Changes in Education
Historically, the original intent of a one room schoolhouse was to teach the basics…reading, writing, and arithmetic. The children were instructed at home about the Golden Rule, and put it into practice at school with their peers and teacher. The expectations of honoring the authority of the teacher, concern for peers, respect for self and the school itself were imparted by mom and dad, and displayed at school. This was a time when students were raised to appreciate that education was a privilege, and not a right. Students could glean from their teachers what they needed to be successful academically through critical thinking, problem solving and skills - whether through a trade or higher education.
More and more students are starting their formative years of education lacking in these skills. The major problem now is that many teachers are not able to teach the fundamentals in their content because they are spending too much time dealing with behavioral issues.
Schools throughout the nation have recently seen an increase in these behavioral issues across all age groups. The Colorado Sun, among other publications, recently reported on this issue. The article asserts that many of the public school age children this fall are “feral” and things are getting desperate. Cherry Creek High School principal, Ryan Silva, even had to send a letter home to parents to implore them to talk to their children about their delinquent behavior. Parents were asked to have conversations about the simplest of behavioral expectations.
This epidemic in the city seems to have given policymakers at the highest levels of the public education system even more clout to shift from teaching skills to social-emotional elements in the classroom. Regardless of whether or not students are competent in basic abilities to graduate from high school, officials have decided that it is now more important to focus on these social and emotional issues. However, some teachers are stepping out of the parameters of the set curriculum. Public education’s definition of “social emotional learning” is not necessarily what I would deem as that which makes them a better citizen of our communities, state or nation. Some teachers influence their students into believing that they are bad (based on their race). Students are being told that they are wrong if they disagree in transgenderism, hate-filled if they support a certain political agenda, and that they are evil if they don’t take the pledge to be “Anti-Racist”. Some goad young people into aligning themselves with BLM (as opposed to believing that all lives matter). Some have signed pledges that they will teach the tenets of CRT theory, despite the fact that this curriculum is not approved in the state of Colorado. This is not just focusing on teaching all sides of a subject. Instead, it is standing staunchly in the face of the Colorado Department of Education and telling the organization that they will teach what they want. That should be a concern for all of us.
This has bled into many areas of education. As the door for social emotional learning opens wider, it gives permissions to the teacher that may not be explicitly outlined. Not all teachers in the public school system have the same beliefs as you and I. As zoom class during quarantine has shown many of us, there are teachers who are teaching questionable elements to our students. Certain teachers, even though they will deny it, ARE teaching portions of Critical Race Theory. These folks are intent on teaching our students their own beliefs about the inherent structural racism in our society. That asserts that white students and fellow teachers MUST admit their “privilege” over students of color, that gender is not really a construct that we need to follow, and many other controversial topics. A Colorado publication called “Page Two” covers the topic here in length. The article stands in agreement that there are, in fact, tenets of CRT that are being adopted in schools (whether it’s labeled CRT or not). These tenets lead teachers to make decisions in their classrooms that pit students against each other and cause offense that can sometimes not be repaired. Take this story for example. A third grade class was put into a Holocaust simulation by their library teacher. Students were asked to assume the roles of Adolf Hitler, SS soldiers and Jewish prisoners in order to simulate the actions taken by Germans against Jewish citizens in the 1930’s. Although this was not a school approved lesson, there are teachers who are taking liberties in order to instruct your students about race, genocide, war, atrocities, etc., that they are not emotionally equipped to process.
This should not scare parents. Instead, it should make them diligent that as folks move to the country to escape the city, these ideas may follow them. It is our obligation and right to know what is being taught in school. Students need to learn the basics. So we have the right to ask about teacher philosophies, checking in with our students on a regular basis about their lessons and making sure that we are knowledgeable about what is happening in classroom.
More and more students are starting their formative years of education lacking in these skills. The major problem now is that many teachers are not able to teach the fundamentals in their content because they are spending too much time dealing with behavioral issues.
