Common Core haters
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@wirestyle22 said:
That is a ton of dedication to try to further the education in our country.
the problem is, most people do that and it is "just taking the easy way out." An education degree is a super easy one (as a general thing.) Other fields can get a degree and tack on "education" as an afterthought. Classes for teachers are different than they are for most other fields.
I had several roommates who were teaches years ago. They were struggling with their master's homework. Some of us IT folks looked at it and were confused because it was material that we non-college students already knew because it was common elementary material (for English.) It took a long time to figure out that what they were struggling with at a top north east teaching school in the grad program wasn't "how to teach" elementary English, they were actually struggling with elementary English themselves!! What a top university expected them to learn in grad school, any other program would have expected them to know coming out of high school (or middle school or lower.)
Getting a Master in Education is often a very easy way to go. It doesn't mean that people are not educated or aren't caring, but the average teacher goes to college to party and takes the easy route in life. It's the one job that they've witnessed as a kid, requires no expanding of their horizons, is the easiest college programs to get into, is a party college experience, requires none of the rigour of more academic programs, and lets them avoid the work world for a year longer than most programs. It's the path of least resistance to a lot of people.
So using those factors alone (instead of individual skill, dedication, effort, etc.) as reasons why teachers should make any given wage doesn't make sense.
It's great that your teacher is doing it to teach kids. So were my roommates, they love teaching middle school English and are really passionate about it. But by and large, the average teacher is just looking for a union job with the least effort to get into that they can.
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@scottalanmiller said:
@wirestyle22 said:
That is a ton of dedication to try to further the education in our country.
the problem is, most people do that and it is "just taking the easy way out." An education degree is a super easy one (as a general thing.) Other fields can get a degree and tack on "education" as an afterthought. Classes for teachers are different than they are for most other fields.
I had several roommates who were teaches years ago. They were struggling with their master's homework. Some of us IT folks looked at it and were confused because it was material that we non-college students already knew because it was common elementary material (for English.) It took a long time to figure out that what they were struggling with at a top north east teaching school in the grad program wasn't "how to teach" elementary English, they were actually struggling with elementary English themselves!! What a top university expected them to learn in grad school, any other program would have expected them to know coming out of high school (or middle school or lower.)
Getting a Master in Education is often a very easy way to go. It doesn't mean that people are not educated or aren't caring, but the average teacher goes to college to party and takes the easy route in life. It's the one job that they've witnessed as a kid, requires no expanding of their horizons, is the easiest college programs to get into, is a party college experience, requires none of the rigour of more academic programs, and lets them avoid the work world for a year longer than most programs. It's the path of least resistance to a lot of people.
So using those factors alone (instead of individual skill, dedication, effort, etc.) as reasons why teachers should make any given wage doesn't make sense.
It's great that your teacher is doing it to teach kids. So were my roommates, they love teaching middle school English and are really passionate about it. But by and large, the average teacher is just looking for a union job with the least effort to get into that they can.
We solve that problem by making the jobs competitive. If we pay the bottom of the barrel we're going to get the bottom of the barrel.
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@wirestyle22 said:
A goal I hope everyone in our field would support considering we are in a 100% intellectual field.
I'm not always sure that universal education is a good goal. Universal ACCESS to education I'm behind 100%, I think that all education should be free and universally available for everyone all the way through PhD. But should everyone go to school past a very fundamental level? I think not. It's a total waste and is just used as a way to keep kids out of the working economy and to employ lots of unnecessary adults.
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@scottalanmiller said:
@coliver said:
@Jason said:
Also teachers are usually underqualified to teach anyway.
No argument here... but that may be because they are paid scraps.
One supports the other. We don't want highly skilled teachers, so we don't pay for them, so we don't get them.
We do want highly skilled teachers we just apparently don't want to pay for them.
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@Jason said:
@scottalanmiller said:
@wirestyle22 said:
You think people that dedicate 5-6 years of their time getting a masters degree, getting paid scraps should just find other work?
No, but they shouldn't complain either as the wages and the work needed were known before they went down that path. If they want to teach at the available wages they should be happy with the situation.
You don't hear lawyers complaining about how they "shouldn't have to learn all that legal stuff", right? Because they knew that going into that field meant learning all that stuff.
Teachers are the same way, if they feel that they should complain, they should find other work. That they got a master's degree and put in all that time was their decision and there is nothing wrong with that. But there is something wrong with doing it and being upset with what the field looks like on the other side.
What about People Doing Psychology degrees. Masters still. Some of the lowest paying jobs out there.. less than teachers even. They should have researched before they got into the field. Otherwise stop complaining.
And honestly, if a psychologist didn't research before getting their degree, would you want them working in that field?
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@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
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@wirestyle22 said:
@scottalanmiller said:
@coliver said:
@Jason said:
Also teachers are usually underqualified to teach anyway.
No argument here... but that may be because they are paid scraps.
One supports the other. We don't want highly skilled teachers, so we don't pay for them, so we don't get them.
We do want highly skilled teachers we just apparently don't want to pay for them.
Do we? I think all evidence points to something in the middle. We want people that are qualified to teach but we as a society (in the US) are unwilling to pay them.
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@wirestyle22 said:
@scottalanmiller said:
@wirestyle22 said:
That is a ton of dedication to try to further the education in our country.
the problem is, most people do that and it is "just taking the easy way out." An education degree is a super easy one (as a general thing.) Other fields can get a degree and tack on "education" as an afterthought. Classes for teachers are different than they are for most other fields.
