It is with great pleasure that I announce the two dozen teachers whose outstanding insights into the real problems with education were selected for inclusion in the 2nd edition of Lifting the Curtain: The disgrace we call urban high school education.
(Please be sure to FOLLOW our blog by clicking FOLLOW in the upper right corner of this page.
Following a blog is anonymous. You simply will anonymously receive emails when new posts are made.
However, please remember that any comments you make are not anonymous!)
The quality and number of submissions was amazing. These teacher passages will be embedded in the main chapters of the 2nd edition — and not be just part of some marketing pages. Teachers, parents, and legislators everywhere will benefit greatly by reading their views!
Tomorrow we will announce the three top winners who have been selected by the panel as the best of the best!
Readiness for College
- (Included) Monique Anair, assistant college professor, New Mexico
- (Included) Anon, College writing teacher, Pennsylvania
To what extent have you witnessed instances of administrative “bullying” to intimidate teachers, including intentional misuse of a charge such as “inappropriate touching.”
- (Included) M. Shannon Hernandez, College professor and author (and ex teacher), New York
The impact of standardized testing on your classes and pressure to pass children
- (Included) Monica S, high school SPED teacher, Washington
If you are homeschooling, what were the major factors that led you to that choice?
- (Included) Ashley Kimler, parent, Oregon
- (Included) Sarah B, Middle school social studies and language arts teacher, Colorado
Student attitudes and home life
- (Included) Louise K, retired high school English teacher, California
The loss of Arts and elective courses in schools
- (Included) Anonymous, spouse of high school band teacher, Florida
- (Included) Regina Paul, President of a non-profit educational consulting organization, based in New York
- (Included) Pavliv, Gregory, Retired music teacher K-12 and Music Education Advocate, New Jersey
- (Included) Lois Jarman, High school modern languages teacher, Maryland
- (Included) Nathaniel C. Ashbaugh, Middle school Music teacher, New Mexico
Your experiences with inclusion classes.
- (Included) Jeanie Clemmens, retired high school math teacher, Pennsylvania
- (Included) Maryann Schneider, High school SPED teacher, Pennsylvania
- (Included) Anon elementary school teacher, Florida
Current levels of student expectations and motivations
- (Included) James Howson, retired middle school English teacher and author, Connecticut
- (Included) James Ryan, Motivational trainer and homeschooler, Virginia
Degree of parent involvement – especially parents of struggling students
- (Included) Carol L, Retired high school English teacher, PA
- (Included) Anon, retired high school English teacher, California
The impact on children when they learn a school will exert substantial pressure on teachers to find a way to pass them (and forced dumbing down of coursework)
- (Included) Jacqueline Goodwin, retired high school LOTE teacher, NY
- (Included) Anonymous, College professor and High school English teacher, Illinois
The pressure to dumb-down teaching, allow make-overs, or give extra-credit packages to insure children pass regardless of effort.
- (Included) JoAnne P, retired English teacher, Wisconsin
The attitude and “esprit-de-corps” at your school – happy campers or burned out teachers
- (Included) Anonymous, high school teacher, left profession after 4 years, Colorado
- (Included) J.B.Banks, substitute teacher, Chicago IL