frozenmoose19 said:Is there any way to "tuck" those 45 empty minutes into another class? I'd love to know if this can be arranged and who I should talk to about it. Even if I have to be a bit of a nuisance, I would much rather my first grader spend that time learning a second language, coding, shop class, drama, or music—anything remotely productive.
A colleague of mine actually ran into this, and they realized the gym was completely free during that time slot. So, the parents took matters into their own hands and organized sports programs in the gym for those two hours. Of course, that sparked quite a little revolt among the parents whose kids attend religious education classes, because they wanted that same opportunity for them too (and just to be clear, the school didn't organize anything—it was entirely parent-led. But apparently, for those folks, it wasn't enough that the government already pays for their children's classes, while everyone else has to pay out of pocket 🙄).
I suppose what really matters is how many students aren't attending the religious studies portion, as that usually dictates whether there's anything organized for the rest of the kids. In my experience, about a third of the older grades and maybe a quarter of the younger ones don't go, so the school always manages to have something ready for them in the library or a classroom. For the younger ones, they're usually with the teacher watching cartoons, playing quiet games, or working through an extra workbook—honestly, my little one actually loves his "religious studies" time; it's practically his favorite part of the day! 😁
I honestly feel it’s only natural to sit a child down and show them how to map things out ahead of time. If you're working on a project with a hard deadline, you need a plan so you don't end up underwater. Most people don't just pick that skill up by osmosis, you know? In fact, I actually learned this lesson the hard way just the other day. I was up until midnight finishing something I was supposed to present tomorrow. It wasn't even a matter of not having the time—I actually had three different blocks carved out during my regular office hours specifically to tackle this—but I completely misjudged how long it would take, and then some urgent matter popped up and threw a wrench in everything. So, here I am, staring at a deadline I almost missed...
That said, if I hadn't been planning ahead at all, I wouldn't have finished it by midnight! It's the same thing with homework or studying in general. I’ve always found the attitude of "I don't care, it's the kid's responsibility" to be such a strange way to parent. My colleagues and I actually talk about this quite often at work—discussing which teaching methods actually stick and which ones are total flops. I apply that same logic to my daughter. I help her figure out how to approach her studies, how to schedule her assignments so she isn't rushing, how to prep for an exam, and how to build a study timetable. We talk about note-taking strategies too, like how reviewing material right after school and jotting down some bullet points can make remembering things so much easier. I don't sit there reading books with her or doing the work for her (though if she asks, we might quiz her to see if she's actually got it), but I certainly don't pretend that her schooling is none of my business or leave her to drown without any guidance...
Peter Doyle2 said:I don't recall the exact details—you might want to check Google—but I can tell you that alongside classics like Dostojevski, Homer, and Shakespeare, they also stock non-classics and fantasy titles. So, it's not just about the Nobel laureates or stuff written in Old English, I guess.
Exactly! It feels like these institutions just cling to a handful of "proven" classics from some outdated canon, and they haven't budged from that same list in fifty years, if not longer. I really wish my grandmother were still around; I would have loved to ask her what her required reading list looked like back during the WWII era. Honestly, I have a feeling there wouldn't have been much difference until you hit about fourth grade.😂
Yeah. And yet, in the end, people still blame the required reading lists and the public school system when someone doesn't pick up a book. ☕ If you just start reading to kids from the earliest possible age, they probably won't grow up hating the classics—that’s basically the whole point of it all. 😉
So, I suppose it all boils down to what kind of environment your parents created for you...
Susan James said:But teachers do read to kids... most schools have libraries, and classes often go on field trips to the public library, so it isn't entirely on the parents to handle everything
And from what I can gather from this discussion, the main issue with required reading isn't usually the books themselves, but rather how some teachers choose to teach them in class.
...or just how much luck you had with your specific teacher.
And then we end up looking like we're lagging behind developing nations when you look at the correlation between parental education levels and a child's academic success. It brings a whole host of other issues along with it, too...
Who actually grows up reading? It’s usually someone whose parents actively steered them toward books. But what about kids who don't have that guidance at home? I can't help but worry about how many children have parents who just don't read, or never bother signing them up for a library card because they simply don't see the value in it. It honestly scares me a little... And then there's the attitude within our American school system, which seems to be more of a "do whatever" approach. It feels like if a student wants to read, they'll find something on their own regardless of those incredibly dry, incomprehensible classics we're forced to assign, but if they don't, as long as they finish the required reading list, the job is considered done. It's all a bit of a mess, really.
The rest is just minor details, depending on whether you happen to catch a teacher on a good day or a bad one...
Larry Walker24 said:I’ve always been big on diving into deep, technical books related to my field
Just finished an absolute gem and I gotta recommend it—Choderlos de Laclos - unknown
It’s honestly such a shame this isn't required reading in schools; it would probably open a lot of people's eyes to reality
👍 I actually read that back in high school, and I thought it was wonderful! It's exactly the kind of historical fiction that could actually grab a teenager's attention. But, just like you mentioned, instead of books like that, they assign these incredibly tedious classics that feel like a chore to get through.
