Rachel Jones8 said:You're asking me? Like I said, just hire actual experts to do their jobs. Obviously, that works better if we actually fix the economy first... but how? Honestly, if I knew, life would be a whole lot easier for everyone.😁 Every single school needs its own psychologist and social worker. Early detection is key—catch things the second a kid shows even a tiny sign of trouble. It’s all about prevention. We need workshops, guest speakers, educational programs, structured extracurriculars, free sports, more public parks, and real support for parents who are struggling. Just constant outreach and education for families. Basically: prevention, early intervention, and letting the professionals handle it. Teachers are just one small part of the chain; they aren't trained for this, and they're already swamped with their own workload (which, let's face it, needs an overhaul too).
I was mostly thinking about Lord with that question. But yeah, I agree with everything you wrote.
Elizabeth Patel67 said:I honestly feel like some people in this thread have built up these massive, cinematic delusions about how things actually work... I mean, let’s be realistic here—our public schools aren't exactly popping off like they do in those high-budget Hollywood movies. Most of the time, everything just functions perfectly fine, in a standard, unremarkable sort of way. You have most teachers finding that weary middle ground between a soul-crushing lecture and trying too hard to put on some theatrical performance to pass the hour. Most of them manage to maintain a decent level of discipline in the classroom without much fuss. And frankly, most students successfully navigate their curriculum and move on with their lives just fine. When things go sideways, it’s almost always an isolated incident involving specific individuals, and those issues get handled as they come. At the end of the day, school remains a fundamentally positive institution, possessing its own unique set of highs and lows, much like just about everything else we encounter in this life.
I completely agree with this. The problems in education aren't going away; they're just piling up, and the kids are the ones paying the price. I'm telling you, something has to change.
So, what exactly do you suggest we do then? How do we fix this mess today? Schools are failing, the system and the laws are broken, parents are clueless... You know where this is heading? It’s leading straight to the rise of private schools. People will choose whatever they can afford, while the public system slowly turns into a series of bunkers. Once those private academies actually take off, you'll probably need a bulletproof vest and a security guard just to show up for class.
What's the move?
''Lord'', our principal, tried to implement a "dress code" at school for both students and teachers. Guess who the biggest critics were? The very people you put in quotation marks. Did that dress code ever actually work? Nope! It seems like the old days—twenty or thirty years ago—had a much more organized system. And I'm not talking about the curriculum. Back then, authority was respected, and school was definitely one of those institutions. The curriculum hasn't changed much, but respect for authority has hit rock bottom. Now, tell me: what's your actual solution, aside from just arguing and spreading demagoguery? I use these posts to state my opinion, and every once in a while, a handful of people give me a concrete, sensible response explaining their reasoning. I haven't read a single one from you. Not one solid answer, just empty political maneuvering without any real solutions. Sorry, maybe I missed something?
Nicholas King said:But let’s set my supposed demagoguery aside for a moment.
Looking back at my entire post, you haven't actually addressed the most critical—and frankly, most interesting—point: if you were to walk through your front door after work, find your daughter in tears and completely distraught, and then receive a notification that you need to head straight to her school... would you have already given her two preventative ear drops just in case? Because, well, where there's smoke, there's fire, I suppose.
Did you even read my post? Twenty years ago. If someone had called that girl’s parents into the principal's office, they would've shown up instantly. They wouldn't have missed it. And let me tell you, before they even stepped foot on campus, she would've been ear-marked for a serious lecture at home. You know how it goes—where there's smoke, there's fire. I bolded my point for you. If you’ve been following my posts, I’ve already made myself clear: hitting kids is wrong. It isn't discipline; it’s just a pathetic outburst of frustration when you've run out of options. It’s about parenting, plain and simple. I have never laid a hand on my child, and I never will. I’d listen to my kid, probably feeling pretty frustrated, and try to calm them down. I'd tell them every problem has a solution. No way am I calling a teacher at 10 PM. Instead, I’d head straight to the school to talk to the teacher face-to-face. If I heard what actually happened from their perspective, I’d be crushed. My first thought wouldn't be blaming anyone else—it would be looking in the mirror and asking myself how I failed to raise my child to act that way. I’d realize I dropped the ball on the parenting front and I'd go out and find professional help immediately. Is that answer any clearer now?🙂
Nicholas King said:The sheer amount of aggression and the constant advocacy for violence that keeps bubbling up in your posts is honestly terrifying. You seem to be glorifying some imaginary disciplinary method from twenty years ago as if it were somehow a desirable model for us today.
