David Gayle

F & B Technical Support Specialist, Ecolab

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Why are schools taxed with the burden of creative education when it is a parent's responsibility?

Is it not a parents responsibility to develop their children's creativity, or athletic skills?
If a child hates math and refuses to learn, why do we blame the teacher?

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    Feb 22 2014: Children will learn from parents, teachers, community, and the experiences of their lives. Those of us who are around children, our own and other people's, can all easily be part of a positive environment in which children grow.

    I agree with you that blaming one person or another is common but fruitless.

    Some of us have special things we can offer to children or to others around us. I might be ill-equipped to work effectively with children on some athletics skills, while another may be ill-equipped to work with a child on math beyond the basics.

    Creativity is more a matter of providing materials and encouragement to experiment and also encouraging children to play with and express their ideas without age-inappropriate feedback and evaluation. The various adults in a child's life can all easily be part of this.
  • Feb 22 2014: The burden of teaching children is shared, not the sole domain of any one group.

    And while some parents are perfectly adequate, lets just say its not exactly universal and leave it at that.
  • Feb 24 2014: Hello to David in my home state of Arizona.

    Your question has some assumptions that I suspect need some unpacking. The first is about "schools". What are schools and what are they for? Are they for education? Are they for inculcation? Are they for molding? Are they for liberating? Are they for training our kids to be consumers? Are they for helping them to become citizens in a democratic republic and society? All the above?

    Those questions need to be settled before we get around to figuring out who's to be taxed or burdened.

    Depending on which school you are in these concepts mean different things to different people for different reasons. it can be a tall order

    This might seem a rather pedantic way to start off a comment but for me that's "the rub". The meaning and values we charge such words with. We want "critical thinking", for example, up to a point and within the boundaries of a certain container - call it the "school to college and career readiness pipeline" - but beyond that, beyond the pipe...please don't look at that "man" or "corporation" behind the curtain.

    In other words, we really don't want critical thinking...we want mind control. By "we" I don't mean you and I necessarily - it's an easy trap to fall into.

    We can go more deeply - as we've done above with the idea of "schools" - with the following ideas brought up in your question. "Tax", "Burden", "Creative", "Education", "Parent", "Responsibility". Folks often assume that they are talking about the same things when they use these words. Not.

    We are living in increasingly complex and ever-changing times. Meanings are shifting in vast ways...just like the weather. If, for example, those words above are merely tools for a dominant culture to rationalize its oppression of other cultures and have been devoured by a hegemony that is as natural to some as water is to fish...then you're really not asking a question. Then there is the topic of schools to prisons pipelines.
  • Feb 24 2014: Actually concerning math, especially in pre-k, k, 1st grade, tends to be the parents - child learns to hate math from their parents at that level. In some cases, the child is ok or even likes math but learns to hate it because of series of bad teachers who do not know or understand math and demand rote learning.

    I think that the parents need to support the student but after a certain point the parents may not have the expertise to teach their child in certain subjects.
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    Feb 24 2014: The way we, humans, live today is a result of thousands of years of evolution. Twenty thousand years ago there were already humans. However, did humans at that time have churches, synagogues, temples, and other places of worship? Did they have hospitals. Did they have supermarkets and shopping malls? Did they have government offices? DID THEY HAVE SCHOOLS?

    Today our lives are compartmentalized. We have developed to the point where we cannot do everything for ourselves. We specialize in a trade or profession of our choice. Some of us become government servants. Some become doctors, lawyers, businesspersons, soldiers, scientists, engineers, architects, clerks, farmers, and so on.

    When we build houses, roads, bridges, hospitals, and schools, we hire architects, engineers, designers, and tradesmen to do the job. When we worship, we have priests, ministers, pastors, imams, and monks leading the way. We buy our food in markets where food is produced by farmers, fishermen, and food manufaturers. When a child is sick, parents go to the hospital and doctors and nurses take care of the child. Doctors won't tell parents to treat their sick child.

    For many us, we chose to get married and have children. We support our families and our children by practicing a trade or profession. Even the most gifted and educated among us have limits. No one has all the energy, knowledge, time, and patience to be a doctor for eight to twelve hours a day and be an engineer, lawyer, and Physics or Chemistry professor at the same time. Granted, there are some aspects of parenting where teaching is involved, i.e. teaching values.

    A portion of our taxes goes to education. We build schools and then HIRE EDUCATORS TO DO THE TEACHING.

    No person is born hating school. Some of us "hate" school work because the school system including some administrators and teachers failed us. IF ACADEMIC TEACHING IS THE RESPONSIBILITY OF PARENTS, WHY DO WE SPEND BILLIONS OF DOLLARS YEARLY ON SCHOOLS AND TEACHERS?
  • Feb 22 2014: A parent's responsibility is to see that their child is prepared for life as an adult. This includes survival lessons, education, life skills, and many other things. I see this responsibility as burden that come with the choice to have children.

    The taxing of schools with this responsibility is some sort of distorted public opinion. Schools may have the goal of providing a creative education, but the degree to which it is actually a burden is a function of how the community has set up the rules, values, and resources at the school, and the willingness of the faculty and administrators to accept the responsibility for pupils. It is an ever evolving balance that must attempt to be fair and equal to all, then try to provide special needs to individual students as policy, time, and resources allow.

    A child hating math is nothing new. A child transferring this hatred to a teacher is nothing new. It is a child's perspective and based on a constant conflict in the child's life. As parents, we should be mature enough to understand the child's perspective, but also recognize that this the anger is most likely displaced. We should find out what the child is doing or not doing that is provoking this emotion and work on correcting the behavior. We should use patience and understanding to help the child through difficult times. We should work with the teacher to supplement lessons learned at school and perhaps give the child more opportunity to master the skills and see if the hatred can be reduced with success. We can monitor the situation and see if there is a personality conflict or some other reason for this hatred. We can talk to the teacher and get another adult opinion about what is happening. However, we also need to be and advocate for our child in a world run by adults. If we get a sense of a problem with the teacher, we need to resolve it with the principal and the teacher at an adult level.

    Teachers are blamed because it is easy. What I describe above takes work
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