Superman” hits the theatre screens this fall. Touted as an expose of the ills that plague our educational core structure, it searches for answers to the escalating downward-spiraling that places us in poor standing on the global charts when compared to other industrialized nations. We once stood at the enviable position of first place. What has happened?
As we face the facts, carefully analyze the findings and
study the critiques, would this not be the optimum time to look for answers
instead of placing blame and engaging in useless rhetoric?
We definitely have problems; only the foolish would deny this.
Entirely too many students cannot read as well as is possible because of outmoded and archaic approaches foisted off by money-grabbing textbook companies.
Teachers are not getting the training needed to teach English and all the facets of this marvelous and powerful language with the necessary accompanying skills of grammar and effective and coherent writing abilities. The English language looks just as foreign to a kindergartner-through-second-grader as does French, German, Spanish or any other. Would we, as teachers, DARE to ask them to memorize word lists for other languages? I think not.
The discipline of unruly students—no matter their age—should be the responsibility of parents and NOT the schools. And here, perhaps, is where the legal profession should offer some sort of support system that works instead of allowing the school system to absorb ALL the social ills that beleaguer the classroom today.
Building effective institutions, manned by competent and specially trained experts should be a “must” for the atypical child: Down Syndrome, autism, muscular dystrophy, spasms, seizures, aphasia, ad infinitum. This should be a priority. Are we doing any student a favor by putting everyone within the confines of the regular classroom? No, and too many are suffering under the current programs. Would any discussion about alternative school-choice be necessary if we were a bit more “practical” in our provisions and demands?
Reconsider effective retention. When a student has not done his work and has, in fact, failed, we are not doing him a favor by allowing him to continue onward (and upward) without making certain that the missed subject matter and/or skills are accomplished. And we should quit worrying about little Johnny’s “id” because when he faces the real world and the potential job market unsuccessfully, what are his alternatives? Illegal avenues? Entitlement programs that cost every single taxpayer more than retention and better education would? THAT’S when his “id” is going to be taking a beating.
I work with every age student from four years old to college level in the area of reading, language arts and general mathematics, and what I witness every day as I try to fill in the blanks and holes of these students is not the child from uncaring homes. They are not on the welfare rolls, financially challenged or mentally incompetent. Over 55 students who attend weekly tutoring and complete assignments come from affluent families for the most part (the parents study right along with the students here in order to accomplish remediation in a hurry), but they are woefully lacking in the most basic skills in these areas.
America, take a long, hard look at your infrastructure. Get rid of tenure. Make everyone accountable for assuring that America’s students are once again at the top of the list and commanding the best lives in the world!