If you came home from work to find a child crying and upset, I suppose you'd start things off with those "two preventive swats" 🤦 just because you saw a little bit of smoke? Or is that kind of treatment reserved strictly for other, evil children?
Hahaha, what a demagogue you are, seriously. Yeah, I was raised that way back in the day. They taught us teachers were like second parents and they were always right, even when they weren't. And yeah, I messed up once (I'm emphasizing *once*) at school and a note went home for my parents to come in for a meeting. My dad—who wasn't exactly well-educated—gave me two swats first (there was no official code of conduct back then). He went to the school and found out I had been running in the hallway and accidentally slammed into the geography teacher who was walking out of class holding a globe. She got bruised up and the globe shattered. Dad went out and bought a new globe with his blue-collar wages, I apologized to the teacher, forgot all about getting those two swats, and school life went on. Your demagoguery in these posts is becoming totally irritating. Everything is always black or white, hot or cold with you. It's right on par with those demagogic questions of yours about "losers" 😂
I honestly don't get these parents. Is it some desperate need to flex their "power" and act like they actually matter? Or are they just arrogant enough to think they can bulldoze through anything with their connections? Maybe it's just pure vanity regarding their little "princess"—the one at home who’s supposedly "polite," "hardworking," and gets "straight A's." Dad’s just too full of himself to handle anyone upsetting his precious girl. If someone can make her cry, then fine, he can be an arrogant jerk and harass people at 10 PM. (God, I hope it's the latter). Twenty years ago, if someone had called this girl's parents into the principal's office, they would've been there in a heartbeat to hear what was going on—and she would've gotten two ear-pullings before they even walked through the door, because where there's smoke, there's fire. That’s my point: schools still haven't "grown up" enough to handle these problems properly. Principals are useless (even with the law on their side and a clear procedure in place), but what can you actually do when you're dealing with an "influential" dad? Who knows what will actually happen, especially when the principal is up for reelection this year. It sucks, but that's just how it is. Everyone gets intimidated when someone starts making a scene, forgetting that most of the time, it's just all bark and no bite.
Emily Gonzalez51 said:Look, people here are sharing their personal stories, and honestly, reading this is gut-wrenching 🤦 The scars from bullying don't just fade; they stay with you for life and can even drive someone to suicide.
It’s pathetic how much teachers and school counselors drop the ball when it comes to bullying. You won't believe this, but at a PTA meeting where we were actually discussing the issue, my high school principal straight up claimed the problem doesn't even exist at our school. 🙂 I couldn't help but laugh, while the school psychologist and counselor just sat there looking ashamed. I told him that, statistically speaking, that's impossible, and he should just run a survey among the middle schoolers to see the real numbers. It’s terrifying. This 21st-century plague isn't being treated, prevented, or even taken seriously enough. Everyone looks the other way, then acts shocked when things finally boil over. I don't get it. What's the actual problem?🤷
Keith Wells2 said:Spot on 👍 Parents are the foundation. External agencies—like schools, the legal system, social services—are supposed to be the safety net that kicks in when parents totally fail...
My take? It’s better to get kids from broken homes or repeat offenders into a facility early on that can actually fix their behavior. Give them actual vocational training so they can find a job later. Honestly, it might even save some of them from terrible living situations. It beats waiting for them to beat up teachers in school or start fights in the streets. Then you just read about them in the news as robbers, thieves, or drug dealers, and we end up overstuffing our prisons and rehab centers anyway.
