Archive for December 2013
Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.
Submit questions to: email@example.com or firstname.lastname@example.org.
Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.
The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.
I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.
40 COMMON CORE DEBATE QUESTIONS
1. Is Common Core constitutional? Why or why not?
2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?
3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?
4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?
5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?
6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?
7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?
8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?
9. Would widespread mandating of experimental, untested standards constitute educational malpractice?
10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?
11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?
12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?
13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?
14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?
15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?
16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?
17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?
18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.
19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.
20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?
21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?
22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?
23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?
25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.
26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?
28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?
29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?
30. How can any test predict global competiveness or economic growth?
31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?
32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?
33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?
34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?
35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?
36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).
37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?
38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”
39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates— funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.
40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:
–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.
THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL
(More thoughts on the ongoing Common Core debate:)
If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.
This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.
We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.
If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions —repeatedly, weekly, persistently, patiently, unceasingly— Common Core could not stand.
Common Core has no legs –except expensive marketing legs and lies– to stand on.
It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.
What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.
But it lacks the important stuff.
Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.
We just have to be the squeaky wheel.
Remember the parable of Jesus from Luke 18:
“There was in a city a judge, which feared not God, neither regarded man:
And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.
And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;
Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”
Weary them, weary them.
We can write or call newspapers and t.v. stations.
We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).
We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.
Here is the Utah State School Board’s address: email@example.com
Here is the state superintendent’s address: firstname.lastname@example.org
Here is the governor’s education counselor’s address: email@example.com
If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov
A friend called last week to say that she’s decided to home school her child. She wanted to know what curriculum I use. She said that ever since Common Core came to town, her child hates school –and sadly, he especially hates math. I told her that I use pre-Common Core Saxon, but that there are many good non-Common Core math programs she can find. The point is to steer clear of Common Core aligned education products. Classical math works. It’s worked for a long, long, long, long time.
Story time: When I began to home school my son just fourteen months ago, his main complaint was being bored in school. He was then just an average student. But he wasn’t given any extra attention, nor extra challenges, as a middle of the road student at that school. He spent a lot of time being finished with his math, just reading at his desk while the teacher helped the slower children, and while the gifted children were in another classroom.
This wasn’t a good use of my son’s time. That was in his first month of fourth grade; and I said, “enough”.
Now, as a fifth grader, he loves math. He’s good at it and proud of it. He wouldn’t admit this. But I know he is. He’s already on the seventh grade math level.
He’s not being forced. He is experiencing the LOVE of learning math, alongside the love of actual autonomy. Liberty.
We slow down or speed up as we need to; our little kitchen/living room/park bench/front yard/ anyplace-we-want-to-go home school is customized to his abilities. We skip along past what he doesn’t need to over-review. We slow down and do extra on the parts he does need to work on.
And we take recess any old time we feel like it. We work hard and we take education seriously, but JOYFULLY. We don’t stress him out. We play at math, we work at math, the way we also play at basketball and at engineering and we still bake cookies and blow up home made kitchen volcanoes and wrestle the three-year-old and visit museums and play the piano or paint or play with the microscope or do deep research on some question he came up with –any time we want to.
We can take naps. We can write books. We can compose music. We can talk as long as we want to about what we learn in history, geography, languages. We are in charge of us.
And he’s sprinted ahead, two years ahead of his grade level in math.
Why do I tell you this? Am I just bragging? No. I am rejoicing. There is freedom in this country to homeschool –or to private school or to public school. (One can not legally home school in MANY places– even in Germany or Sweden, where I spent much of my early life– these supposedly “free” countries. I thank God for this freedom in America.
My high schooler attends public school. Sadly, she and I both realize that she has lost the love of learning. She does the bare minimum to get a decent grade. She doesn’t like math. She doesn’t like science. She doesn’t even like English anymore. It’s dreary now. She puts up with it and then she reads what she actually enjoys reading at home.
Is this just my imagination? Is there an actual, national tragedy going on, that schools under Common Core are sapping the love of learning away from students? Is it to be blamed on the “human capital” angle, the factory view of humanity; just processing people to prepare them to be worker bees rather than preparing them to be free, original thinkers, forging their own paths in life?
I think so.
But there’s one more thing. My son’s math success story is not, as some of my friends suppose, because I happen to be a credentialed teacher.
It’s because I’m a mom who loves to learn. I believe in REAL, classical education, where we teach what’s been time-tested for centuries, and teach a love of learning and a love of God. We do not teach toward a test that politicians and businessmen have hung their career hats on (and have then shoved down others’ throats.) That’s increasingly what public school teachers must do, and what they now also must advocate for. Shudder!
The love of home learning explains why I like this news clip so much. The t.v. clip explains that parents in Oregon are pulling their students out of Common Core math classes to teach them real math at home.
