Our children’s progress in their quest to acquire knowledge is assessed through a variety of standardized tests. However, in some instances their developmental markers (resulting test scores) are hampered by negative environmental impacts. A great deal of adverse influence comes from the inadequacy of the physical setting. With each of our facilities at, very near or exceeding a century in age, it is obvious implementing modern education techniques is hindered and in some cases impossible. But the aged facilities are not the only cause of low test scores. All too often in our school district we find a disjointed curriculum. A particular program of study is followed in one grade, only to be changed in the next. The lack of continuity causes confusion. Our children must constantly modify their learning style to the methodology and terminology of a different series of text books from one year to the next; wasted time, effort and angst. This constant readjusting slows the learning process, resulting in lower test scores compared to other more coordinated school districts. It appears we are testing our children’s intuitive understanding vs. acquired knowledge as they are focusing so much energy on learning style rather than content. “Kids First” will continue to work with expert educators like those at Seton Hall University, encourage our own highly qualified professional staff to assist and work to correct these shortcomings. We should choose a subject series, stick with it and give our children a chance to learn. #1 VUONO, #3 MUSTO and #4 ALBERTI will support the continuing effort to improve our school system by motivating staff to display their individual and collective talent to educate. They will also listen to what is happening in the classroom, not merely make reactionary changes.
Posted on: Sat, 01 Nov 2014 12:41:08 +0000
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