Category Archives: Testing

Reason 237: Because When It Comes To Raising Your Children, You’re The Expert

This article informs all of us something that I already knew:

Texas School Triples Recess Time And Sees Immediate Positive Results In Kids

A small excerpt:

“There was a part of me that was very nervous about it,” said first-grade teacher Donna McBride. “I was trying to wrap my head around my class going outside four times a day and still being able to teach those children all the things they needed to learn.”

I love the word “needed”. Needed? Says who? The expert bureaucrat, that’s who. And why do they need it? Because there’s a Common Core test that must be passed, that’s why. And why is that important? Because there are hordes of data-mesmerised bureaucrats in some windowless office in D.C. somewhere that “care” about it.

One of the first things I learned as a homeschooler, however, was that homeschooling is easiest when the children are youngest, and it actually takes very little time of sitting in the torturous desk.  This teacher is working under a false notion that her students are just machines that need data entry. But they’re not. They’re human beings. They were not designed by their creator to be confined to a desk for 6 hours a day. This teacher is not only not allowed to think that they were created by a creator, she is supposed to think that the god/state has all the answers and it must never be questioned.

But when you keep your children at home you will learn that they are never not learning, even when they look like they’re playing. But don’t try to tell that to the experts. Just realize it yourself, and raise healthy, well-adjusted children.

 

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Filed under Common Core, Experts, Testing

Reason 93: Because The Institution Would Rather Diagnose Your Child With ADHD Than Admit That It’s A Big Fat Failure

The education institution is like a massive, big-government sized, steel shoehorn that forces every foot into it’s cruel, one-size-fits all, jackboot. Spirits are crushed. Creativity is suppressed. Thinking is discouraged. Standardized tests are idolized. Children are broken. Here is a story from The Washington Post:

Why so many kids can’t sit still in school today

From the story:

 

A perfect stranger pours her heart out to me over the phone. She complains that her 6-year-old son is unable to sit still in the classroom. The school wants to test him for ADHD (attention deficit and hyperactivity disorder). This sounds familiar, I think to myself. As a pediatric occupational therapist, I’ve noticed that this is a fairly common problem today.

The mother goes on to explain how her son comes home every day with a yellow smiley face. The rest of his class goes home with green smiley faces for good behavior. Every day this child is reminded that his behavior is unacceptable, simply because he can’t sit still for long periods of time.

The mother starts crying. “He is starting to say things like, ‘I hate myself’ and ‘I’m no good at anything.’” This young boy’s self-esteem is plummeting all because he needs to move more often.

Over the past decade, more and more children are being coded as having attention issues and possibly ADHD.

The institution cannot work outside of the iron box of the institution. And in one regard it can’t be necessarily be blamed. It is a conveyor belt education system. It is a machine assigned the task of educating the masses. And if that weren’t enough, it is also a bloated cancerous bureaucracy of a machine, carrying twice its own weight in leeches and parasites of every imaginable variety. Everyone who is anyone wants their schemes and ideas on the docket to be taught, no matter how whacked out those schemes might seem to normal people, because they know that if they can get their ideas taught now, they can get them legislated later. The very last thing on the institution’s mind is your particular child, and her learning style.

 

When you teach your own child you learn how she learns. Some children can sit all day at a desk. Some can’t. At home you can tailor the education to a particular child’s disposition. It might come as a surprise to the bureaucrat, or the exper, but not every child is suited for spending long periods of their day sitting in a chair. But it’s no surprise at all to a parent who actually loves her child, and has spent some time teaching her.

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Reason 59: Because A Real Education Is Actually A Good Thing

Remember that the state education institution exists for the sake of the sate education institution. It outgrew caring for your children, probably about the same time it became all about feasting at the federal feeding trough.  Still, it does have to keep up airs, and testing plays a big part in that.  So bad test scores = failure for the school.  But no fear, the people who administer the tests are the same ones who get to decide what is passing.

So this from the cool folks at Moonbattery:

School System Raises Grades by Lowering the Bar

As the rot implicit in liberal control corrodes educational quality, and demographic deterioration eats away at our national IQ, academic achievement is bound to suffer. Fortunately the educrats at the Cotati-Rohnert Park Unified School District in Sonoma County, California have solved this problem by introducing a new grading scale:

The new system is called the equal interval scale. Essentially, it makes it harder to get a failing grade. It departs from the traditional A to F scale in which students receive F’s for scores below 59 percent. Instead, the scale awards F’s only for scores below 20 percent. …

F’s for below 20 percent? Well that might get your child a passing grade, but the institution failed long ago!

H/T Neil Simpson

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Filed under Academics, Testing

Reason 40: Because Testing Is Not Teaching

As a homeschooler we administer standardized testing.  But even though it is our children who write the tests, it is not they who are being tested.  No, it is us, their parents / teachers.  We want to be tested you see, because we love our children, and we want to make sure that we’re doing an adequate job of passing along the knowledge that they’ll need in life.

In the institution the testing is similar but twisted.  It is similar in that it is the institution that is tested through your child.  But it is twisted in that it is the institution that is the central concern of the institution.  The motivation of the decision makers in the institution is for the best interests of the institution.  That the institution’s existence is based on training your child is secondary.  Your child is a statistic reported to higher ups.  That’s just how it rolls in institutions.

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Filed under Testing, Unions