So many people in this society seem to think they know better how to do what a teacher is supposed to do than those people they actually pay tiny amounts of money to for doing decades worth of the job of teaching. “Drill and practice!” “Teach them to pass the sacred State test!” “They need to diagram sentences!” “Endless practicing of math problems like long division!”
I need to be clear about this. Those people who have never stood in front of a class of thirty to thirty-five kids who are immensely stupid with a criterion-referenced State test hanging over their heads and no help with the cannibals and criminals embedded in every class need to shut up and hear this;
You need to know WHAT TO TEACH, WHY THEY NEED TO KNOW IT, AND HOW THEY WILL LEARN IT!
Was that said clearly and loud enough? I wrote the important parts in ALL CAPITAL LETTERS!
By the time they reach second grade, they should all be reading at the second-grade level. Memorization of the alphabet, addition, subtraction, and multiplication tables should be reinforced, but pretty well mastered by that time. So, mere memorization skills need to be firmly in place, ready to move on to higher-order thinking skills.
In the third grade, they should already be moving on to applying reading strategies, like rereading, looking for main ideas, and interpreting compound and complex sentences (like this one.) Also, they should use the application of simple formulas in math, (2+3) x 5 = 25, and apply the directions in a recipe to the successful baking of chocolate-chip muffins.
By fourth grade they should be moving on to being able to think more abstractly, using deduction, inference, prediction of outcomes, and synthesis of ideas.
In fifth and sixth grades they should already be moving from concrete and literal thinking to abstract and metaphorical thinking.
The emphasis should not be on creating semi-competent minimum-wage workers at McDonald’s and Walmart. It should be on teaching everyone to think critically and be capable of complex problem-solving. They need to be capable of telling fact from fiction and evaluating their own conclusions and solutions to problems. In other words, they need to be ready to form unions, demand higher wages at Walmart and Dollar Tree, and tend to their own interests in the business world, just like no corporate CEO ever wants them to do.
What makes a fact a fact is that it can be verified as either true or false in a consistently repeatable manner. Every fact needs to be tested and retested. Even proven facts need to be doubted, re-proven, and even nuanced when new evidence or random anomalies occur.
Again, I hope I am being clear and loud enough to get the point across. This is the whole basis of the Scientific Method which you need to understand before we proceed to WHY THEY NEED TO KNOW IT in Part Two. That follows logically because we just finished discussing WHAT THEY SHOULD BE LEARNING.
So, bear with me as I continue to pontificate and elucidate things all good teachers know about teaching even if they only know it by instinct. I am going to be preachy and unkind just as stupid people who think they know the teaching job better than I do tell me about it constantly, only with a strong wind blowing in the opposite direction. I taught middle school and high school English for 31 years, taught every subject except foreign languages as a substitute teacher for three and a half years, and was both the head of an English department and a Gifted and Talented program for a good portion of the thirty-one years. I was even an ESL teacher for well over a decade, teaching English to non-English speakers. I am probably not as dumb as you think I am, and certainly as certain that I am right than any of the people who argue with me have any ghost of a chance of being.
Catch a Falling Star 
Cranky Old Coots Complain and Don’t Care
Yes, I am a coot. I became a coot in 2014 when I retired. I have the hair in the ears to prove it. I sometimes forget to wear pants. The dog is learning to hide from me on days when my arthritis makes me cranky.
So I am a practicer of the ancient art of being a cranky old coot. I have opinions. I share them with others foolishly. And I am summarily told to, “Shut up, you danged old coot!” And, of course, I don’t shut up because that would be a violation of number five in the by-laws of cootism. Obnoxiousness is our only reason for still being alive.
Lately, my group of coots on Facebook (who call themselves a “pack” like wolves, but, in truth, a group of coots is called an “idiocy”) are talking about politics… very loudly salted with firmly held opinions, beliefs, and bad words in several languages. I mean, it’s texting each other on memes we disagree about, but we do it LOUDLY, like that, in all caps. We also do it in such an infuriating manner because, if no one ever bothers to tell us to “Shut the hell up!” we will begin to suspect we have actually died and gone to purgatory where we are still being obnoxious, but nobody knows we are doing it. That is rubbing coot fur in the wrong direction.
The radical right (otherwise known as coot paradise) have been cooting up a storm about school shootings and gun control of late. They have more or less turned their ire on me because, knowing I was a school teacher, they have seized on the Coot in Chief’s notion of arming teachers to protect schools. Obviously, a majority of old coots agree that requiring a few “volunteer” teachers to conceal carry and learn how to handle a school shooter crisis situation with a gun instead of the way teachers are actually trained and practiced on handling such a situation, is the only economical way to defend schools from crazed lunatics with assault weapons. Of course, it is definitely more economical than hiring full-time police officers to handle security because “volunteer” teachers does not mean that they are necessarily willing to do it, but rather that they are doing it without pay. And of course, they shout at me things like, “Why don’t you just admit that you are too scared and unpatriotic to carry a gun as a teacher, and cowardly allow some female teacher with a big pistol to step in and do the job for you?” That is a very coot thing to say, and is hard to adequately counter, because if you try to argue using logic other than coot-logic, like the notion that since a majority of teachers in this country are female, you are asking women who are fierce enough to do the job (and I have known more than a few who would take it on no matter how hopeless their prospects) to take a handgun that the principal bought at Walmart with money from the Coke machine in the hall and face down a suicidal maniac with an assault rifle, you will not even be heard over the cacophony of coot braying and chest-thumping, let alone be understood.
And, for some reason, coots love Trump. Maybe because they feel he is truly one of them. He is older than dirt. He has an epically bad comb-over to hide his bald spot. He says bad words very loudly in front of women, children, and everybody. He says, “Believe me,” especially when telling lies. And he’s not afraid to fart in public and blame it on the dog. I admit to insulting Trump in front of them only because I like to see coot faces fold up in extra wrinkles, and coot heads turn various shades of angry red and apoplectic purple.
So, yes. I am a coot. Not proud to be one… that I can remember, but a coot nonetheless.
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Tagged as coots, gun control and coots, obnoxious coots, old coots