I once had to lock up cans of sprayglue because an employee kept insisting that the water based glue that I insist on didn't work, so he would constantly grab a can of sprayglue out of our chemical cabinet. The sprayglue just get's everywhere and makes a huge mess, and it also get's inhaled everytime you use it (doesn't get you high though). I just can't see making a huge mess out of my shop, and filling up anyones lungs with gule. Five years later, I still have all but one of those same cans of sprayglue, and use the waterbased glue everyday.
True. But learning how to be a part of a team and take direction from ones superiors is also a skill that could be learned in school. Well, in a good school system that actually prepares people to achieve economic success in our country... This exact issue you describe above has been responsible for at least a few job losses that I'm aware of, and no doubt has reduced their raise/advancement prospects. I have zero tolerance for it. But it's not age-related, I have some young applicants who do the same, and a lot of older ones who never exhibit that behavior.
If the applicants were all fresh out of high school, I could see this as an issue. If the applicants have been out of school a decade or more, not so much. A lot probably just need a refresher. STEM-H jobs are going to be the only way forward for us, but standardized curriculum's that do not allow teachers time to make sure everyone is up to speed before moving forward to the next lesson will just leave struggling students further and further behind.
One of the stupidest questions I've heard is people asking "when am I going to need this?" when talking about a math lesson.
thats not a stupid question at all. It's quite logical and rational. People want to know why they need to learn something.
But you make a good point that maybe part of our problem is that we don't teach "why". maybe that should be on the standard curriculum. Maybe before each new topic, every student should be presented with a real life problem, just like you presented, before having the lesson that would result in being able to solve that problem. If students realized what they weren't able to accomplish before learning how to accomplish it, the knowledge that they don't have the knowledge to be able to solve that problem could be a motivator in figuring out how to solve that problem.
I've mentioned before that I have been trying to learn a foriegn language on my on for a while. While going through this process, I have been trying to figure out how I could learn it faster, and what the logical order is for learning languages. One of the things that I wish was available, was a audio or video track of a conversation in that language, that included the words phrases and expressions that I would be learning in a particular set of lessons. It would be very motivating to hear that recording first, and then to be told that "once you complete this next section you will be able to understand that recording". I mean that would be just too cool - to first hear something that sounds like garbeldigook, and then a few weeks later to listen to it again, and actually be able to understand it.
I think you are on to something.
Ever think about switching language tracks on your movies then using subtitles after a couple of weeks? :shrug:thats not a stupid question at all. It's quite logical and rational. People want to know why they need to learn something.
But you make a good point that maybe part of our problem is that we don't teach "why". maybe that should be on the standard curriculum. Maybe before each new topic, every student should be presented with a real life problem, just like you presented, before having the lesson that would result in being able to solve that problem. If students realized what they weren't able to accomplish before learning how to accomplish it, the knowledge that they don't have the knowledge to be able to solve that problem could be a motivator in figuring out how to solve that problem.
I've mentioned before that I have been trying to learn a foriegn language on my on for a while. While going through this process, I have been trying to figure out how I could learn it faster, and what the logical order is for learning languages. One of the things that I wish was available, was a audio or video track of a conversation in that language, that included the words phrases and expressions that I would be learning in a particular set of lessons. It would be very motivating to hear that recording first, and then to be told that "once you complete this next section you will be able to understand that recording". I mean that would be just too cool - to first hear something that sounds like garbeldigook, and then a few weeks later to listen to it again, and actually be able to understand it.
I think you are on to something.
Ever think about switching language tracks on your movies then using subtitles after a couple of weeks? :shrug:
Corporations want our education system to turn everyone into a bunch of math geeks who know nothing about evolution.
my wife is a teacher in a project lift/bill & melinda gates funded elementary school
the decision was made to eliminate the IT teacher in future years
the staff teachers - all of them - will be expected to assume the role of that teacher who was trained and certified to teach technology
but they are now recruiting dance teachers
any wonder why our kids are going to become less and less competitive internationally in a world where STEM emphasis is essential to career success
I don't know what the particular situation there is, but do elementary schools really need an IT teacher? Are they really teaching advanced networking or computer programming to elementary school students these days? And the arts are important in school, even if all it does is to keep kids liking school (thus keeping them in school).
We all seem to agree that STEM subjects are the most important, and that most STEM jobs pay over the median income, but there are also quite a few STEM jobs that I have seen listed as having very high unemployment rates - right up there with psychology majors. Dancers can make good money, and there seems to be no lack of demand for strippers and pole dancers.
Really, our most well paid jobs aren't always in STEM careers. Top corporate executives come from a wide variety of academic backgrounds and CEO's are valued for being generalist, not techno-geeks. While the average engineer may make double or triple the median wage, Fortune 500 CEO can expect to make upwards of 500 times the median wage.
If I was wanting a high level leadership position as a career goal, and if I had a lot drive and was very much money motivated, I would want to have a very diverse educational background. Maybe an associates degree or two in a tech field, a bachelors in a social science with a major in a different social science, an MBA plus a law degree. Someone who was very driven to have a "big" career making big bucks might be well advised to have a diverse educational background with subjects in communications, some tech classes, history, the arts, people skill classes, business and law.
I can do sin(x) + 2 = 3 for 0° < x < 360°, but that is apparently more important then 2+2.
Sure America's education system makes us well rounded, but in the wrong areas.
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