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37: That's certainly a common belief, MSGT. My experience suggests that while there are underperforming teachers (just as there are underperforming doctors, lawyers, electricians...), the majority of education failures stem from poor administration (sometimes meaning not allowing good teachers to be good teachers) and outside influence (see my list above). And you seem to be assuming that no homework comes form bad teachers--did I misread that part? Also, I have read reports asserting that more students drop out because they are emotionally unready than because they are academically unready. (Granted, many colleges now offer remedial courses, which is its own kind of f'd up, but if you succeed in those courses, you should be good to go, right? I mean, the college can fix what the K-12 teachers hath wrought, right?)

38: Ha! And thank you.

39: That's remarkable, Danni. I think I knew this in part, but still: very cool. However, as much as some folks assert that all people can learn this way, they cannot. I need social learning and independent learning, and I believe that mix benefits the largest number. But that's a belief, not something I've researched--more experiential/anecdotal. But I digress: My point on the self-directed learning is that it's not a mode that serves the largest number. And I do know that there are models out there that use the concept in a variety of ways, often supported by adults. Those who are interested could start by looking into the umbrella term "blended learning."

26: Well, then, your kids' teachers need to get it together. Seriously, there is a movement to revise how we do homework, and it's backed by research (as I've said a few times...). I'm glad it works out for you, but many many children are being utterly overwhelmed by work. Things have changed since we were kids; there is much much more work being given, on average, and to what purpose? I would hope that indeed kids are learning how to learn in school--giving them homework really has no bearing on that concept, as I understand it.

31: But then, that's not homework assigned by the teacher--that's you needing more time with the material. And I would argue (as I did above) that such time is better spent with a professional available to help the student. If you want to use the math example, most math homework these days seems to consist of, say, 30 problems on fractions. Consider: If I don't know how to do fractions and I have 30 problems, what am I going to do? Just get it done, not learn. And if I'm doing it wrong, repetition is just going to embed the wrong in my brain, rather than help me understand anything.

32: That should be happening in the classroom. Verbal reiterations and checks are common in student plans of various kinds, and even just in teacher practice. And remember, folks can choose to do work at home on top of what they do in school; this movement is about reducing/eliminating the assigning of homework based on research and experience, rather than continuing to do it the way we always have 'cause it's the way we have always done it.

29: See above.

And of course, different students learn differently and have different needs--that awareness drives this movement and most current reform driven by thinkers and teachers rather than that driven by administrators, boards, corporate influences, lobbyists, and legislators...

Btw, I am a HS humanities/English teacher. And in HS, yes, I give homework--reading and processing the material, as well as writing assignments (though not on the same nights as reading assignments, and writing assignments of length start in class pretty much every time). I've been working on this over the last several years, developing what makes sense to me and seems to be effective for students. These conclusions do not come from the air--they come from practice (as in my job), research, and more practice, and from student and parent feedback. I do not reach these conclusions lightly. Education is serious.

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