Maybe I'm being utopian, but I wouldn't waste tax dollars building more prisons. I’d put that money into institutions designed to actually rehabilitate kids and teens with behavioral issues—turning them into functioning adults. Long-term, that would solve way more problems than what we're dealing with now. 😉
Paul Wilson72 said:Are you thinking of that group from the recent news report out of Miami?
And honestly, we see stories like this popping up constantly. That's just what makes the headlines—it doesn't even account for all the incidents that never get reported. At this point, the school district (or even the government) should probably be providing liability insurance for teachers to cover any damages caused by these kinds of lunatics.
My take? Put them in a closed facility with integrated schooling and vocational therapy. Once they finish their program and get their credentials, then they can get lost and head back out into the real world.
I just wanted to take the edge off his attitude a little bit—nothing more, really. Because—and I really mean this—it was clearly quite an ordeal for the lady.
How exactly?
Honestly, I have no clue how to help them calm him down. And obviously, I wasn't talking about getting physical—I wanted to grab him and settle things, but look, I’m 6'3" and 240 lbs. I figured it would be easier for me than for some tiny 5'3", 130 lb daycare teacher.
And that's actually my point. The issue was flagged at the preschool way back when, but nothing was ever done to fix it. Why? I'm asking myself the same thing.
The kid is well on his way to becoming one of those headlines you see on the nightly news; it's just a matter of time.
Nicholas King said:So, what exactly were you trying to do?
Look, I just wanted some help from the babysitters to get the kid under control. I wasn't thinking about the fallout or what would happen next—it was just pure instinct. I saw how much they were struggling and just wanted him to settle down. Once I actually stepped back and thought about it, I realized what the sitters were trying to tell me. It was a pretty ugly scene, honestly. And by the way, that kid is still a nightmare. He’s still throwing tantrums, only now the consequences are way worse because he's older. He's in 8th grade now.
It is highly probable that similar situations occur right here in America; they just aren't publicized and don't involve the police.
Oh, it happens all the time. It just doesn't get labeled as police misconduct. I actually witnessed a similar meltdown back in 2001. I was dropping my kid off at daycare, and the little guy starts tossing jackets everywhere and kicking shoes around. A teacher is trying to hold him while he’s busy kicking another staff member in the shins. I went to step in, but they just brushed me off with a "No, no, we've got this handled."
If that had hit the news, the mom would be playing the victim, and the dad—some PTSP-ovac wearing the same cross around his neck—would be shouting, "Is this what I fought for?" (Just to be clear, I was in the National Guard back in '91.)
The only thing that surprises me is why the video didn't feature some Black American pop star screaming about how this is blatant brutality against African Americans...
Paul Wilson72 said:Can I? Seriously, can I? Is this actually possible? Educators have specific duties mandated by the Department of Education, which include delivering the curriculum, grading assignments, and implementing disciplinary measures. In my view, a school should primarily function as an educational institution; any focus on character building can only be applied in a very limited capacity. What is the true purpose of school? It feels like Congress and the Department of Education can’t reach a consensus, and parents aren't exactly helping bridge the gap either. On one hand, lawmakers want schools to be these idyllic sanctuaries where children soak up knowledge—which happens, to an extent—while teachers diligently follow curricula that were essentially designed decades ago. On the other hand, when challenges arise, teachers find ways to adapt, which is exactly what they should be doing. But there's a catch. If they don't strictly adhere to the syllabus, they're considered failing. If they don't devote themselves to every single child, they're failing. If they focus too much on one student, they're accused of neglecting the rest. It ends up feeling like Sisyphus pushing a boulder up a hill, or more accurately, a job defined by impossible paradoxes that simply cannot be satisfied all at once. If we truly want to focus on raising our children properly, then it’s time to move past the obsession with grades and rigid lectures. We should be spending quality time with them—grabbing a coffee, just talking, and actually connecting. If schools are going to maintain their core purpose of providing an education, they need students who are socially adjusted and ready to learn. Right now, we're seeing kids who act like they