The new contract between the
At a time when
Now cometh the Chicago Teachers’
This ought to get a really good belly laugh out of you.
By adding a marginal 15 minutes to each school day, the students will receive greater educational benefit than those two weeks on the eve of summer vacation. So, school administrator, Arne Duncan, suggests -- with a straight face and I suspect crossed fingers – that the public school kids will get better quality time out of those few additional moments a day than two weeks of full time tutoring.
He proffers the idea that those two pesky weeks in June are really rather useless – not a lot of good quality education going on. After all, the kids are daydreaming of summer plans and the teachers are suffering from a form of “exit attitude.” Duncan does not explain why this same form of psychological meltdown would not occur in the last two weeks of May.
Also, the logic that a few minutes at the fudgey end of a school day can be equated with several full days of academic requirement is lost on me. How does that work? You add three minutes to each class? If you do the math, even those silly add-on minutes do not compensate for all the lost time.
(Hey, this gives me an idea. I am going to have my family add ten minutes to each meal, and then completely skip eating for a month or two.)
Furthermore, how professional are our
Basically, the new contact deal is grounded in the same philosophy that has produced all the old deals. It is very simple. The union fights for more money and less work – the children be damned.
Arguably, the group most responsible for the shameful and tragic decline of the
As a person who was involved in several contract negotiations for both the
I like to remind people that the teachers’ union is not an educational institution. It is a private membership organization. Greater membership, more dues and growing pension funds are their objective. The public treasury is the means. Education is just the vehicle.
Once again, the school children of