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 
Skyscapes of the Cloudy Mind
I admit it. Even though I collect pictures of sunrises to glory in the fact that I still have another day of life in this world, I rarely snap a picture of the cloudless sunrise. It is very possible that this has something to do with what ultimately gives life value and makes it worthwhile to live one more day.
If there is no pattern, no color-changes, no contrast, no variation… then why bother? And this doesn’t only apply to living your life. It applies to taking pictures of the sky too. Solid blue or solid yellow are about as interesting as a minimalist painting. (Have you ever seen the big beige squares and red squares that fill entire walls of the Dallas Art Museum? Like a picture of a polar bear in a fierce blizzard or an extreme close-up of the side of a tomato.)
Yes, sunshine and happiness are all well and good… but you don’t get a satisfactory skyscape without some clouds in it. In fact, rain clouds provide the most fascinating patterns and colors. What would the picture be without a little drama splashed here and there to make a center of interest or a counterpoint to the happy ending? They say that variety is the spice of life. And when they say that they probably mean cayenne pepper rather than parsley or oregano. If that’s not what they mean, then why the hell did we bring food into the discussion?
So, I am thinking, there have to be clouds. (Notice, I said “clouds”, not “clowns”, because… according to the song, there “ought to be clowns”, not “have to be clowns”.)
It is true that clouds can mean sadness… that the rain is coming, that your vision is obscured, that something has come between you and God’s eye. But without clouds, the sky would be plain and boring. Better to burn bright and explode in a short amount of time than to linger over a plain pale blue.
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Filed under clowns, commentary, foolishness, humor, photo paffoonies
Tagged as clouds, humor, metaphor, sunrises