own the place, constantly disrupting the flow of class and, in their free time, basically terrorizing their peers. With all this criticism directed at teachers regarding how they handle unruly students or general chaos in the classroom, I haven’t seen a single concrete proposal for what should actually be done. It’s always just "this needs to happen" or "that should change," which is completely impossible to implement in a real-world setting. The fundamental issue with these so-called "disciplinary measures" is that they are being drafted by people who think they know how to handle kids, yet they’ve never actually stepped foot in a classroom. They’ve jumped straight into politics instead, where they can sit around offering unsolicited advice while ignoring a reality that is far more brutal than they care to admit. Suspensions, removals, and other measures that distance troublemakers from the center of the community are valid solutions. It forces these kids to face serious "either-or" decisions: either they change their ways, or they face the consequences—like losing the right to attend high school or being stuck repeating the same grade indefinitely. Eventually, circumstances might force them to realize that this behavior simply isn't sustainable. It might work for some, and it might not work for others, but as you pointed out, that’s a separate issue entirely. We shouldn't let one disruptive student jeopardize the entire environment for everyone else. Besides, not everyone is going to be an Albert Einstein. Some people need to learn how to hold down a blue-collar job, otherwise, they'll end up turning to crime—which, unfortunately, seems to be quite the trend these days.
Alright, my turn. Again. I'll say it again: school needs to be a safe place. It needs to be a place for character building, sure, but also for education. Let's break it down. Character building starts the second a kid is born. Fact. Some parents get it and they're able to do it; some get it but choose not to; some don't get it but try anyway; and some just don't get it and can't do it regardless. Most of them fall into that last category. Most parents drop their kids off at daycare first, and then later, they go to school. By the time kids hit daycare, the staff already knows exactly what kind of parents they're dealing with and what kind of home life the child has. With most kids, you can already see if they're deviating from social norms. In daycare, kids are supposed to learn how to be socialized, how to function in a group, how friendship works, and that actions have consequences—whether it's a reward or a penalty. With good professional work involving both the kids and the parents, you can actually achieve a lot. We need laws to handle the people who just refuse to cooperate. Once they actually understand the legal consequences, they can decide if they still don't want to comply. That would make fixing failures in upbringing much faster and easier. The same logic should apply to elementary schools. We need clear rules and legal frameworks in place so that we parents aren't left guessing—we’ll just have to adapt to the law and the system. For those who stubbornly refuse, the law needs to go all the way—like it already does in certain extreme cases—and strip them of parental rights, mandate vasectomies, and basically ban them from churning out more problems. If you couldn't manage to raise one or two kids properly, you shouldn't be allowed to produce six. This might sound a bit Nazi or clash with religious views, but that's the reality. On the flip side, look at foster care facilities where kids without parents are placed under the care of professionals doing it as a job. Those kids usually finish school and turn out to be decent, well-behaved people. Why not build similar closed institutions for kids with deviant behavior? We have countless empty rural school buildings sitting idle. With minimal investment and some renovations, those could become centers for rehabilitation and education for these violent kids and vandals. Through schooling and vocational therapy, we could get them on the right track and give them actual skills for life. These facilities would employ guards, security, educators, and specialists... Regular schools need to be freed from these types, while giving these kids a chance to get an education and undergo rehabilitation. All of this needs to be codified by law. Many of these kids would be saved; many would escape toxic environments and broken homes. Kids aren't to blame for being born to bad parents. The law is what must step in and regulate things for their benefit.
If I’m remembering right, you’re an economist. How would you handle being stuck at some factory making useless plastic trinkets that nobody wants, when your boss walks in and says, "We're down a billion dollars. I want you to sell three million of these junk pieces so we break even plus a billion—I don't care how you pull it off, just make it happen"?
