Political Education

Current policy efforts to improve American public education system appear to reflect Einstein’s definition of insanity – doing the same thing over and over again expecting different results to – that to really create lasting change. Until we start at square one, sustainable educational achievement will not happen and the limited resources of time, people continue to be exhausted and taxpayers U.S. dollars.

A closer examination of the facts that should be discussed only rarely be verified.

FACT # 1 – Nobody looks good in a bad system.

We live in an economy grain, 24 / 7 world and to continue a school structure. We recognize that many school buildings were not built 40 years ago are conducive to energy efficiency and user-friendly technology. However, we rely on a school structure that is both ineffective and inefficient to accept.

Many teachers know their students start after the break to stop, because they are looking forward to summer vacation. The parents take their children out of school change during the school year in planning vacations with their parents. To build long-term cognitive memory, which is the basis of measurable performance requires multiple exposures such as rote learning or distance learning is repetition of an event. With today’s students learn more, every minute must be used to optimize performance. The current system makes it all look bad.

FACT # 2 – The first wish is to learn innate, but the needs of today’s development.

Little kids are always asking why. Their innate curiosity to explore their world fuels their desire to learn. A review of national test results show a general increase in cognitive gains from K-3, but then takes a drop in the fourth to sixth with a rising trend in the seventh and eighth.

Benjamin Bloom and his colleagues recognized that learning relates to three areas – cognitive, psychomotor and affective. But most adults, especially teachers, have little training in the development of the affective domain of learning and some of their actions intentionally or not really reduce the desire to learn. We have both cognitive growth and the desire to build attitude. The question of the standard “Can we learn” must always be taken in conjunction with a second question: “Will they learn?”

FACT # 3 – What is, is.

Neighborhoods are not homogeneous today yesterday farming communities. The school house in one piece was a success for the four factors:

First Schools were homogeneous

Second Strengthened communities of shared values

Third Many learning objectives such as fractions, geometry, physics were applied continuously during the daily farming activities

4th With several classes per class, older students faced continual repetition of facts already learned,

The endless blame game must stop! The negative energy consumes time when time is an absolute premium! Our schools are filled with different populations of students, parents and teachers. Many parents, such as depression, two jobs and have a strong formal education. The teachers are overwhelmed with mandates additional programs. Administrators juggle the new regulations and community expectations with limited resources. Focus the blame on a group or a law like No Child Left Behind drains energy away and keeps the real issues to be addressed. We have to accept “what is” and move on.

FACT # 4 – There are processes for a reason, to secure the desired results.

With the emphasis on process is a presumption that the results follow. However, the results for academic success are not where the amount of resources should be given. For example, recent research suggests that the U.S. was still the same percentage of graduate students at the beginning of 1950th Processes must be reviewed and removed all the waste. Removing the waste would add teaching time to the daily schedule and possibly improve the attitude of all involved.

FACT # 5 – The alignment of strategies, systems and people should focus on creating loyal customers who conduct internal external customers loyal.

This orientation is the “moments of truth”, to discover for lasting change. Schools have become a big business, even if they have only 1,500 students. Plan with the assumption of continuous improvement, as Aldridge, where everyone is in line both in words and deeds, creating a culture of quality, where “excellence is not an act but a habit” (Aristotle).

FACT # 6 – Learning and Performance behaviors are two different and separate.

Many of us have heard the following: “I cannot believe you I have you know better than” What is really saying that I cannot accept your sub-standard performance, for I have learned in a standard level of standard lead-up. This paradigm is that the learning performance is likely to be harmful to the education reform initiatives. Learning must be seen as behavior that is the acquisition of knowledge. The performance is a separate behavior which is the application of knowledge. People need many opportunities to apply their knowledge, because we all learn differently.

FACT # 7 – Money will not solve the current problems and none of them more money.

Between 1992 and 2003, increases K-12 public education spending by 92%, but the eight largest read-only quality scores increased by 1%. To ignore this fact is a bit like the story for children of the “emperor’s new clothes”.

The American system of public education has delivered outstanding contributions to our society. Before we can raise the bar for performance, we have to face, to recognize and develop truly sustainable solutions to overcome the real obstacles to our system. And, our politicians need to understand that more money is not the answer, especially when money is directed to the same solution packaged in a new box.

Leanne Hoagland-Smith, MS President of Advanced Systems, a specialist in process. With over 25 years of professional experience and training, she builds peace and abundance by the 3P? S of the Passion, Purpose and Performance through process improvement. It is one of the first national certified facilitators for America? S Rising Stars and includes this tool to create positive ROI driven results for youth in 6th to 14 To create classes, parents, teachers and public and private schools. Leanne believes we need to stop setting our young people to fail. As co-author of M.A.G.I.C.A.L. Potential: (released June 2005) lives an amazing life beyond the achievement of goals, she speaks nationally to a variety of target groups. Contact Leanne at 219.759.5601 or leanne@processspecialist.com if you want to achieve amazing results.

Copyright 2005 Leanne Hoagland-Smith, http://www.processspecialist.com

Permission to publish this article in print or electronic publishing, as long as the bylines are included, is a direct link and the article is not modified in any way (grammatical corrections accepted).

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