Winter Ivy
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- Dec 23, 2004
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And, with regard to understanding appropriate dress, wouldn’t learning to dress for business be a kind of teaching ‘freebee’?
Last time I checked, most investment banks don't require plaid skirts.
Seriously, my arguments above about the nature of learning about life and the nature of social perception address this. Letting kids choose their own clothes ultimately teaches them more about dress and the power of appearance than uniforms.
Productivity drops on every Friday, regardless of casual dress. Your company may be the exception to the rule, but the statistics are so sound that that's what they're teaching in every Wharton management class.
One does not need a Wharton MBA to understand that the TGIF syndrome does, indeed, cause a measurable drop in productivity. However, when casual dress is an additional factor, the result is a ‘double whammy’.
Circular. See Harvard Business Review's Guide to Managing people. While productivity always goes down on Friday, it goes down less with casual dress than with formal dress, while also fostering an atmosphere that promotes innovation (which is key to getting ahead in the business world).
I spent time tutoring in one. Control of classroms wasn't as much of a problem as resources impacting morale, at least from what I could see.
In my experience, the best, and certainly the most important classroom resource is the person in charge. The right person in a one room schoolhouse can get more out of and more into kids than the wrong person in the most modern and well equipped classroom. If a pupil likes a teacher, nothing can prevent learning.
Except for gang making it dangerous to commute each morning, crumbling infrastructures, and insufficient books, classrooms, and chalk.
If a pupil dislikes a teacher, nothing can motivate that kid.
If that were true, we'd see first-generation poor Asian kids with the same educational profiles as third-generation Americans. Teachers are not the be-all-end-all motivators: parents, safety, and knowing people who used their education to obtain excellent jobs also play integral roles.
Regardless of the particular school, it’s amazing to see the way kids with multiple teachers often perform differently for each one. Rather than write off some kids, many teachers would be wise to remember that one catches more flies with a spoonful of honey, than a barrelful of vinegar. I hark back to the old adage, ‘If the pupil hasn’t learned, the teacher hasn’t taught.”
Complaints about public money and resources are merely excuses advanced by well educated teachers and administrators who do not know how to outfox kids.
Then how would you "outfox" them?
If you doubt that, you may wish to do a little research on the results achieved at parochial schools and by home schoolers.
I have. At most parochial schools, teachers don't take the time to "outfox" their students, as you recommend. "Vinegar" is used far more than "honey" -- and those who don't like it are simply expelled. According to your belief that "if a student doesn't learn, then a teacher isn't teaching," it looks like parochial schools aren't doing their jobs.
You can believe that all you want, but remember, the private schools aren't as cost-effective as you'd like to believe. In most states, the public school districts are required to supply private schools with books, transportation, etc. identical to public school students' on demand. If the public schools crumble, a lot of private school parents will find themselves without a solid educational infrastructure.
Secondly, America's university system is basically a sophisticated voucher system. What's happening? Costs are going up so much, and quality's going down due to the fact that they're becoming increasingly consumer-oriented, that America's rapidly losing whatever educational prestige we once had.
Your failure to comment on the experience of the Cleveland Public School System with a school voucher program leads me to believe that you have not researched the subject and are merely expressing an unfounded opinion.
Actually, I was commenting on it. I'm pointing out that it's too early to see the effects of it, but that other nations' and systems' experiments with vouchers have generally failed. See Brian Gill's Rhetoric vs. Reality (it's not the original study, which was conducted by a University of Chicago economist, but it's the only one that's available outside of an academic institution that's still readable).
If the university system in the US is rapidly losing prestige, it is because of the steady dumbing-down of curricula by faculty and administrators who, rather than priding themselves on excellence, apparently have other fish to fry. Else, how can the continually rising percentage of ‘honors’ graduates square with falling prestige?
Do you have any evidence for this? From what I've read, it's a combination of expense, health care, and research capability.
Secondly, why do you think there are so many honors graduates? If someone goes tens of thousands of dollars into debt for a piece of paper, of course they're going to want it to have a glittering GPA. Aren't free markets supposed to give consumers what they want?
Honey, I went to (U)Penn. In my pre-professional track, we were "strongly encouraged" (i.e., had to) take courses where we taught and tutored kids at West Philadelphia High School. If you really want, I can give you a detailed description of the school's physical layout as it was five years ago. Your "polygraph" may flash red, but it'd be a false alarm.
Sweetheart, West Philly High seems like just the school setting referred to a couple of subjects back. Were the major problems a need for more metal detectors and armed guards? If so, the Cleveland ‘method’ would work wonders for those kids.
From what I'm told, the kids in Cleveland who weren't able to get into the private and parochial schools -- or who were expelled by them -- still have to deal with metal detectors. That's hardly working wonders.
When I was an undergrad, Philly public schools were in the process of implementing uniforms, so it was quite a hot topic of discussion.
Yes, I understand that the Philadelphia Public School System, with about a quarter million students, began requiring uniforms about the year 2000, or so. Any idea of the results?
A discussion of Philly's changes is a whole topic in and of itself. In terms of uniforms, they're not doing what it was supposed to do: gangs, drugs, and violence are still huge problems with little statistically significant changes. (Interestingly enough, the magnet schools were exempt from the requirements.)
Ivy