Fine, here’s a real solution for your "trinkets" that nobody buys. I’d take the scrap and turn it into regrind, then pitch it to a major packaging manufacturer like Berry Global. I’d negotiate a price for the regrind and demand a quote from them for finished containers in return. A straight barter. Then, I’d take those same containers to a company like ExxonMobil and offer them as packaging for their lubricants in exchange for an equal value of product. From there, I’d move that finished product—lubricant in containers—to industrial farmers, say dairy producers, offering them a fair deal where they trade their milk production to offset the cost of the lubricant. Finally, I’d collect my cash from their buyer—the big dairy processing plants that are already paying farmers in cash anyway. That way, I’ve cleared out the useless inventory, turned it into liquid cash, and kept the boss happy. If I had used that same money to just keep churning out more worthless trinkets, I’d quit immediately, head to the stock exchange, and suggest the boss check himself into a psychiatric ward.
Obviously, they didn't teach this in elementary school, high school, or even college. This is just pure instinct and talent. Just looking at a problem and thinking, "Everything is fixable," and letting the idea hit me whenever it feels like it. The point is, anything can be solved, even getting rid of junk that nobody needs.
I think our American education system has piled up just as much useless "junk" as that story describes. And I believe it can be fixed too. But unlike my boss, who throws a specific problem in my face and demands a solution, everyone in the education system thinks someone else is responsible for fixing the actual issues. They claim it's not in their job description. My problems are measured by economic metrics and don't affect society at large, but the failures in education impact the entire country—yet the people running the schools aren't held to any real, effective standards of performance. It's all just vague nonsense.
Look, I’ve got a few thoughts here. Just to be clear, I’m not playing apologist. I know perfectly well that God isn't omnipotent—He can't go around making stones so heavy He can't lift them himself. But still, there are a few things He *can* do that don't require any of that apologetic nonsense. I watched all three links you posted. They’re useful food for thought, sure—but if we’re actually going to debate this, we need a separate thread dedicated to the future of education. Look, if you don't approach these videos like they're gospel, there’s plenty of room for argument. It’s heavy on the show business, self-promotion, and elitism. There's a lot of fake reality mixed in with over-idealizing kids and all sorts of other nonsense. Let's be real about it.
Look, I'll let this one slide. But here’s the thing: none of these arguments actually support your obsession with "practical," "real-world" knowledge. The common thread through all these presentations is creativity—and creativity isn't exactly known for being practical or useful in daily life. Every single speaker keeps drifting back to art. And let's be real: if there's no practical application or way to make a buck, it isn't art. If I were handed those famous five minutes of power to run a school, I certainly wouldn't be heading in this direction. Elementary school needs a massive overhaul. Right now, the curriculum is a one-size-fits-all trap for every kid walking through the doors, unless they’re already flagged for special education. Let’s talk about the "standard" students first. For most kids, the material being shoved down their throats from first through eighth grade is completely age-inappropriate. It's poorly paced. And here's the kicker: the administration and the specialists have zero interest in carving out space for the gifted kids. They won't bother creating specialized tracks to nurture natural talent or high intelligence because there isn't an official IOC designation for them. It's absurd. Under current laws, if a specialist determines a child has a disability, they get an IOC immediately. But if a kid is just incredibly advanced, they're stuck in the same mediocre lane as everyone else. Schools should be doing more than just offering some after-school clubs to keep talented kids busy. We need actual IOC-style tracks for gifted students—expanding the curriculum in subjects they excel at, while scaling back the workload in subjects where they struggle. Starting in fifth grade, we should stop forcing every single kid into the exact same classroom schedule. Let them choose their path based on where they actually shine. That way, nobody loses.
Look, let’s get real for a second. We live in the real world, in real time, dealing with a very real lack of funding. But honestly? That’s not even the main point. Chalkboards, whiteboards, desks—none of that matters. A truly great, driven teacher can pull off miracles even if they're teaching under an oak tree in a park.
