Saturday, 5 February 2011

Private Schools Employment

Private Schools Employment

To teach children how to play the piano, you have to teach them the basics of music – keys, notes, chords, melody, and harmony. We drive “automatically” and with skill.
The same process applies to another skill-reading. It is by recognizing letters and their sounds that a child puts letter-sounds together to form words. The child need not memorize the word, only sound it out, read it, and find its meaning in a dictionary.
As in driving a car, reading is difficult at first. But, once learned, the skill becomes automatic, unconscious, effortless, and we read quickly without sounding-out every letter of every word. Without learning the basic skills, however, reading is not possible.
“Don’t adults read without sounding out every letter of every word,” they ask ? “So why teach children phonics? Why put children through the boredom, drudgery, and hard work of phonics and spelling drills? How can reading be “joyful” if literature becomes drills?,” they say. “Why wound children’s self-esteem and self-expression with tests and standards and high expectations?”

Have them memorize what the whole word looks like-teach them word-pictures, teach them hieroglyphics, so they “recognize” the word in a book. Have the child read “Dick and Jane” learning books that repeat each word a hundred times, so the child comes to “recognize” it. “If the child can’t grasp a new word because he cannot sound it out, teach him “pre-reading” strategies,” they expound. Anything,” say the learned educrats, “except actually sounding out and reading the word.”
This, the educrats say, is the “centered,” “self-esteem-enhancing” way to teach reading. Group discussions-not letters, sounds, drills, and independence.
The results were inevitable-half the nation’s high-school grads cannot read a bus schedule. Businesses lose $40 billion a year for remedial reading classes for new employees fresh from high school. The child who is taught phonics is able to read thousands of words in a few semesters. The “whole-word” child-victim is able to “recognize” only a few hundred words. Educrats think phonics believers are extremist Christian Rightists or educational simpletons unable to understand the “complexity” of the educrats’ so-called learning theories. The children who learn phonics read far quicker and better than the “whole-word” readers. Educrats think they are gurus with special skills no parent can possess. Educrats claim that phonics and rules will turn kids off to the joy of reading. Just the opposite is true – when a “whole-language” victim-child tries to read the many words he was not taught to “recognize,” he will give up in frustration. His frustration will end his reading and his ‘joy” in reading. The phonics-trained child can read any word and any book, and the joy of reading follows from his skills.
This learning of basic skills need not be a struggle. What turns kids off? Children learn the alphabet and letter sounds with delight at home. Sesame Street, “Hooked on Phonics,” the Internet, learning channels on cable TV, creative reading books especially made for kids by learning entrepreneurs can make learning letters and sounds a delight.
Phonics and drills are a drudge in government schools because educrats don’t have the time, skill, desire, or imagination to make them otherwise. Educrats also say that drills and basics, tests and standards, are “unfair” to kids, cause them stress, and threaten their self-esteem. Achievement needs tasks, content, ever-increasing complex skills children learn with guided effort. Educrats hate phonics and true reading skills because their teacher colleges don’t train them in the phonics method. Teachers who are not taught the phonics method will naturally feel inadequate to teach phonics to children. Rather, the fault lies with educrats, teacher colleges, and educational theorists who have contempt for phonics.
The teacher-centered approach requires teachers and educrats to constantly test and evaluate both students and themselves.
The “whole-language” reading method, in contrast, is allegedly “student-centered,” meaning that kids get to sit around in circles and talk about their feelings rather than learn to actually read. With “whole-language” reading, educrats can claim there are no standards, no way to test reading skills and achievement. “Whole-language” reading therefore achieves the educrats’ ultimate goal – if there are no standards or objectivity, no one can blame them, no one can question them, no one can hold them accountable for their failure to teach our children to read. The educrats don’t want their fragile self-esteem threatened by angry parents who expect public schools to do one simple thing-teach their kids to read.
Government schools are designed to assuage the educrats’ terror at being judged by parents, and being forced to compete in a free-market education system. Government (public) schools’ ultimate purpose is to be a full-employment program for educrats-to give them guaranteed jobs without accountability to parents. It is to placate these fearful educrats that our government schools dumb-down our children and turn them into illiterates with bleak futures.
As long as public schools are run by government and their educrats, they will never change. In my book, “Public Schools, Public Menace,” I tell parents about wonderful new education alternatives to public schools, such as accredited, low-cost internet private schools. Parents, I urge you to look into these alternatives, before your children are irreparably harmed by public-school whole-language, anti-phonics, “reading” instruction.
Figures released have revealed that one tenth of all secondary schools in England have been granted academy status under the new legislation of the Department for Education. Once the registration process has been completed, the application to convert commences, in which the conversion of the school to independent academy is resolved by a governing body.
Many see the move by the Conservative minister as a means of creating a series of publicly funded independent schools in the mode of existing private schools in Scotland, England, and Wales
Today, opportunities abound for training.  Alternative forms of education are not only accepted but also revered.  People who take it upon themselves to pursue more education in non-traditional forms show self-discipline and self-motivation.  Training can take many forms.  Some industries have certification(s) one can pursue to improve their career opportunities.  A cheaper form of education to be sure.  Along with that growth is acceptance of the degrees awarded, with even elite schools (Harvard, Columbia) pursuing “continuing education.”  Private, for-profit schools have proliferated also, making evening and weekend offerings available in almost every industry.  The hardest part of adult education is how to pay for it.
Most scholarships are designed for those going right out of high school into college.  Most private, for-profit schools scholarships are self funded, meaning they are usually just a discount on tuition.
Financial Aid
Financial aid is available for students who can demonstrate financial need.  Student Loans
The great equalizer of returning students and non-traditional students is student loans.  They are available for graduate students and vocational/technical schools with programs lasting an average school year (eight months).  Also, qualifications for student loans are easy.


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