Letters

Leave Teaching?
I am a second grade teacher and this is the beginning of my fifth year of teaching. I love teaching, but I am seriously considering leaving the profession (Cover Story, May). Too much pressure is put on teachers to raise the level of academic performance of students, when the real cause of the problem has not been addressed: the home.

Far too many parents do not sit down and read to their children. They let them watch too much television. Also, parents do not discipline the kids at home. Many children know that all they have to do is cry and they will get what they want. Then, when the kid comes to school and has to follow rules, and has a teacher who means "no" when he or she says it, the kid goes home and tells the parent that the teacher is mean.

That teacher is now in trouble with the administration. Teachers who set boundaries for kids and stick to them are told they are "emotionally abusing" kids.

Then we are told we have to do something positive to give them an incentive to do what they should do anyway.
We should not have to bribe them with popsicles and pizza to get them to obey.

Kim Jarman, Barstow, California

Raising The Bar
Raising the bar for admittance into teacher preparation programs (Debate, September) is the single most important step for improving the professional status of teachers.

Years ago, teaching was one of the few choices open to intelligent, career-minded women. There seemed to be an unending supply of top students going into teaching.

Now, these young woman have infinite options offering more money and respect. While teaching still attracts bright and dedicated young people, Michael Thomas was absolutely correct when he stated that too many students choose an education major because they do not know what else to choose. In fact, education programs are notoriously the easiest programs.

Barbara Hawk is right that success in school is not the only indicator of future teaching success, but she is wrong when she discounts it as expendable.

We are professionals engaged in the promotion of intellectual endeavors. We need to have compassion and understanding for those who find learning difficult, but that doesn't mean we should be excused from being experts in our disciplines. It doesn't mean we should accept new members into the profession from the bottom of the collegiate barrel.

If we hope to raise the quality of teachers and the public's perception of our professionalism, making teaching preparation programs more selective is an essential step.

Virginia Marconi
Duxbury, Massachusetts

"Should we raise the bar on admission to teacher prep programs?"
This question is really a statement that teachers today aren't very good. And it leads to the conclusion that billions of dollars should be spent-not on raising salaries-but on the burgeoning business of professional development. This new business will make rich those who don't want to teach, while leaving teachers in the same dubious status.

Both debaters dropped the ball. Contrary to Michael Thomas' argument, raising standards will not solve the teacher shortage. It will mean fewer teachers, not more.

And improved teacher quality will not electrify taxpayers into coughing up tax dollars. Taxpayers and reformers have no intention of increasing their "labor costs" until compelled by severe shortages or by union action.

Higher entry standards may weed out unfit students, but they will not inspire better students to take their places because an education degree does not guarantee a brighter future today than 30 years ago, especially given the politician and business-leader talk that, "Money is not the answer."

Barbara Hawk's argument that weak students make good teachers is indefensible. We set low standards, not to attract students who struggled with their own education, but because the working conditions and salaries are so poor that the most talented people won't consider teaching.

What neither Thomas nor Hawk recognizes is that entrance requirements are almost irrelevant. The schools have been saved by the supply of modestly qualified and often very talented teachers who follow a self-sacrificing, give-your-life-for-others philosophy. Those who are primarily motivated by making big bucks are not going to teach. Period.

Bill Harshbarger
Matoon, Illinois

Paige's Solutions
Secretary Paige (Interview, Sep-tember), the ex-college coach/
college president/district superintendent, has never worked a day in his life on the front lines of K-12 education. I've spent over 40 years there, so I was astounded at his statement: "We already know everything we need to know to go in and fix the problems of these kids that need fixing."

His attitude typifies the arrogance and ignorance of the Bush administration regarding education. They neither know nor care about real kids and real schools.

Patrick Nagle,
Olympia, Washington

Singing Punishment
In response to the history teacher in Ohio who handles tardiness by making transgressors sing a song in front of the class, I would respectfully ask her to find another solution (Dilemma, September).

Why not make them recite a poem, or do a math problem, or recite the Gettysburg Address? Better yet, why not solve the problem without belittling either the student or the subject?
Please don't use music (especially singing) as a penalty!
I wonder if she's thought about how personal someone's singing voice is. No one else in the world has one exactly like it. She is turning a wonderful human experience into something dreaded and, probably, laughed at.

Punctuality isn't the only lesson being taught here!

Lea Ann Schramm
Yankton, South Dakota

Two of the approaches to solving the chronic tardiness problem were based on embarrassment. Today's educators know that
this type of strategy is a short-term solution and does not, in the long-run, help students become responsible.

Students need teachers who work on building positive relationships with them. They need to know that their teacher sincerely cares about them and their success in the classroom. If a student feels connected to the teacher and the class he or she teaches, the student will have the motivation necessary to be on time.