I can’t get the clip to embed, so click here to see the Oregon TV News clip or read more about it at The Blaze.
It’s good to know that there are options. There may be people for whom Common Core makes sense and fits. But it’s not for everyone.
One size does not fit all– never has, never will.
DR. TERRENCE MOORE
This week “Grassroots Radio Colorado” hosted two lively, informative Common Core debates. The podcasts are available by clicking here.
Hour one features History Professor Terrence Moore of Hillsdale College (opposed to Common Core) versus former school board member Laura Boggs (pro Common Core).
Highlights from hour one:
At minute 10:45 Laura Moore gives a 7-minute pro-Common Core intro. She explains why she thinks that it is good to have national education standards, comparing educational standards to car wheels. She speaks about the “states coming together” as if they did so.
She says that she is opposed to the federal government having much say in education, which really confuses me. I don’t comprehend how she can sit on that fence, but she apparently believes that Colorado’s Common Core was created largely by Colorado teachers, rather than the CCSSO and NGA. This, even though the CCSSO/NGA declares, right on the copyright page, that it is the sole developer of the standards, and even though the CCSSO declares, on its official website, that it is partnered with the federal Department of Education.
At minute 17:50 Dr. Terrence Moore gives a 7-minute anti-Common Core intro.
He talks about the reduction of literary texts, and discusses the lexile framework of the Common Core creators that makes huge errors, such as placing Steinbeck’s “The Grapes of Wrath” on a 3rd grade reading level; he discusses the Appendix B recommendations of Common Core that crowds out classics and religious writers and Ben Franklin, with the Common Core’s preference for modern authors and informational text.
Here’s a great moment: at minute 36:00 the question is asked: “Are Common Core standards actually field tested?”
Laura Boggs says that they are “absolutely tested.” (She does not say where or how or by whom they were supposedly tested.)
Dr. Terrence Moore answers the same question: he says that the Common Core standards were absolutely not field tested.
At minute 42:00 Dr. Terrence Moore explains why we should reject Common Core outright. He also mentions learning more about this in his book, “Storykillers.”
He asks when the last time was, that we heard Secretary Arne Duncan or a school board member quote Shakespeare. He makes the point that one of the biggest problems we have in education is that “the people who are in charge do not love education.”
LAURA BOGGS (FORMER SCHOOL BOARD MEMBER)
TEACHER ANTHONY CODY
Hour two features California teacher Anthony Cody (opposed to Common Core) versus Fordham Institute member Michael Brickman (pro Common Core).
Hour two also includes Common Core validation committee member Dr. Sandra Stotsky and The American Principles Project’s Jane Robbins.
DR. SANDRA STOTSKY
This should be very interesting.
Mount Logan Middle School is providing the facility for a Common Core issues debate on January 6th, 2014, from 6:00 to 8:00 p.m. at 875 N. 200 E. Logan, Utah.
Alpine school board member Wendy Hart and mother Alyson Williams will debate two state school board members: Dave Thomas and Tami Pyfer.
The event is open to the public and will be moderated by radio personality Jason Williams of KVNU’s “For the People.”
Please come and bring friends.
The public is invited to submit questions for the debaters to: firstname.lastname@example.org or email@example.com.
This informative video, “Utah Bites Into Common Core” features Wendy Hart, one of the debaters, who is both an elected member of the Alpine School Board, and an active member of Utahns Against Common Core.
If you scour the official Common Core websites, ed.gov website, and the official speeches of Secretary Duncan and President Obama and the Pearson CEA on education, as many of us have done, you may at first knit your eyebrows in confusion.
It all sounds sweet.
How would education reforms that use such pleasant words ever be taking away my constitutional rights? Did the reformers really aim in completely opposite directions from their peachy words in arrangements and mandates and deprivations written elsewhere, in contracts and speeches and grant documents and regulatory changes on the same subject, written by the same groups of people?
Yes, they did.
Government and CCSSO/NGA sites come across as harmless, toothless, and positive, making it nearly impossible to interest the masses in fighting education reforms even though they are hurting our children and our country’s future. It’s even harder to change the direction of state school board members, governors and business people who also see nothing wrong with implementation of Common Core.
Why don’t they see the shackles?
It’s all about the language.
Daniel Greenfield at the Sultan Knish Blog has shed light on the deception. He illuminates the differences between the “new speak” envisioned by “1984” author George Orwell, and the actual “new speak” deceiving people in 2013.
Below are highlights from Greenfield’s explanation.
Read his full article here.