Yeah, we’ve always had this habit of expecting everything to just fall into our laps, thinking someone else is going to swoop in and fix our problems. If we were living in a different era, I might buy what you're saying, but looking at things objectively? That argument is totally dead. Now that the door is wide open—and it’s a very real opportunity if you actually put in the work—to grab federal grants and various stimulus funds, the old excuses don't fly. There are literally funds specifically earmarked to upgrade standards in elementary and high schools. But sure, let's just invent some imaginary barrier instead. My school actually stepped up. We got AC installed in the classrooms, added lockers for the kids, and moved away from that outdated one-way teaching style. And we didn't do it through magic; we did it by recycling paper, collecting PET bottles, using money from the student cooperative, and taking donations from us parents. Could the kids survive without it? Probably. But if we can equip them properly with actual learning tools, why wouldn't we? As for your point about "good, motivated teachers"—it’s a moot point. Even the ones who start out with a spark quickly get sucked into the gray mediocrity of the system. You join a collective like that, and pretty soon, someone is standing over you telling you to just blend in and stop trying.
To deal with "real life," you need more than just basic arithmetic to actually be literate. That said, high school (especially prep schools) is supposed to get kids ready for college. So, which subjects taught in high school are totally useless and mindless for any technical major? (Look, I know not everyone goes into STEM—but we should at least look at the other paths too).
Let’s break it down. If I list the types of high schools you find in a city like Chicago, the answer is right there in the names. You’ve got general prep, language academies, math academies, arts schools, science academies, vocational schools for construction, electrical, metalwork, graphic design, food tech, medical, hospitality, trade, agriculture, textile, Jesuit prep, private academies... hope I didn't miss one. Why does a kid in a language academy have to slog through an intense physics, chemistry, and math curriculum when they signed up specifically for languages? There are other specialized schools for that. Will a linguist be screwed if they can't calculate derivatives or integrals? Will they ever need that in their lives? Even the math academy, which has a heavier math and physics load compared to the language track, still forces students to learn the exact same chemistry and biology as the science academy kids... It's total nonsense.
I partially agree here: social studies tends to obsess over rote memorization instead of interpretation and synthesis. However, things like Bulgaria's GDP or Indian sweet potatoes aren't irrelevant: that GDP is the result of certain events, a driver for future ones—that's stuff people need to understand if they don't want to be sheep.
I don't feel like a sheep because I don't know Bulgaria's GDP or who the top producer of sweet potatoes is. Sure, at some point in their education, kids need to be taught what GDP is, how it's calculated, and its characteristics. But teaching it in a geography class by just reciting textbook stats is completely misplaced; it's meaningless in that context. And regarding the sweet potato thing—India had a drought and production tanked, so this year Bangladesh is the top producer. So yeah, I think those specific facts are stupid. Instead of teaching kids trivia, we should teach them what can be produced right here in America and how. Though, our country hasn't even figured that out yet—and if it does, it'll be some other vague entity doing it, not our kids.
Teachers don't "make the school." Teachers have some room for initiative (which they usually don't use), but they are essentially "contract labor" for the State, which tells them exactly what to do and how to do it.
Now we're back to being "vague," like you mentioned in one of your posts. Everyone knows everything, but the problem is for someone else to solve, just not me.
Fine, here's a problem for you to solve: In a small Spanish village, there’s a barber named Pablo who shaves everyone who doesn't shave themselves. Problem: who shaves Pablo the barber?
Enrique from the next village over shaves him.
If I remember correctly, you're an economist. How would you react if you worked at a factory making plastic trinkets (useless pieces of junk nobody buys) and your boss walked in and said, "We're down a billion dollars; I want you to sell three million of these trinkets so we hit a billion in profit—figure it out, I don't care how"?
See, there you go. Believe me, there are way more situations like that in my industry than you think. I know from personal experience and from colleagues in other firms. But you and these kinds of problems *get* solved. Trust me, every product has a buyer; you just have to find the market. You also have to look at that useless piece of plastic and see if it can be repurposed or integrated into a better product. Basically, you have to think—how many ways can a paperclip be used? That's the magic of being in sales, and that's what separates the good pros from the bad ones. Of course, if I truly had no clue where to sell a million trinkets, I'd just ask Google; ultimately, it would know.
