All-day school schedules

That’s the main objective. Everything else is just noise.

It's especially critical right now, since Eunice is footing the bill.

https://www.nytimes.com/article/latest-news...new_updates

he's completely out of touch with reality

It’s just the same old story, I suppose.

Anyone know if the schools have actually signed up for AT&T yet, or is the paperwork still stuck in limbo?

If nobody’s actually planning on missing their quotas, then what’s the point of this petition?
https://www.peticijeonline.com/za_90_minuta_kulture

Did people just skip over the fine print entirely?

Or maybe they overanalyzed every single little detail?

It was basically the same thing being told to the same guy at the European People's Party summit. 🤣

rowdypanther12 said:https://www.nytimes.com/article/latest-news...new_updates

he's completely out of touch with reality

This senile retiree is just rambling on. I guess it doesn't matter to him since it isn't his job and he isn't the one dealing with the fallout for his kids' future. It’s honestly disgraceful.
I caught him on some radio program, and he kept condescendingly repeating how "certain individuals clearly failed to grasp" things, or how he was going to "explain it to THOSE INDIVIDUALS who dared to oppose" him. Does he—just like any self-important President—actually think there's some internal group of saboteurs working against this supposedly "benevolent" party that's trying to force through these "life-saving" reforms that would basically lock teachers and kids away in stables? These "certain individuals" he's talking about are actually thousands of teachers, professors, and parents who are absolutely disgusted by the massive bureaucratic nonsense the Republican party is trying to shove down our throats overnight.

Bryan Wells11 said:This senile retiree is just rambling on. I guess it doesn't matter to him since it isn't his job and he isn't the one dealing with the fallout for his kids' future. It’s honestly disgraceful.
I caught him on some radio program, and he kept condescendingly repeating how "certain individuals clearly failed to grasp" things, or how he was going to "explain it to THOSE INDIVIDUALS who dared to oppose" him. Does he—just like any self-important President—actually think there's some internal group of saboteurs working against this supposedly "benevolent" party that's trying to force through these "life-saving" reforms that would basically lock teachers and kids away in stables? These "certain individuals" he's talking about are actually thousands of teachers, professors, and parents who are absolutely disgusted by the massive bureaucratic nonsense the Republican party is trying to shove down our throats overnight.

but it's funny how those slimy characters always use every interview to drone on about how wages will rise or how nobody will lose their jobs, blah blah blah, just to distract everyone from what matters and shift the public's anger toward protesters for the umpteenth time:
man, look, we aren't even talking about our crappy, miserable, bottom-of-the-barrel wages here. This is about the fact that it's just not normal to keep kids stuck inside an institution for hours every single day, and to do it for gooooood years on end. It's about the fact that kids NEED to have a life outside of school. Anyone with even a shred of pedagogical understanding knows that. But he doesn't know the first thing about education; he's more of an expert on poultry pathology and cattle gynecology.
ABSOLUTELY NOT.

urbantinker8 said:but it's funny how those slimy characters always use every interview to drone on about how wages will rise or how nobody will lose their jobs, blah blah blah, just to distract everyone from what matters and shift the public's anger toward protesters for the umpteenth time:
man, look, we aren't even talking about our crappy, miserable, bottom-of-the-barrel wages here. This is about the fact that it's just not normal to keep kids stuck inside an institution for hours every single day, and to do it for gooooood years on end. It's about the fact that kids NEED to have a life outside of school. Anyone with even a shred of pedagogical understanding knows that. But he doesn't know the first thing about education; he's more of an expert on poultry pathology and cattle gynecology.
ABSOLUTELY NOT.

How they won't. You've got a guy saying everyone in the study gets 4.5% at 11:00 AM. View on facebook It’s not exactly a 25% raise, but if you pull overtime until 5:30 every day, you might actually see some decent cash.

urbantinker8 said:but it's funny how those slimy characters always use every interview to drone on about how wages will rise or how nobody will lose their jobs, blah blah blah, just to distract everyone from what matters and shift the public's anger toward protesters for the umpteenth time:
man, look, we aren't even talking about our crappy, miserable, bottom-of-the-barrel wages here. This is about the fact that it's just not normal to keep kids stuck inside an institution for hours every single day, and to do it for gooooood years on end. It's about the fact that kids NEED to have a life outside of school. Anyone with even a shred of pedagogical understanding knows that. But he doesn't know the first thing about education; he's more of an expert on poultry pathology and cattle gynecology.
ABSOLUTELY NOT.

