Letters

Pro Boston Public
I disagree with Robert Talmage over his outrage at the television show "Boston Public" (Letters, March). Television is an entertainment media. "Boston Public" is fiction. I've seen programs about doctors, lawyers, policemen, nurses, housewives, even flying nuns! I always took these programs for what they were, total escapist entertainment.

I've been teaching for 13 years, and although it's personally rewarding, I doubt that a realistic portrayal of what I do would be considered entertainment by anyone.

But, there is a lot going on in this show that I can relate to: Teachers working long hours, teachers who can not afford to buy a house, teachers going out of their way to help troubled students.

A lot of people have the mistaken notion that teachers are pompous individuals without a sense of humor. I would like to set the record straight. There is at least one teacher in Maryland who can take something on television for what it is, fictional entertainment.

Brenda Osborne
Glen Burnie, Maryland

"Boston Public," the realistic and entertaining TV series, tells it like it is. The episodes are as real as they appear in our public schools.

A concerned teacher does whatever it takes to motivate and keep students on task.

Teachers do date and sometimes marry their colleagues; students do fall in love with their teachers; they sometimes carry guns and knives into schools; police are called for assistance; parents do harrass teachers and administrators.

This show is letting people know what it is to be a public school teacher. It's also letting the public know that teachers come from every walk of life.

Mike Bonner
Altadena, California

Student Weight
I take angry exception to your article "Student Weight: Heavy Burden" (Health, February). You say, "Children who are overweight or obese have more illnesses and tend to miss more days of school and then have to make up for lost class time." Says who? What basis does this statement have?

The next time you print an article about fat children, take a hard look at the whole picture. Look at educators who are prejudiced against fat children. Look at fat children who stay home from school, not because they're ill, but because of the vicious teasing.

Not all fat children have poor self-esteem. But all fat children fight daily for their self-esteem when they're exposed to prejudice.

Barbara Snyder
Havre de Grace, Maryland

You are right that obesity and our sedentary lifestyle are major problems.

I am a physical education teacher and I was on the National Council of Physical Education for Children. I work diligently to improve my teaching and the quality of physical education.

I also realize that, unfortunately, many physical education programs are still in the "throw out the ball" mode, or playing elimination games, or, worse yet, just doing fitness tests.

But here are some thoughts:

• The American Alliance of Health, Physical Education, Recreation, and Dance, with the proper resources, can probably do more to reduce obesity than any other group.

• In the article, the words "physical education" aren't mentioned. How can this be? Quality physical education programs can make a difference! We can identify appropriate practices in physical education for children and adults.

Michael Soules
Jericho, Vermont

Boy Scouts
The March Rights Watch article says the Boy Scouts may pay a high price for remaining open strictly to heterosexuals. While I regret any hardship this fine organization may endure, they're teaching a valuable lesson. Sometimes doing the right thing exacts a toll. Virtue isn't free or painless.

We at public schools do behavior-based discrimination every day. We expel students for drugs and violence. We expel them for things they choose to do. Shouldn't the Scouts be given the same prerogative?

I benefited from scouting as a boy. They are in my prayers.

Paul Milligan
Modesto, California

Reading in Class
I agree with Paul Pineiro (Letters, February) that teachers must devise activities to entice students to read, but I do not believe that offering class time for silent reading is "burning time."

In my middle school reading program, we read from an anthology, discuss, and then complete projects based on the stories.

I read to my students daily. We do extension activities based on the readings, such as student-made tests and response journals.

Yes, I do regularly offer class time for students to read. By doing this, I model my belief in the value of reading, and provide a quiet atmosphere where everyone focuses on reading. Many students do not have this at home.

Janice Itzel
Wyoming, Delaware

Paul Pineiro seems to be more worried about a teacher "doing half the work" than about what the teacher is trying to accomplish.

It hurt to have a colleague suggest that we who use silent, sustained reading in our classrooms are doing so to do less work.

On the contrary, I use quiet reading time for the last 20 minutes of my 90-minute block, and it takes quite a bit of work to implement.