“Orwell’s mistake in 1984 was assuming that a totalitarian socialist state would maintain the rigid linguistic conventions of bureaucratic totalitarianism…. Liberal Newspeak is the hybrid product of advertising, academia and bureaucracy. It takes ideas from creative leftists, rinses them in conformity, uses techniques from the ad world to make them as safe as possible and then shoves them down everyone’s throat.
[In Orwell’s “1984”] Newspeak’s objective was to enforce linguistic schizophrenia… making opposition into a form of madness. Liberal Newspeak’s is less ambitious. It settles for muddling your brain.
Like modern advertising, its goal is to make you feel comfortable without actually telling you anything.
Liberal Newspeak is the chirpy announcer in a drug commercial soothingly telling you about all the fatal side effects while on screen couples have romantic picnics and go whitewater rafting.
That is the job of most of the news media… to be that announcer telling you that… your taxes will go up, your job will go to China and you will die, without getting you upset about the terrible news.
The dictionary of Liberal Newspeak is full of empty and meaningless words. Community, Care, Access, Sharing, Concern, Affordability, Options, Communication, Listening, Engage, Innovating and a thousand others like it are wedged into sentences. Entire pages can be written almost entirely in these words without a single note of meaning intruding on the proceedings.
… The techniques of advertising have been used to pluck up words that people once felt comfortable with and wrap them around the agendas…
Liberal Newspeak is concerned with making people safe while telling them absolutely nothing. It’s a new language that conveys reassurance rather than meaning. Its totem words are almost pre-verbal in that they mean nothing except “You are safe” and “We are taking care of you.”
That is what gibberish like, “We are improving access options for all community interest groups” or “We are striving to innovate while listening to everyone’s concerns” means. Daily life has become filled with meaningless pats on the head like that, which dedicated liberal newspeakers spew up like newborns. This empty babble says nothing. It’s the hum of the beehive. The signal that keeps all the drones headed in the same direction.
… It owes less of its perversity to Marxism than it does to Madison Avenue. The language that was used to convince millions to buy junk that was bad for them or that they didn’t need is used to convince them to buy liberalism.
While the implications of Liberal Newspeak are ominous, its tones aren’t. It deliberately embraces the feminine side of language. It strives to be comforting, nurturing and soothing. It never tells you anything directly. Instead it makes you read everything between the lines. It rarely answers questions. Instead its answers indirectly explain to you why you shouldn’t even be asking the questions.
… Its terminology is so vague that specific questions require a convoluted assemblage of words … There is no room for thoughts, only feelings. You can feel guilty in Liberal Newspeak. You can be outraged, self-righteous or concerned. But you can’t weigh one idea against another because it isn’t a language of ideas. It’s a vocabulary of emotional cues that could just as easily be taught to a smart animal.
… what they are really doing is maintaining conformity in the same way that the Soviet and Red Chinese engineers constantly discussing Lenin and Mao as inspirations for their work…Liberal Newspeak is full of terms about listening, engaging and sharing, but it’s a closed loop.
It’s language as a command and control mechanism for establishing conformity… It’s an unbroken loop of reassuring gibberish punctuated by bursts of anger at outsiders who are not part of the hive and don’t understand how important community access and engaged listening really are.
… It has emotions, but no ideas. Its purpose is to take an individualistic culture… and reduce it to a conformity that promises safety in exchange for never thinking again.”
COMMON CORE (AKA VOLDEMORT)
If you want to see one example of Greenfield’s idea applied to Common Core, simply look at the word Common Core.
It is the phrase that is most often unspoken. Like Voldemort.
In Utah, they call Common Core the “Utah Core”. In other states it has other names.
On the federal website, it is magically defined without even using the term at all!
“College and Career Ready Standards” are defined there as standards common to a significant number of states.
So any time –ANY TIME– you hear the phrase “college and career ready” you are being talked at, about Common Core.
But you don’t know that, or most people don’t.
You think it could be anybody’s legitimate definition of what makes a student prepared for a great career or a great college. Right? Nope. It means a mediocre standard that may or may not mean a student even studied as high as what used to be a normal course of high school math. (Just ask the NCEE or Jason Zimba.)
It’s all about the language.
The only way to fight manipulation of words and of truth is with its opposite: clear, direct, truthful language.
Thank you, Daniel Greenfield.
I loved this year’s public high school Christmas concert. The jazz band and orchestra were energetic, talented and joyful — as you’d expect from teenaged musicians jamming at Christmas. (I almost forgot about Common Core.)
But meanwhile, my friend Laureen attended a very different kind of school Christmas concert.
And her story, (the guest post below) has little to do directly with the Common Core Standards. I’m posting it because it is a metaphor for the numbing-down of children who are viewed, even by the U.S. Secretary of Education, as “human capital” – a mass to wrangle, clump and process commonly. Not to expect to excel, individually.