I had several roommates who were teaches years ago. They were struggling with their master's homework. Some of us IT folks looked at it and were confused because it was material that we non-college students already knew because it was common elementary material (for English.) It took a long time to figure out that what they were struggling with at a top north east teaching school in the grad program wasn't "how to teach" elementary English, they were actually struggling with elementary English themselves!! What a top university expected them to learn in grad school, any other program would have expected them to know coming out of high school (or middle school or lower.)
Getting a Master in Education is often a very easy way to go. It doesn't mean that people are not educated or aren't caring, but the average teacher goes to college to party and takes the easy route in life. It's the one job that they've witnessed as a kid, requires no expanding of their horizons, is the easiest college programs to get into, is a party college experience, requires none of the rigour of more academic programs, and lets them avoid the work world for a year longer than most programs. It's the path of least resistance to a lot of people.
So using those factors alone (instead of individual skill, dedication, effort, etc.) as reasons why teachers should make any given wage doesn't make sense.
It's great that your teacher is doing it to teach kids. So were my roommates, they love teaching middle school English and are really passionate about it. But by and large, the average teacher is just looking for a union job with the least effort to get into that they can.
We solve that problem by making the jobs competitive. If we pay the bottom of the barrel we're going to get the bottom of the barrel.
It's, unfortunately, a catch 22. We don't have teachers worth even what they make today. Do we pay the existing unqualified teachers more? Will that encourage the field to improve? We'd have to pay a LOT more.
If the jobs are based on results, maybe we can make it work. But what do we do with all of the teachers that we make useless?
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@coliver said:
@wirestyle22 said:
@scottalanmiller said:
@coliver said:
@Jason said:
Also teachers are usually underqualified to teach anyway.
No argument here... but that may be because they are paid scraps.
One supports the other. We don't want highly skilled teachers, so we don't pay for them, so we don't get them.
We do want highly skilled teachers we just apparently don't want to pay for them.
Do we? I think all evidence points to something in the middle. We want people that are qualified to teach but we as a society (in the US) are unwilling to pay them.
I agree with you
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@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
Maybe after they get a little older they can teach the rest of us, lol... Or maybe you can.
graphics are much appreciated. -
@wirestyle22 said:
@scottalanmiller said:
@coliver said:
@Jason said:
Also teachers are usually underqualified to teach anyway.
No argument here... but that may be because they are paid scraps.
One supports the other. We don't want highly skilled teachers, so we don't pay for them, so we don't get them.
We do want highly skilled teachers we just apparently don't want to pay for them.
I don't agree. If we wanted that, we'd pay that. We can say that we want it all that we want but that's just bluster. Actions speak louder than words. I don't know any local community that, as a community, cares about the education of the community.
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@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
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@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
Ugh... don't say that... that makes me feel... old, ha ha ha. (I'm only 36)
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@dafyre said:
@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
Ugh... don't say that... that makes me feel... old, ha ha ha. (I'm only 36)
I'm only 10 years behind you.
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@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
I don't think that I was taught this but... there were lots of things that I just glossed over because they didn't make sense (as in... we already knew the material, why are we doing busy work.)
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@coliver said:
@dafyre said:
@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
Ugh... don't say that... that makes me feel... old, ha ha ha. (I'm only 36)
I'm only 10 years behind you.
Only... most of his adult life behind him
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@scottalanmiller said:
@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
I don't think that I was taught this but... there were lots of things that I just glossed over because they didn't make sense (as in... we already knew the material, why are we doing busy work.)
That was pretty much my entire primary and secondary education.
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@coliver said:
@JaredBusch said:
@dafyre said:
@scottalanmiller said:
The issue with the Common Core is not the Common Core itself. That's actually just a standard of what kids should know at different levels. It's actually not half bad. A bit slack, but anything in public education is.
People associate sometimes whacky and nonsensical teaching methods and standardized testing with Common Core. Those are actually the things that people hate or are having issues with.
That and things like number lines... I've seen a few examples and those simply don't make sense to me at all... and I took Math all the way up to Calculus and we never touched on that -- not in the long-winded roundabout way that I've seen examples work.
I was taught number lines. There is nothing convoluted about them. It is all math. Math is always 100% logical.
My daughters are taught number lines in their Japanese courses that have nothing to do with the US education system.
I was going to say. We were taught this in elementary school. I always thought it was a waste of time and could do it in my head.
Numbers lines teach people visibly how math works. That is why I cannot understand how so many people shit on it.
Once you have memorized basic math, you do not need a number line to do math functions, this is true, and why some cal it a waste of time. But people who just learn by memorization never actually learn how/why math works. They just learn that 2+2=4 because they were told so.
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@scottalanmiller said:
@wirestyle22 said:
@scottalanmiller said:
@coliver said:
@Jason said:
Also teachers are usually underqualified to teach anyway.
No argument here... but that may be because they are paid scraps.
One supports the other. We don't want highly skilled teachers, so we don't pay for them, so we don't get them.
We do want highly skilled teachers we just apparently don't want to pay for them.
I don't agree. If we wanted that, we'd pay that. We can say that we want it all that we want but that's just bluster. Actions speak louder than words. I don't know any local community that, as a community, cares about the education of the community.
Out of all the depressing posts this one makes me the most sad. I don't want to get into a political debate and I don't mean what I'm about to say in a political way but we (the US) are making ourselves obsolete. It's really sad.