Exactly. And then we end up looking arrogant because, oh, our salaries will grow (as if anyone gives a shit, or as if we're too stupid to realize we won't jump through hoops for a tiny 2% raise. It's honestly disgusting how these blowhards elevate themselves in their positions and think a professor will immediately jump when they say 'hop' just because they toss around some peanuts. They assume we're so pathetic.) But yeah, they constantly pivot the narrative, saying stuff like, 'well, no one will lose their hourly slots' (by what magic math?), and then rambling that those who only want to fulfill their required hours can do that, while everyone else will have to deal with the fallout of 'World and I' (as if... does Grandpa even understand what a standard workload is, how schedules are made, or how many kids will actually be in that famous 'World and I' class and how teachers fulfilling their hours are supposed to teach them?? And those specialists? LOL. How did the Secretary even imagine this, or does he truly have no clue what he's talking about? And he says it with such condescension, too, claiming in that interview that 'World and I' is an 'easy subject'—what does that even mean, that it's easy to prepare so anyone could teach it??—and calling it 'lightly designed,' and claiming kids have been loitering around school while others were in religion class. He even mentioned a 'situation they were resolving' where a child was staying after school during religion class (not attending religion class), and I'm thinking: you guys were 'resolving a situation'? Hahaha, I've never heard anything more moronic. The SEC shouldn't even deign to handle things that minor, yet here is Fuksić 'resolving' who sits in religion class at some random school. He's so hands-on, it's unbelievable. At my school, there's no loitering; kids are always somewhere supervised (the library, for example), which also implies that we are considered pathetic and irresponsible for letting kids 'loiter' around. Man, we are responsible for their entire stay at school during instructional hours.
To reiterate, I DO NOT WANT my children sitting in school all day. I want them to have everything normal that they need during upbringing: being with their immediate and extended families, doing chores, seeing friends outside of school, having their own interests, lounging around, and enjoying sunny afternoons in the neighborhood.

Am I reading this correctly?
So, elementary school teachers—grades 1 through 4—are expected to be on campus from 7:30 AM to 3:30 PM, only to head home and spend their evenings grading tests and prepping lesson plans for the next day.
And I suppose they’re getting a 25% raise to cover all that extra work?

Dana Smith2 said:Am I reading this correctly?
So, elementary school teachers—grades 1 through 4—are expected to be on campus from 7:30 AM to 3:30 PM, only to head home and spend their evenings grading tests and prepping lesson plans for the next day.
And I suppose they’re getting a 25% raise to cover all that extra work?

Actually, you've got it wrong. ☕ 😬
The teacher will be on campus from 7:30 to 3:30, but they'll have plenty of downtime throughout the day while kids are off at music, English, computer lab, or PE... it’s not totally clear where they'll hang out exactly, but they'll have those breaks to get everything done right there at school. And it won't always end at 3:30; sometimes they'll stay until 7:00 PM because they need to touch base with parents (especially since many work full-time schedules) or attend PTA meetings and faculty sessions...
but honestly, that's what they already have to do now.

Only the principals are getting that 25% bump.
Because they're taking on the biggest and most critical responsibilities—basically running the whole show. 🙂

Administrators get an automatic 25% raise.

Professors can only touch that famous 25% bump if they agree to stay late at school after classes end—which will basically be everyone since teaching alone won't meet the required hours anymore—to try and enrich exhausted, overstimulated kids with extra subject matter. Then, they have to volunteer for extracurriculars, and if they’re feeling particularly masochistic, take on the absolute worst job imaginable: being a homeroom teacher. That means for four straight years, you're essentially on call for anyone who feels like bothering you, drowning in endless paperwork, tracking every minor student mishap, and acting as a full-time mediator between students, their parents (who, God help us, often use their kids to fuel their own domestic battles), and various specialists. The list of duties for a homeroom teacher is practically infinite and just keeps growing. And what do we get for all that? A measly 2.5% "bonus," haha. I’m laughing so I don't cry. Bottom line: those teachers won't see a dime of that 25%, and it would be nice if the Secretary and his cronies stopped lying about it. After all, dishonesty is theft—oops, I mean, that's just how the Republican Party operates.

So, once we finish—oops, let's call it "enriching" the curriculum—we trudge home by 5:30 PM just to prep lessons, grade homework, and deal with parents if we’re lucky enough to be assigned as homeroom teachers. Or better yet: after all that enrichment, we have to sit through a grueling session at the University of Virginia or some faculty board meeting, and *then* we go home to do all the stuff mentioned above. All this madness just for a potential 25% raise—which only applies to the base salary, not the total take-home pay—that hardly anyone will actually see. As for hitting full hours through actual teaching? I know very few colleagues who can claim they do that with pure classroom time. Most of us are sitting at about 16-17 hours, which we then pad out with advisory duties, tutoring, or extracurriculars, so our
Secretary of Education is definitely lying when he claims nobody is going to lose their job. But hey, at least I still have the rest of the world and my own sanity.

fluttery world and me.

