Responding to RH who wrote, "My question to you, pure and simple, is why is it so important to you to rob them of this happiness so that you can pretend to teach them math?"
I am not sure this question deserves any response, but here goes anyway...
Are you trying to hide your prejudicial thinking I have exposed, by attempting to throw insults at me?
You missed a lot of the subtleties embedded in my prior posts. No one is being robbed and I am not pretending.
( Sharing my view of social justice in public education) >From my perspective, as a public school teacher, I serve the public; regardless of students' prior failure or success; I assert that all students deserve equal opportunity in education as outlined in our federal laws and regulations. This equal opportunity in my opinion, should include differentiated instruction - as much as I have time to give. Differentiating instruction for individual students is a lot more work and pays no more. Pushing students through curriculum then moving on, whether they get it or not, then passing out "F"s is a lot easier and pays the same. I honestly care about the success of my students - they are the public and I serve them the best I can - without prejudice in regards to their capabilities.
Your flat, opinionated, tunnel-vision, elitist type attitudes and thinking are revealed in your posts; they are likely noticed by others on this forum as well. I have also noticed that when your point cannot be defended, rather than conceding it, you go into attack mode.
Additionally, are you trained and certified to evaluate what goes on in my classroom to determine whether I am "pretending" to teach or whether my students are learning ? Do you have the standardized exam data of my students to evaluate? (I do and make use of this data to drive instruction.)
Furthermore, I informally assess frequently which gives me updated data, so I know when my students need reteaching on a lesson. So, if I am working with special needs students, I stretch to find new ways to help them any way I can.
I know I clearly recognize the " Ah..h - I got it" looks on my students faces, and might suggest that this is a sort of happiness. Working hard to gain understanding and then finally getting it feels good. As a learner myself, I feel that if I am not struggling a bit to understand something, I am not learning at all, but rather just entertaining myself. I like to challenge myself. I guess you wouldn't understand . From your posts, it seems you might believe that it has to come easy or you do not deserve to learn it?
How could it be evidenced that anyone has been robbed of happiness or that I am only "pretending to teach?"
On Tue, Jul 15, 2014 at 9:39 PM, Louis Talman <email@example.com> wrote:
> On Tue, 15 Jul 2014 13:38:24 -0600, Anna Roys <firstname.lastname@example.org> > wrote: > > I find many of your posts difficult to follow as a reader, because your > pronouns rarely have clear antecdents. > > > Oh, surely not! > > RH must know, clearly, what his pronoun's antecedents are. Surely! > > As evidence, I offer the suggestion that no one else has *ever* complained > about his inattention to this matter of precision. (And thus beat him to > it.) > > > --Louis A. Talman > Department of Mathematical and Computer Sciences > Metropolitan State University of Denver > > <http://rowdy.msudenver.edu/~talmanl> >