I teach non-honors juniors at Omaha North High School, an inner-city school of 2,300 students, many of whom do not read outside of class.

I decided that if I accomplished no other goal this year, I would try to rekindle their love of literature. I believe I have succeeded in many cases.

I spent a lot of time creating the framework for our reading time. I purchased books I knew students would enjoy.

Each student has a participation grade for each day and must produce a quarterly project related to one of their books.

I was skeptical myself at first, but now, I can't imagine eliminating silent reading.

My greatest reward was when two "reluctant readers" argued over who would read a book first. I solved it by buying an extra copy.

Jann Dappen
Omaha, Nebraska

Reaching Older Readers
How refreshing to read Greg Kurek's strategies for helping older students improve reading (cover story, February).

As an elementary reading teacher, I see these strategies used daily.

The article reminded me of the time my youngest daughter was struggling with her ninth-grade history homework. I determined the readability level of her textbook and was stunned to discover that the beginning chapters were written at the undergraduate college level. Later chapters were at the graduate level.

When we purchase textbooks, we must keep in mind struggling readers. District reading specialists should be consulted when purchasing a new series. While a content-area textbook may contain all the required curriculum-driven information, it is useless if the student must struggle to read it.

Kathy Modar
Hollidaysburg, Pennsylvania

Math Degrees
The February Bottom Line indicates that only 41 percent of math teachers hold math degrees.

I hold a degree in education, with math and science majors. I suspect I'm not in that 41 percent. I believe my education degree with a math major is more suited to what I do than someone who has a math degree and then obtained a certificate to teach.

I'm a teacher, not a mathematician, though my math skills are excellent. I'm trained to teach math and am highly qualified to do so.

Richard Hawkins
Dewitt, Michigan

Student Grading
While I agree with Karen Edwards that student grading has been misused (Letters, February) I think an outright ban will cause harm.

Science papers require peer review. One of the best ways for students to understand how science works is for them to duplicate the processes of science. This involves peer review of reports. Such review, when monitored, helps the student who wrote the paper and the students evaluating it.

Ellen Koivisto
San Francisco, California

Longer School Days
I was very concerned about "Longer Days, More Learning" (Learning, February). I don't have a problem with increasing the number of school days, but I do think a longer day hurts more than it helps.

As a parent, I feel the time I spend with my children is important. I don't want them to spend more time with their teacher than with me, and I certainly don't want them to receive the majority of their nurturing and emotional development from that teacher.

As a special education teacher, I would quit before I would work an eight-hour-day with my students. My day starts at 8:15, and by 2:00, most of my students have had it.

My vote is a big no on extended days, both as parent and as teacher.

Julie Cunigan
Galt, California

Reading and Speaking
I'm convinced that if children were taught to speak proper English, they would have an easier route to reading.

I'm reminded of a young boy named Nathaniel, aged 10, who repeatedly said "are class" and "are teacher." When he saw the word "our" in print, he stopped, confused.

Shauna, aged six, shared how she loved her pet golden retriever and called him a "dogue" to rhyme with "Vogue." The word "dog" in print didn't connect for her. Equally frustrating were "log" and "smog."

Another student, 16 years old, said, "I be just playing video games and she walk in." I explained the proper use of "to be" and asked him to read: "I was playing video games when my mother walked in." He read this with difficulty.

If we were more attuned to the necessity of speaking properly and clearly to our children, they might better understand printed words.

Cynthia Linthicum
Baltimore, Maryland

Teacher Aides
Do the majority of K-1 classrooms have aides? If not, are they all going as crazy as I am?

I have 20 students and an aide who comes twice a week for 30 minutes. To have small group time with the kids, I have to prepare centers to keep the others busy with literacy tasks. This, in addition to planning for small reading groups and working in all the rest of the subjects, is overwhelming!

I know in Kentucky all kindergartens have full-time aides--this must be heaven!

Brenda Matthews
Hot Springs, Arkansas