we really shouldn't be letting the conversation drift away from the actual core issue here.
setting aside the fact that that old slippery politician is shamelessly lying and throwing around fake percentages—not to mention how teachers are going to see their workloads skyrocket just to earn a measly extra twenty bucks a week (which, honestly, means they'll still be making barely anything more than the local sanitation workers)🎉🎉—the point is, we don't want (well, any sane person wouldn't want) kids spending their entire lives trapped inside a classroom!!!
to be perfectly blunt, I’m kind of over all this obsession with Denmark and Finland; sure, they might have a "perfect" educational model, but they also deal with massive youth suicide rates that sit right at the top of the global averages. I mean, why aren't we holding them up as some flawless gold standard if that's the case? (and if people claim those rates have nothing to do with the school system... yeah, right, as if that isn't directly linked to the lack of sunlight. maybe we should just lock the kids in school from dawn until dusk then, since that seems to be the trend)😬😳😛)

urbantinker8 said:we really shouldn't be letting the conversation drift away from the actual core issue here.
setting aside the fact that that old slippery politician is shamelessly lying and throwing around fake percentages—not to mention how teachers are going to see their workloads skyrocket just to earn a measly extra twenty bucks a week (which, honestly, means they'll still be making barely anything more than the local sanitation workers)🎉🎉—the point is, we don't want (well, any sane person wouldn't want) kids spending their entire lives trapped inside a classroom!!!
to be perfectly blunt, I’m kind of over all this obsession with Denmark and Finland; sure, they might have a "perfect" educational model, but they also deal with massive youth suicide rates that sit right at the top of the global averages. I mean, why aren't we holding them up as some flawless gold standard if that's the case? (and if people claim those rates have nothing to do with the school system... yeah, right, as if that isn't directly linked to the lack of sunlight. maybe we should just lock the kids in school from dawn until dusk then, since that seems to be the trend)😬😳😛)

Look, I don't know about Denmark, but Finland doesn't do the whole all-day school thing. They have two teachers per classroom. That means when it comes to prep work or grading tests, there's always someone to split the load. Plus, one teacher can actually walk around and help students who need extra clarity during a lesson. It’s the polar opposite of this amateur setup we have.

The American Psychological Association noted in recent comments that research shows no actual correlation between full-day schooling and academic success.

Anthony Harris2 said:So, once we finish—oops, let's call it "enriching" the curriculum—we trudge home by 5:30 PM just to prep lessons, grade homework, and deal with parents if we’re lucky enough to be assigned as homeroom teachers. Or better yet: after all that enrichment, we have to sit through a grueling session at the University of Virginia or some faculty board meeting, and *then* we go home to do all the stuff mentioned above. All this madness just for a potential 25% raise—which only applies to the base salary, not the total take-home pay—that hardly anyone will actually see. As for hitting full hours through actual teaching? I know very few colleagues who can claim they do that with pure classroom time. Most of us are sitting at about 16-17 hours, which we then pad out with advisory duties, tutoring, or extracurriculars, so our
Secretary of Education is definitely lying when he claims nobody is going to lose their job. But hey, at least I still have the rest of the world and my own sanity.

Honestly, you might as well send me out to pick cotton or bananas. I think manual labor would be less exhausting.

jadetinker85 said:Look, I don't know about Denmark, but Finland doesn't do the whole all-day school thing. They have two teachers per classroom. That means when it comes to prep work or grading tests, there's always someone to split the load. Plus, one teacher can actually walk around and help students who need extra clarity during a lesson. It’s the polar opposite of this amateur setup we have.

The American Psychological Association noted in recent comments that research shows no actual correlation between full-day schooling and academic success.

Honestly, you know what? I’ve reached a point where I’m just so sick of these comparisons that don't even make sense anymore; I barely even look at them or try to track which country uses which model.
And as for actual educational success... do you really think anyone working in that Department of Education ever gave a second thought to it? They don't seem to care about the kids or any kind of meaningful progress. For them, the only thing that matters is self-promotion and protecting their own interests, regardless of which political party is in power. They’re all cut from the same cloth, and I don't think anyone has actually been competent enough to hold a cabinet position yet. I mean, I can't even remember the last Secretary who had more than a few years of experience teaching in a classroom, and I'm talking real classroom teaching, not just lecturing at some university or research institute in a school setting.
Maybe if you count someone from decades ago?🤔
Most of them have absolutely no connection to the departments they run.
I feel like I could probably run the Department of Transportation myself, since I spend my life on subways, buses, driving, and occasionally taking trains or planes...🙂🥳

And honestly, Liliana Vance is easily one of the worst—she’s basically leading the charge in this long line of people absolutely gutting the American education system.

As for Fucky, if he hadn't completely fumbled everything, he actually might have been remembered as one of the more decent ministers... I think I might have even overlooked that whole mess with those grading regulations from his last term—but nooo, of course he had to go and blow it all right at the finish line.

It's funny, because in all my years working, the school system actually felt like it was running smoothly during those few months when the previous administration collapsed and we were stuck without a minister. It was such a relief to just get work done without the constant chaos—it actually made me want to start a petition or something, arguing that if you appoint ministers who don't have any actual background in education, you'll end up with an Education Department that doesn't even have a leader left to run it.