It would be quite fascinating to take a good look at our current national curriculum and compare it against those old-fashioned educational standards from decades ago. We might find that what we're teaching our kids is still heavily influenced by some rather outdated, moralistic views from the Middle Ages...
Robert Rodriguez9 said:In my kid's class, they just do what the teacher assigned, and I have no clue how long that'll last. Personally, I love that they handle everything during class time. It lets the teacher introduce the book gradually instead of the kid coming home with a bunch of homework questions and having zero idea how to tackle them. Back in high school, we didn't really have to write anything down, but we had these intense classroom discussions where the teacher could tell immediately if you hadn't read the book. 😁 Grading was pretty blunt—you either got an A or an F, nothing in between, and not everyone even got graded. To pull an A, you had to be fully engaged and know specific details you couldn't just find in a summary. If you sat there silent and clueless, you were getting an F.
We actually had to write essays and take tests. Usually, there were at least 20 questions. Honestly, I don't think more than four people in the entire class ever scored higher than a B, and that includes one girl who is a professional writer now. 😁 The teacher was pretty cool, though, and it wasn't exactly a matter of life or death to have straight As, so we were all mostly fine with the required reading and everything else.
Anyway, getting back to the actual reading list, I see that once again, the curriculum is packed with incredibly dull ancient tragedies like Prometheus, instead of something fun like Satiricon. It seems like they want kids to see that even back then, being gay was okay and people loved throwing money around just to show off their wealth. Then there's 😁 Boccaccio, which I assume is another selection of uninspiring little tales instead of a few "juicy" stories that might actually appeal to a fifteen-year-old...
It’s that classic, old-school "it is what it is" attitude again. Honestly, every single time I try to summarize how things actually function in my school district, I get this sudden, overwhelming urge to just pack up everything we have here by 3 p.m. and blast our resumes to companies across Europe. For now, I’m holding myself back because of other commitments—you know, family, sports, hanging out with friends—but strictly because I made a solemn vow to give it my absolute all to move abroad for college the second I graduate high school.
I honestly don't get why people claim elementary schoolers shouldn't be doing book reports in a standardized format. My daughter has been doing them since the second half of first grade: author, title, character analysis... plus a drawing. Over the break, she actually tackled a fourth-grade level report—it was 11 pages long, though about 9 of those were just notes. Personally, I feel like it’s all a bit pointless; she’s learned how to churn out 200 bullet points, yet they've never actually had to write a cohesive essay on a specific topic. It would be a hundred times more useful if she had to write one page on a concrete subject using an introduction, thesis, argumentation, and a conclusion. But of course, that's not how it works. I know she'll still get an A because she turned in 11 pages and hit all the required checkboxes (title, bio, etc.). I suppose our academics know exactly what they're doing; after all, they are products of this same school system, and they are *so* incredibly expert at producing yet another generation that thinks exactly like they do.
Naturally, the kid doesn't question the logic of it all anymore—she just rolls with it. She wrote it exactly as instructed. My daughter is truly an epic success story of the American education system and its approach to reading assignments. 👏
On the other hand, with their science experiments, they did exactly what Amazon requires for homework: they had to solve every problem by describing the experiments and drawing their own conclusions. 🙂
It’s funny how things shift—now they’re multiplying and dividing up to 100 in the second grade, whereas back when I was in first grade, we only went up to 20. Though, if you look at the third lesson in their science curriculum, they already have kids measuring height in centimeters, which usually goes well over 100... but I suppose that’s a whole different rabbit hole entirely. 😁
In my experience, we covered printed and cursive writing in first grade, and then moved on to Cyrillic in third. Aside from the removal of Cyrillic from the curriculum, I don't think there were massive shifts, though one thing stands out: we started with set theory in first grade. Nowadays, it seems they skip sets to focus more on geometry. Personally, I always felt sets were much more intuitive and practical; we had such a huge variety of elements to work with, which made practicing addition and subtraction feel so much more hands-on. Nowadays, it feels like they just spend all their time drawing shapes instead...
rowdypanther12 said:Besides, if something falls into the sink, it might just crack the whole thing. 😁
Exactly. And honestly, if something drops in the kitchen, you might end up cracking a tile too... Long story short, my family sticks to using plastic cups in the kitchen just to be safe.😉
Oh, what a delightful cocktail of creativity, drill work, language acquisition, and conceptual understanding all tossed into one pot. But of course, the absolute star of the show is the rote drilling 🙄
I believe Mad mentioned this before—you can't really tackle those complex word problems in second grade until you've absolutely hammered home the multiplication tables (even if most kids just use their fingers to get by). It’s probably why so many adults in America struggle to set up a basic multiplication equation today, even though they spent years memorizing the charts back in school... Don't get me wrong, knowing the table is essential, but if a child hasn't grasped the actual link between addition and multiplication, all that mindless drilling isn't going to help them truly understand the math...