Carleen Kissane
Portland, Michigan

Room For Everyone
If it's true, as William Bennett claims (Letters, September), that most NEA members are old, dyed-in-the-wool liberals like him and that the minority are taking up unwanted space, I will cease paying dues!

I don't expect NEA to agree with all my opinions, but I do expect my opinions to be respected. It seems "liberals" love to cater to minority opinions except for the views of conservative Christians.
Many Christian churches, including my own, provide supplies and mentors to area public schools because they care about the quality of life of children. NEA would do well to keep the relationship with conservatives open and respectful.

Pam Knuutila
Gastonia, North Carolina

William Bennett says that giving space in NEA Today to "members in the minority" who voted for President Bush was "appalling." He also says, "...Texas was one of the most unlivable states in the country in a recent survey..."

That you gave space to the minority voice is not appalling, rather it is refreshingly honest and open. I prefer an organization that represents all of its members. What is appalling is Mr. Bennett's claim that Texas is one of the most unlivable states in our country. Texas is a great state with great people.

Lisa Albon
San Diego, California

P. E. Every Day
I was disappointed that the NEA Resolutions (Representative As-sembly report, September) did not include more on physical education.

The youth of our nation is in the worst physical condition in our history. Students have the right to physical education every day. They have the right to be taught by in-structors certified in the field. And instructors have a right to be evaluated on the basis of their teaching, not their won-loss record as coaches. Elementary school physical education should be taught by elementary school specialists.

We must teach young people the joys and benefits of an active lifestyle.

Joe Herzog
Fresno, California

Math Practice
The article on "Math Wars" (In-side Scoop, May) says, "TIMSS classroom observers found that American teachers focus heavily on memorizing (and) … thought they were teaching for understanding, but actually were teaching the way they themselves were taught: Learn the rules and practice, practice, practice." The article disparaged this.

My daughter has about 40 minutes of math homework a night that is "practice, practice, practice" and her middle school runs contests on timed multiplication tests, with many students vying to be the accoladed school winner. Our district ranked #6 in the world in math on TIMSS (and #1 in the world in science).
Understand, then practice, practice, practice!

Maureen Olszewski
Naperville, Illinois

Methods Courses
Relaxing the methods course prerequisites for prospective teachers, simply to fill open positions is unfair to children and to all teachers who earned their credentials via conventional means (Debate, May).

I left accounting for the classroom 11 years ago. It took me six years to earn my master's working full-time and going to night school.

Not all classes were what I would call "essential," but giving any adult with a degree full charge of 20-plus young minds is criminal.
Don't even mention signing bo-nuses-what message is that sending to teachers who have put in years of service?

We teach because we love it. If we were in it for the money, we'd hop from district to district, like the free-agents in professional sports!

Gary Metz
La Grange Park, Illinois

Student Laborers
In response to the March Dilemma, "What Do You Do When Stu-dents' Late Work Hours Affect Their Studies": In California, we have child labor laws that restrict the hours a student under 18 may work.

That student must obtain a work permit issued by the school before his or her first day on the job. Students aged 14 or 15 may never work after 7 p.m. during the school year. Students who are 16 or 17 may never work past 10 p.m. on a night preceding a school day.

The classroom teacher can revoke the student's work permit at any time for such cause as habitually sleeping in class, not turning in homework, failing classes, continual absence or tardiness, or if the student is asked by the employer to work during school hours.
The work permit can be revoked until the school feels it is in the stu-dent's best interest to be employed.

Vernon Braaten
Santee, California

Myths And Labeling
Janice Barton's concerns (Letters, May) are based on myths about sexual orientation.

She says labeling a 12-year-old "gay" may be a self-fulfilling pro-phecy. Very few people want to label a 12-year-old "gay" or "straight." But I do see family and friends asking very young students who they like (of the opposite sex), and whether they have a boyfriend or girlfriend yet.

I also see 12-year-olds in the halls forming heterosexual couple relationships and calling anyone they don't like "gay" or "queer." These children are already labeling themselves and each other, and being labeled by their peers. They are learning about oppression, and I think they deserve our input.

I would worry less about self-fulfilling prophecies and more about trying to teach children how to be compassionate and nonjudgmental.

Barton brought up the risks and responsibilities of sexual activity. This is a separate issue. Both heterosexuals and homosexuals can choose to wait for sex. Both can choose healthy sexual relationships or risky, destructive behavior.

Twelve-year-olds may or may not know their sexual orientation, but they definitely know what it means not to fit in and to be called names. If they are called "gay" but are not gay or don't understand the idea, how confusing and hard for them. If they are called "gay" and know they are truly gay, is this a promise to them of the treatment they can expect all their lives?
And if we adults pretend we didn't hear, what are we teaching these children?

Jennifer Needles
Seattle, Washington