Schools throughout the nation have recently seen an increase in these behavioral issues across all age groups. The Colorado Sun, among other publications, recently reported on this issue. The article asserts that many of the public school age children this fall are “feral” and things are getting desperate. Cherry Creek High School principal, Ryan Silva, even had to send a letter home to parents to implore them to talk to their children about their delinquent behavior. Parents were asked to have conversations about the simplest of behavioral expectations.
This epidemic in the city seems to have given policymakers at the highest levels of the public education system even more clout to shift from teaching skills to social-emotional elements in the classroom. Regardless of whether or not students are competent in basic abilities to graduate from high school, officials have decided that it is now more important to focus on these social and emotional issues. However, some teachers are stepping out of the parameters of the set curriculum. Public education’s definition of “social emotional learning” is not necessarily what I would deem as that which makes them a better citizen of our communities, state or nation. Some teachers influence their students into believing that they are bad (based on their race). Students are being told that they are wrong if they disagree in transgenderism, hate-filled if they support a certain political agenda, and that they are evil if they don’t take the pledge to be “Anti-Racist”. Some goad young people into aligning themselves with BLM (as opposed to believing that all lives matter). Some have signed pledges that they will teach the tenets of CRT theory, despite the fact that this curriculum is not approved in the state of Colorado. This is not just focusing on teaching all sides of a subject. Instead, it is standing staunchly in the face of the Colorado Department of Education and telling the organization that they will teach what they want. That should be a concern for all of us.
This has bled into many areas of education. As the door for social emotional learning opens wider, it gives permissions to the teacher that may not be explicitly outlined. Not all teachers in the public school system have the same beliefs as you and I. As zoom class during quarantine has shown many of us, there are teachers who are teaching questionable elements to our students. Certain teachers, even though they will deny it, ARE teaching portions of Critical Race Theory. These folks are intent on teaching our students their own beliefs about the inherent structural racism in our society. That asserts that white students and fellow teachers MUST admit their “privilege” over students of color, that gender is not really a construct that we need to follow, and many other controversial topics. A Colorado publication called “Page Two” covers the topic here in length. The article stands in agreement that there are, in fact, tenets of CRT that are being adopted in schools (whether it’s labeled CRT or not). These tenets lead teachers to make decisions in their classrooms that pit students against each other and cause offense that can sometimes not be repaired. Take this story for example. A third grade class was put into a Holocaust simulation by their library teacher. Students were asked to assume the roles of Adolf Hitler, SS soldiers and Jewish prisoners in order to simulate the actions taken by Germans against Jewish citizens in the 1930’s. Although this was not a school approved lesson, there are teachers who are taking liberties in order to instruct your students about race, genocide, war, atrocities, etc., that they are not emotionally equipped to process.
This should not scare parents. Instead, it should make them diligent that as folks move to the country to escape the city, these ideas may follow them. It is our obligation and right to know what is being taught in school. Students need to learn the basics. So we have the right to ask about teacher philosophies, checking in with our students on a regular basis about their lessons and making sure that we are knowledgeable about what is happening in classroom.
The Colorado State Board of Education is looking for public feedback on proposed revisions to its social studies and arts academic standards. As Colorado citizens we have the right and privilege to weigh in on new standards being proposed at the state level. A proposal for new standards in these content areas will be voted on in a month. Parents have until February 1st to make comments on these proposed standards. You can review and leave your remarks on these standards here during this month.
Jill Glover is a member of the Texas State Republican Executive Committee. She works tirelessly to advocate for parent and student rights in education. She is passionate about making sure that Texas Republican representatives at the state and federal level are upholding the values of their constituents. Her quote, can be found on her Facebook page. The worldview of the “Woke” really is different from what many of us believe. It can be detrimental to our children if we are not privy to the kinds of questioning and therapy given to our children in a school setting. In this time of unprecedented issues with mental health among our youth, it is imperative that parents are evaluating the need for services if needed. However, we need to be diligent and acquaint ourselves with the background and philosophy of the therapists that we are seeking out. |
Discipline your children, and they will give you peace;
they will bring you the delights you desire.
Proverbs 29:17
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