Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f57CFlf22190; Thu, 7 Jun 2001 08:15:47 -0400 (EDT) Date: Thu, 7 Jun 2001 08:15:47 -0400 (EDT) Message-Id: <3B1F6FEC.6EE5D39A@ellijay.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3481] Re: FW: Humiliating Awards Ceremony at Sc X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 3867 Lines: 71 Tom, Actually I don't like the "commencement" activities at the completion of the goal. For reasons we've already stated. But I do think recognition, paper degree, should be awarded to all who complete the requirements. A statement reflecting the accomplishment of the student in reaching a long term goal. I think all students or learners should receive personal "real" recognition for "doing", just not paraded in front of all those who weren't able to achieve the goal under like conditions. And I think they shouldn't be awarded any form of bogus recognition simply to fulfill the requirements of a bogus "awards" program. The genuine reward for doing a "job" well should come from within. We're not teaching children how to do that, even though they may instinctively know that. We've replaced that internal feedback system with one based in the materialistic, a violation of humanistic values. Unfortunately Tom, I see the same thing here almost every day. A young person 16 to 19 years of age comes through the door and during the 20 questions phase we learn they were "advised" to leave school. This community does have a catch-can for them in the form of an "Alternative School" factility where they can do required subjects on computer, take the finals, and get credit for the course. We here at the GED learning center receive students from both sources. The ones we see are the ones who simply cannot read well enough to do the work, OR they're a LOT smarter than they give them credit for. Social promotions comes to mind here. So if they advise them to leave, who gets to absorb the responsibility for them being in the 10th grade and unable to read at a 5th grade level? Not the schools, that's for sure. Stem the tide? How about we stop making K-3rd grade teachers out of young folks that had such a good time babysitting that they decided to become "teachers". This is not a bad thing. It's just that I don't believe they are being taught "how to teach" basic skills, nor are they taught how to confirm that the child knows the subject material before they push them on to higher level skill learning. We learn those things primarily via observation and experience, they're not getting it before we throw them in the pool. Why do I think that? Mainly because our local schools are producing a student body of which almost 50% are functionally illiterate. And they're functionally illiterate because they have no mastery of the basic reading and math skills and K-3rd grade is where that happens. Good intentions have no bearing here. Art Art LaChance Gilmer Learning Center Ellijay,Ga Woods wrote: > Art, > You have eloquently expressed you distaste for public awards. Thank you. You > draw a distinction between "minor awards" (bad) and major awards such as a > high school commencement (ok). I'm curious about your reasons why a > commencement would be ok. If I understand all your points correctly, I can > see a similar danger in making a big to do about those who earn their > diploma. I wonder what the kids who flunked might think about it. What about > the kids who had to quit school because they had to support a family? > > While we're all griping about horrendous actions on the part of some > schools, I just want to share that I talked with two new students today who > told me their high schools advised them to drop out. Of course, many of my > students have a very skewed perception when it comes to interpreting what > people tell them, and maybe the message they received was different than the > one that was sent. I have heard so many similar stories from others that I > have to wonder what can be done to stem the tide of dropouts. If public > awards create feelings of despair among those who do not succeed, I wonder > what just coming out and telling the kid that s/he's not wanted does. > > Tom
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