Hey everyone. Been gone for a bit. This topic is still relevant, and I see things are starting to drift toward the theories held by Baron. Let me offer a different perspective based on what I actually observe—for those who aren't just following the "enlightened" crowd. Our school system is stuck in the 19th century. It’s just a teacher standing at a chalkboard lecturing kids sitting in rows. We’re living in the 21st century; things need to change. Most of the European Union and other developed nations have already started reforming. Think about this: kids entering school today won't retire until roughly 2068 for women or 2073 for men, if everything goes according to plan. Now, try telling me how our current education prepares them for jobs starting in 2028. What are we actually teaching them? What are we filling their heads with? A few contradictions come to mind. Math from seventh grade through high school is mostly a pile of impractical nonsense—math that has zero application in the real world. History? Just a massive list of dates and figures that won't put food on their tables between 2028 and 2073. Geography? Aside from basic concepts they actually need, it’s filled with useless trivia, like the specific GDP of Bulgaria or the fact that India is a major producer of sweet potatoes. Who cares? Our schools are relics. Kids are being force-fed useless info via old-school, face-to-face lectures. Naturally, this makes them lose all interest in school or most subjects. In the age of Google, where any fact is available in milliseconds, why are we making kids memorize the GDP of Bulgaria? We ignore the fact that data printed in a textbook five years ago is already obsolete, yet we still slap it on a test as if it’s gospel. Maybe you think I'm talking nonsense. Check out these three links regarding this issue:
http://youtu.be/t4qV0j5l1qo
http://youtu.be/HV2JtF0sL-o
http://youtu.be/tJBj1lag8bE
Bottom line: the school system needs an urgent overhaul. As for who should be responsible for raising children and maintaining order in the classroom? Maybe the best solution would be for parents to sit next to their kids in class, holding their hands, so teachers can actually teach in peace. I constantly hear "you can't do this" or "you aren't allowed to do that," when half the time it's just a lack of will. Stop saying you "can't" and finally build the kind of school you’d actually want for yourselves. I was taught from a young age that there isn't a problem that can't be solved. But when you ask people how *they* would solve something, it's always excuses: "the system won't let us," "the kids are the problem," "the parents are the problem." It's all just finger-pointing. I just want my kid to have a safe environment and attend classes without disruption. That's it. I'm asking you to make sure that happens within the system. I don't care how you do it. I don't care which part of the bureaucracy is stopping you. Fix the system, fix yourselves, fix the kids, and start solving problems. That's all I want. Best regards,
copperpuma11 said:Poet, I drink my coffee at home or at cafes during my free time. It’s not just about the coffee.
What I want to discreetly point out to you is the fact that if I step into a physical fight, I risk criminal prosecution. With a final conviction, I lose my right to work in the civil service. The core issue is how to ensure children are safe in schools. A teacher witnessing that student A) cracked a student's head open won't change the reality that someone's head was cracked. It shocked me to learn that ambulance drivers are held liable for any accidents they cause. So go ahead and race through red lights just to save a life. Things aren't quite as simple as they look.
The Poet wasn't targeting you personally. Personally, I've sat in on several faculty lounge coffee breaks where everyone is there during the big recess—twice a day during a shift—except for the two teachers on duty. That’s what I meant. When I talked about teachers getting involved in fights, I didn't mean jumping into a brawl; I meant stepping in to separate the parties. If two seniors are squaring off, yeah, stay out of it—that’s what security is for. But when we're talking about elementary school kids? What are we even discussing here? My point stands: the combatants need to be separated. Secondly, we have to find a way to ensure kids are safe inside the school building and on the playground; once they hit the street, that's a police matter. Look, fellow educators: if you can't guarantee a safe environment for kids without risking legal action or fines, then please—join the majority of us in this "rotten" system and actually fight to change it. Everyone acts like an expert on this forum, but I don't see any collective movement from us to fix the very system we operate in. You all know everything, yet nothing changes. Who is "the system," as LORD mentioned in a previous post? It's you. You. What's stopping you from changing it? You work in it. As for these little delinquents—because let's face it, that's what they are—we should establish rural work-therapy communes. If they have too much energy, let them dig up potatoes and carrots. They get an education and learn how to earn their keep at the same time. There's no other way for kids like that. Better to put them in a commune early than to read about them in the crime blotter or obituaries. That’s my take on how to handle those types of offenders. Simultaneously, we need to start identifying deviant behavior as early as preschool, because it shows up there quite clearly. We need to involve the entire family in therapy and rehabilitation, and we need laws to mandate it. Those are the solutions, in my view.