Lately, I've been watching my kid's science lessons unfold, and honestly, it’s quite something. They are being handed assignments straight from Red Bull, yet nobody actually performed the experiment they're supposed to be writing about! And then, immediately in the next period, it's off to a new lesson with twenty brand-new terms and a handful of definitions to memorize. Just move along, keep moving! And here I am, describing the worst-case scenario for elementary education. If nothing else, it's providing some logic practice at home, since my child has to try and predict the results of an experiment that was never even conducted in class (which is exactly what should have happened). We've already reached atoms and molecules in our little "homeschooling" version of the American education system; how else are they supposed to predict chemical reactions?
analogseal18 said:A colleague from the other PDF mentioned: The QR code carries text, a URL, and a download link. One could simply type out the link itself; why on earth would they even need a camera for that?
So, there you have it—this issue can be tackled through various methods. It really just requires one to flip the switch and engage their brain.
Exactly. I mean, I just skimmed the subheader and immediately thought: man, we really do need more computer science classes in our schools if people genuinely believe you can't download textbooks without a smartphone camera. That's what leads to these totally sensationalist, clickbait articles. 😵
It feels like the Secretary of Education has really stepped on some toes lately. Between the constant sabotage attempts and the over-the-top headlines, it's pretty obvious there’s massive pushback within the system against any kind of meaningful change.
I’m not really sitting here wondering what the future holds for glassmaking as an industry, but I suspect most kids currently enrolled in vocational high schools aren't particularly concerned with it either. If they actually cared about the history or the deeper context of their craft, they would have shown some interest back in middle school and opted for a different specialized academy altogether. First off, we need to distinguish between whether these students are genuinely interested or not. Because let’s be honest—if they *are* interested, there are countless ways to master the trade without needing a formal diploma to get started.
If they aren't interested, why on earth are we forcing every single fifteen-year-old to make this impossible choice? It shouldn't feel like they have to decide between studying history or risking being stuck without a high school diploma entirely.
Continuing their education later is definitely an option through evening programs, and it should be available to anyone who has to step away from traditional schooling for any reason. My only gripe is that these programs shouldn't cost a fortune. It’s simply not true that they lose their shot at a degree; it just becomes a bit more demanding because of the credit requirements and catching up on missed coursework. Honestly, what’s stopping our standard high schools from letting students who missed certain classes make up those credits through a single intensive course or perhaps by adding one extra semester to their regular schedule?
If we actually want to give high school graduates a real shot at heading to college later on, then we need to make things happen like - making evening high school programs free and accessible to absolutely everyone - providing high-quality, state-funded digital learning materials organized by the government, rather than relying on companies like Microsoft or various independent enthusiasts (who, let’s be honest, have probably just found a clever way to turn a profit off the situation) - establishing federal student grants that cover basic living expenses for former graduates who are likely no longer living under their parents' roof. Since they've already entered the workforce once, it shouldn't be a tax burden on their families to support them—which really highlights how unfair the current system feels
Without those changes, whether they finished with history or geography in hand, 99% of former graduates and retail workers simply won't be able to pursue higher education
rowdypanther12 said:So, if one principal manages to turn a school around while another doesn't—or if one staff is truly engaged in projects while the other just clocks in and out—isn't that ultimately down to the leadership? interesting
Well, even if it is their fault, people will just claim they only got the job because they're buddies with the right folks back home. 😉
In America, especially when you're dealing with government bureaucracy, there is nothing more unpopular than actually being successful. If you actually make progress, everyone else starts complaining that they're victims of the system and that nothing can ever change...
Robert Rodriguez9 said:My neck actually hurts just thinking about kids having to spin 180 degrees toward a chalkboard. Or is that just for show during photos? 🤔
I assume they’re doing some kind of group work and then just flip the desks around afterward. That explains why they mention how schools in other countries use furniture on wheels to make rearranging the layout a breeze.
It really strikes me how few students there are, though. Back home in the States, we can barely fit everyone into a classroom even with fifteen desks lined up in perfect military rows...
Larry Walker24 said:Look, I'm talking about those specific high schools mentioned in the article. Those places didn't even put out job postings for biologists or chemists, yet the article claims they can't find anyone to hire. They're straight-up lying.
I teach bio/chem myself.
Could you share your thoughts on the recent decision by the College of Natural Sciences to require a full five-year integrated program for anyone wanting to become a math or physics teacher? It seems a bit ironic that they're complaining about unfilled enrollment quotas now.
Personally, I feel like a three-year degree should be more than enough to qualify for teaching in public schools. As it stands, anyone with enough brainpower to tackle a rigorous science curriculum tends to pivot toward engineering immediately after graduation because the career prospects and salary ceilings are just so much higher. If they offered a standard three-year track, I honestly think we’d see a much larger pool of applicants... especially if they allowed students the option to tack on those extra two years for an engineering specialization later on.
Larry Walker24 said:The real number of believers will finally come to light once they introduce a church tax here in the US—then you'll see how that "faithful" percentage drops straight down to 8.6%.
That’s exactly why the establishment made sure they're protected so that never happens. 😉 Look at him playing the provocateur now, acting like people are just donating out of the goodness of their hearts rather than through the legal frameworks established by the Vatican agreement. 😂