Do we "teach" CRT?

 Do we teach Critical Race Theory?

Well, here I go, off the deep end without a life jacket.  Do we teach CRT, do we teach the Bible, do we teach about pretending Colombus discovered America?  These questions are endless.  Do we continue to have school board members and textbooks telling our kids what to learn.  As the old saying goes, What's good for the goose is good for the gander. 

It is past time when we stop politicians from deciding what kids must learn.  If the door is open to CRT, it is open to whatever that community wants to brainwash kids with their philosophy of life.  That has been and will forever be a disastor.  In my book I talk about kids making choices, not just puking out what they are told.  Colombus didn't discover America yet many cities, counties, days of celebration etc are named after him.  And all the Vikings get is a football team in Minnesota,

It is  time to let children research, analyze, debate, and defend their thoughts, wherever they land. Use CRT and a wide variety of intellectual writings as references especially as we teach  the history of the country.  As real learning progresses, students will talk, aloud, about their thoughts and all musty be respected as the debate goes on.  

With this process, they go beyond the headline and dig deal into the gits of our history.  If their parents tell them not to read about CRT, fine, but they are not told they can't explore the atrocities of this country no matter where they fall.  And they are not told they can't listen when some students talk about CRT.  And if time goes by and a part of history is not touched, the teachher will guide them to the issue, not the headline.

When children discover learning, they are more apt to internalize it rather than memorize what they have been told.

Cap Lee

www.wholechildreform.com  

REPLACING A BROKEN SYSTEM OF EDUCATION

Pandemic Solutions to a 200 year old Crisis

  

After the Pandemic, what now!

 After  the Pandemic:  Fail  without learning or retain into oblivion?

As students return to in school learning the reality is their skills and abilities may be all over the board. As educato, do we move students forward to stay with their class recognizing their skills may not be consistent with their placement? Or do we fail students into oblivion, retain them with younger students while making their graduation date even further away?

Parents must be aware of the trickery that may follow when administrators place students in a short summer school or allow promotion from the number of minutes receiving tutoring. Sitting time is not learning time. 

    Another reality smacks us in the face. Their is no solution under the current system of education.  And if someone says there is, they are lying.

    With systemic change comes the reality that letter grades are a lie often used to cover up for the lack of learning. They are designed to promote children without learning simply by giving them a feel good grade. Grade levels also come into play as rarely do grade levels encompes children with that grades level of skills. Remember, a "D" student along with an "A" student end up in the same class. Are they all on the same level?

    The solution is complex and I tackle it with my new book soon to be released entitled "Replacing a Failed System of Education". www.wholechildreform.com to learn more.

    Simply put, under the new plan, grade levels are no longer indicators of achievement. The truth be told they are not indicators of achievement and may have never been. And letter grades are replaced with proficiencies as demonstrations of learning. As these innovative ideas are implemented a wide range of "dominoes" will fall until the system of education becomes truly about learning, rather than about winning a race.

Cap Lee

www.wholechildreform.com