EXCELLENT OR COMMON
Guest Post by Laureen Simper, Utah mother and piano teacher
I attended our elementary school’s “Christmas” program last night, because my piano student invited me to come hear her play her Christmas piano solo. She and her little sister – also my student – were singing in the “choir”.
I would estimate that less than a third of the kids knew the songs. It didn’t matter; they were singing to recordings. As in, singing WITH recordings. As in, SINGING WITH RECORDED VOICES. Ish.
It absolutely DID NOT MATTER that less than a third of the kids were prepared to perform after spending hours coming to school early to be in this choir.
Then there was the “choreography”: either running in a circle, shaking a stick with a streamer on the end of it, or shifting weight back and forth to shake those booties! And no need to practice or remember this either – either the teacher or a couple of the older students were doing the movements down in the front so the children could just copy them. The recordings, all with the same mind-numbing beats and instrumentals, just flowed over the top of this unorganized, unlearned trainwreck, making any effort inconsequential, making any non-effort inconsequential, dumbing down…dumbing down…dumbing down…numbing down…
The only bright spot was my piano student playing the Christmas piano solo she had spent weeks learning and mastering.
And where was the piano, where everyone could see her? No, no, no! Over at the side, like an afterthought.
Because HELLO! It –of course– wasn’t used to accompany any numbers! Who needs a live instrument when you’ve descended into sort-of-lip-syncing…..ish?
So maybe the first three rows were able to see her. And would you like to know why she was the ONE AND ONLY real musical number on the program? THEY DIDN’T HAVE TIME FOR THE CHOIR TO “LEARN” THAT PARTICULAR SONG. Excuse me, LEARN? Who learned ANYTHING?
And of course there wasn’t a single song about the Savior in the program – it was all mindless, secular drivel. I swear they did nothing but use the same CD for every single number.
I thought about all these families, a week before Christmas, rushing to get to this program after a busy day. Younger siblings were tired – babies and toddlers – many had probably been at day care all day, who still didn’t get to go home. I watched tired parents bouncing babies on their laps, walking with them in the back or in the hall, chasing toddlers – or not, getting phones ready to video the big moment.
WHAT BIG MOMENT?
I watched the children on stage – MOST of whom had no clue what was going on. I pictured the homes they lived in on any particular school morning as they had to get up early and shake up the families’ routines to get to school early to practice….. THIS? Families all through my neighborhood were sacrificing family time – weekly for the practices, and now, the final culmination of all that……was THIS? You could be home watching a secular movie like “A Christmas Story” and baking Christmas cookies and it would have been a more valuable use of your family’s time than THIS.
Then I thought about what we are teaching the children, the “participation trophy” mentality that rears its ugly head everywhere.
My student told her mother the day of the program that she shouldn’t even bother coming because it was so bad. She TOLD her mother that nobody knew the songs, that they didn’t know what they were doing, that it was bad.
So, in spite of the hype – she knew. ‘Cause HELLO! Kids are not dumb!
I imagined other kids with similar sensibilities, knowing in their hearts that this program was a mediocre mess, and then I imagined them being told what a great job they did, how cute it was, etc., etc. I thought, WOW.
What a great way to train a populace to not trust their instincts, to go along, because what’s the harm in it? – to believe the unbelievable. If, in your heart of hearts, you know the sky is blue, and you spend thirteen years of your life at a place that tells you in a million ways every day that it is green, what kind of discrimination skills do you end up developing?
How capable will you be of detecting lies when all you have ever heard are lies?
I feel so unbelievably sad for all the children sitting in schools across this country this morning. They are being taught that COMMON is good, because public school has become nothing – NOTHING – more than a giant bucket for all the little crabs.
Public education has become nothing more than a training program for all the common little crabs to yank any free-thinking crabs back down into the common swill.
They are all being taught that excellence is what we pay lip service to, but in subtle ways, you will be singled out – negatively – if you try to achieve it (Harrison Bergeron!)
All the while, the ever-lowering bar continues to be celebrated, photographed for a scrapbook page, and videotaped for Instagram and Facebook brags.
Worst of all, they are subtly being taught that even THIS is more important than time spent at home with your family. How subtly, subtly, subtly is the message being taught that home and family are absolutely, completely, at the bottom of your priorities.
So thanks for listening to the rant. I weep for so many well-meaning parents who do not see – maybe WILL not see.
Even though my job as a piano teacher is nearly dead because of this cultural shift, I feel like I need to point out the sign that hangs over my front door every week my students leave my house. I need to teach them more intentionally the reason I do what I do.
The plaque says: “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” (Aristotle)
Excellence matters…BECAUSE it is UN COMMON.
In four minutes, Arkansas mother Karen Lamoreaux flattens Common Core at this state school board meeting.