Look, I’ll say it again: we need to start tackling this from preschool, around age three. That's the only way. For kids who just can't fit in, there should be specialized schools with proper staffing—smaller classes, security, and specialists dedicated to both the kids and their parents. It shouldn't be an issue. We have plenty of empty school buildings in rural areas; let's turn them into community centers designed to teach these kids how to actually function in society. And honestly? If things get bad enough, the law should allow for removing a child from a home if it's necessary. In those specialized communities, we can instill actual life values, which would ultimately mean fewer people ending up in rehab for drugs later on. I'd much rather take action early than wait until these kids are filling up police blotters. Check out what Milton says about this; it's a pretty interesting read . He even touches on the UNICEF program.
The poet was trying to point out that during a single shift, you’ve got at least 24 teachers, on top of the principal, the janitors, the cleaning crew, and the administrative staff. In those seven hours of school, they should be focusing on managing student seating and behavior instead of just leaving everything to two teachers on duty. If kids start fighting, they need to have a way to actually step in and separate them. I don't get why this can't be handled in elementary schools, though it's clearly a bigger mess in high schools. At the very least, high-risk schools should be hiring security guards to protect the regular students. It's already standard practice in many public schools over in the States.
copperpuma11 said:I remember this one time back in middle school, hanging out with a friend during a break. We were probably in 6th or 7th grade. Both our faces were a mess because I had a massive nosebleed, so we ended up smeared in blood—it was a total disaster. Two teachers were hovering over us, trying to pull us apart while a group of kids cheered us on. It makes you wonder what they actually could have done in that moment, and whether they would have been held liable if one of us had actually been seriously hurt.
Fast forward to now, and I’m working hallway monitor duty at the high school once a week. The hallway is about 250 feet long and split into three sections by fire doors. If someone decides to get violent with someone else at one end of the hall, my presence at the other end isn't going to stop them. Plus, in a situation like that, anyone from the principal to a parent could step in and detain you. Honestly, all I can really do is hope nothing like that ever happens.
I'm not saying this to be dramatic or to complain about working conditions, but I just wanted to point out that teachers aren't everywhere at once. Even with the best intentions, we aren't omnipotent.
Look, I get where you're coming from, but if the setup makes it impossible for one teacher to monitor an entire hallway, then you need two people. In the cafeteria, one person is plenty because you have a clear line of sight. As for parents, if they didn't schedule a meeting, they have no business cornering you. If there's an emergency and a parent shows up outside of scheduled hours, you should find a colleague to cover you, and if the principal needs you, it's on them to provide coverage. You also have the janitorial staff who can help keep an eye on things during breaks; we usually have at least two on shift. Listen, this is a serious job, and you are responsible for student safety in that building. As parents, we expect our kids to be safe at school, but if something does happen, you want the investigation and inspection to show you did absolutely everything within your power. Scuffles and fights have always existed and always will; it's a reality. But if you've kept an eye on the kids in the "high risk" group—the ones who've shown aggressive tendencies since elementary school—and you're monitoring them, you minimize the risk. It's still no guarantee, but at least you can sleep at night knowing you did your part. One solid solution is installing security cameras. In schools with them, these incidents drop to almost zero. Believe me. Fights still happen, but you see them sooner, you react faster, and there's no "my kid would never do that" excuse when the video footage speaks for itself. Ultimately, the school is responsible for student safety. I work at least 8 hours a day with one 20-minute break. If student safety and your own liability are on the line, forget the coffee in the lounge—get out in the halls and watch. It sounds harsh, but it's the reality.