How public education cripples our kids and why | Law & Nature
John Taylor Gatto is a former teacher in New York State and New York City. Author of the book "The Underground History of American Education". Participant in the forum Harper's Magazine "School on a Hill", published in September 2003.
I taught 30 years in some of the worst schools in Manhattan, as well as some of the best, and during that time I became an expert in boredom. Boredom was everywhere in the world around me, and if you ask the kids, as I often do, because I felt so bored, they always answer, the thing is stupid, galan makes no sense, I know her. They say they want to do something real, not just sitting around. They say that teachers do not know much of their subjects and frankly not interested galan to learn more. The children were doing - their teachers were just as bored as the kids.
Boredom is the common condition of state teachers and anyone galan who has spent time in the staff room can you confirm boring atmosphere, galan complaints and reviews daunting. galan When you ask them why they feel so bored, the teachers blame the kids. Who would not be tired of kids who are rude and they are motivated only by grades? Even so, it is of course teachers are products of the same 12 year compulsory school programs that so bored students, and as school personnel they are trapped in the internal structures in a way much stronger than beat the children. So, who to blame?
All of us. My grandfather taught me that. One afternoon when I was seven, he complained that I was bored with that hit me hard on the head. He told me never to use that term in his presence, and if I'm bored, it's my fault and no one else. Obligation to liven and teach myself is mine and people who do not know they are infantile people who should be avoided. People who can not trust. This case healed me of boredom forever, and over the years I was able to give a lesson to any good student. In the majority, however, I discovered that boredom and immaturity are the natural state of the classroom. Often had to challenge the status quo, and even break the law to help the children to get out of this trap.
Of course, the empire fought back, he knows adults constantly mixed opposition with treason. Once I returned from maternity hospital to find out that all the evidence that was presented to my hospital list were purposely destroyed, galan that my work was interrupted, galan and that does not even have a license for the teacher. After nine months Hard times, I managed galan to get my license when a school secretary revealed the plot. Meanwhile, my family suffered greatly. By the time I finally retired galan in 1991, I had enough reasons to think of our schools with its terms, classrooms, forced confinement of both students and teachers, as factories infantilism. Yet, frankly, I could not understand why this is so. My own experience has revealed to me what many other teachers should have learned too, but refrained to say it for fear of reprisal: if we wanted galan to, we could easily and inexpensively jettison the old, stupid structures and help kids to get an education, not just a visit to the school. We could encourage the best qualities of youth - curiosity, courage, flexibility, ability to surprising insights, flexibility in terms of time, texts and tests; familiarizing children with truly competent adults, and give each student enough freedom to take risk.
But we do not do that. And the more I asked why not do it and this thinking about the "problem" of the school as an engineer, the more I missed the point: What would be if there is no "problem" with our schools? What would be if they are what they are opposing against common sense and long experience on how children learn things, not because they are doing something wrong, but because doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said he "will not leave any child"? Could it be that our schools are designed so that no child really grow up?
Do we really need school? I do not mean education, and forced to visit public galan school six hours a day, five days a week, nine months in a year for twelve years. Do you really need this deadly routine? And if so, why? Do not hide behind reading, writing, and arithmetic as a rationale, because 2 million happy home-educated students are dismissed this banal justification. Even if you are a remarkable number of well-known Americans galan never went through this 12 years of press in which a
John Taylor Gatto is a former teacher in New York State and New York City. Author of the book "The Underground History of American Education". Participant in the forum Harper's Magazine "School on a Hill", published in September 2003.
I taught 30 years in some of the worst schools in Manhattan, as well as some of the best, and during that time I became an expert in boredom. Boredom was everywhere in the world around me, and if you ask the kids, as I often do, because I felt so bored, they always answer, the thing is stupid, galan makes no sense, I know her. They say they want to do something real, not just sitting around. They say that teachers do not know much of their subjects and frankly not interested galan to learn more. The children were doing - their teachers were just as bored as the kids.
Boredom is the common condition of state teachers and anyone galan who has spent time in the staff room can you confirm boring atmosphere, galan complaints and reviews daunting. galan When you ask them why they feel so bored, the teachers blame the kids. Who would not be tired of kids who are rude and they are motivated only by grades? Even so, it is of course teachers are products of the same 12 year compulsory school programs that so bored students, and as school personnel they are trapped in the internal structures in a way much stronger than beat the children. So, who to blame?
All of us. My grandfather taught me that. One afternoon when I was seven, he complained that I was bored with that hit me hard on the head. He told me never to use that term in his presence, and if I'm bored, it's my fault and no one else. Obligation to liven and teach myself is mine and people who do not know they are infantile people who should be avoided. People who can not trust. This case healed me of boredom forever, and over the years I was able to give a lesson to any good student. In the majority, however, I discovered that boredom and immaturity are the natural state of the classroom. Often had to challenge the status quo, and even break the law to help the children to get out of this trap.
Of course, the empire fought back, he knows adults constantly mixed opposition with treason. Once I returned from maternity hospital to find out that all the evidence that was presented to my hospital list were purposely destroyed, galan that my work was interrupted, galan and that does not even have a license for the teacher. After nine months Hard times, I managed galan to get my license when a school secretary revealed the plot. Meanwhile, my family suffered greatly. By the time I finally retired galan in 1991, I had enough reasons to think of our schools with its terms, classrooms, forced confinement of both students and teachers, as factories infantilism. Yet, frankly, I could not understand why this is so. My own experience has revealed to me what many other teachers should have learned too, but refrained to say it for fear of reprisal: if we wanted galan to, we could easily and inexpensively jettison the old, stupid structures and help kids to get an education, not just a visit to the school. We could encourage the best qualities of youth - curiosity, courage, flexibility, ability to surprising insights, flexibility in terms of time, texts and tests; familiarizing children with truly competent adults, and give each student enough freedom to take risk.
But we do not do that. And the more I asked why not do it and this thinking about the "problem" of the school as an engineer, the more I missed the point: What would be if there is no "problem" with our schools? What would be if they are what they are opposing against common sense and long experience on how children learn things, not because they are doing something wrong, but because doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said he "will not leave any child"? Could it be that our schools are designed so that no child really grow up?
Do we really need school? I do not mean education, and forced to visit public galan school six hours a day, five days a week, nine months in a year for twelve years. Do you really need this deadly routine? And if so, why? Do not hide behind reading, writing, and arithmetic as a rationale, because 2 million happy home-educated students are dismissed this banal justification. Even if you are a remarkable number of well-known Americans galan never went through this 12 years of press in which a
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