Authority doesn't serve learning

Teaching Authority Doesn't Serve

Learning In Our Schools

By Mario deSantis, August 29, 1999

Few days ago, I came across a copy of an old letter of mine dated April 4, 1983, directed to Mr. Ken

Riegel, Principal of Eastbrook School in Brooks, Alberta. My heart cringed as I read this letter and

recollected the time past with my wife and my small children. In the last year, I wrote many articles

dealing with the need of transformational changes in education and now the past experiences

brought by this letter reconfirm the urgency to develop a new

philosophy of education based on the natural learning abilities of

our students⁽¹⁾. My son James is today enrolled in the MBA

program at the University of North Dakota⁽²⁾, but his life and

education would have taken a very different turn if we, as a family,

would have listened to our educational experts and let James repeat

Grade 1. Our educational experts speak from an Ivory Tower "...with

their hearts in a safe deposit box..."⁽³⁾ instead of listening to the

students and parents. We need educational reforms emphasising

learning⁽⁴⁾,we don't need new teaching curriculums⁽⁵⁾ while retaining

the strap⁽⁶⁾ for punishing supposed bad children! Our educational

system was at fault with James, and continues to be at fault today by

serving the interest of big businesses⁽⁷⁾ and teaching providers⁽⁸⁾.

Therefore, in order to emphasize the need for educational changes in

Saskatchewan, I am publishing a replica of this letter directed to Mr. Ken Riegel, and invite the

reader to ponder the content of this letter against some of my recent articles in education published

by the North Central InternetNews⁽⁹⁾.

*****************************

April 4, 1983

Mr. Ken Riegel
Principal
Eastbrook School
Brooks, AB
T0J 0J0

Dear Mr. Riegel:

Our family moved to Brooks February 3, 1983. On February 7, 1983 our son, James, commenced Grade 1 at Eastbrook School in Mrs. Lynch's class.

We attended James' introduction to his new school and expressed our concerns to Mrs. Lynch that James had been attending the French immersion program in Regina since Kindergarten. We had James reading some of the English primary books prior to our coming and stated that we would assist in whatever way we could to help James achieve the objectives of the Grade 1 course at the Eastbrook School.

On February 18, Mrs. Lynch wrote at the bottom of an information sheet that she was concerned over James' progress and attitude. My wife made arrangements to have an interview with Mrs. Lynch on February 21. During this interview Mrs. Lynch stated that James was having difficulties in the following areas:

1. Phonetics
2. Reading
3. Spelling
4. Following directions
5. Arithmetic

My wife expressed her opinion that James could not be expected to be at the level of the other students and that it was obvious that James was having difficulties in readjusting to the English system, new curriculum and new environment. At this time my wife stated that she could not understand the "attitude" problem as James had always been very sociable and made friends easily. James was being helped at home approximately 3 hours per week and my wife questioned Mrs. Lynch as to what ways she was assisting James to achieve the present level of the other children. My wife was told that James received one hour per week extra help at the resource centre. My wife's impression was that Mrs. Lynch expected James to perform at the exact level as the other children. Mrs. Lynch has never indicated to us that a specific lesson plan consistent with James' background had been developed to aid James in catching up with the other children. We have received much of James' work at home and to see his work marked consistently low has been very hard on James and us as a family unit, especially when his progress in Regina had been satisfactory.

In a telephone conversation in late February or early March, I advised Mrs. Lynch that it was useless to give routinely (quasi daily) very low marks, often in the range 10%-20%, to James' work since the marks were not a reflection of James' learning abilities and the continuation of such a practice would be detrimental to James' needed learning stimulation. I suggested that James be qualitatively and temporarily assessed in accordance to his progress and that he required special attention and proper stimulation. In this telephone conversation Mrs. Lynch indicated that James' behaviour was not disciplined.

Besides Mrs. Lynch's note mentioned at the beginning of the letter, the teacher never took the initiative to personally and formally inform us about James' schooling progress and his behavioural problems. On March 28, I again called Mrs. Lynch and asked her for an interview. At this time the teacher mentioned that James' report card was forthcoming and that it would be wise to ask for an interview after I received the report. When I inquired about James' behaviour, Mrs. Lynch stated that it was not socially acceptable; he would tell lies and would behave wildly; in one situation, he was in the washroom and splashed water on his classmates. At our home we have always stressed the sincerity of our communication and we have never used the term "lie". James picked up such a term in the last year and outside the home environment. I must state that James has never been a malicious boy! As a result of Mrs. Lynch's statement regarding James behaviour, I called on the same day of March 28, Madame Okyere the previous Grade 1 French teacher. She informed me that James was a loving, fine, normal and playful boy who would look for the loving company of friends. In addition, she stated that James was very capable. James' comradeship and willingness to get along with friends has been reinforced by the supervisor of the Beavers group of Brooks who stated that James is extremely enthusiastic, co-operative and sociable.

We have now received the Easter report card where Mrs. Lynch provides an absolutely negative assessment of James and recommends that he will likely be in Grade 1 next year unless "tremendous gains are made in the next two months". I have to point out again that James has had one month and half of English school experience. Mrs. Lynch's assessment is in total contradiction with the previous teacher's and as a consequence there is a strong indication that James is not happy and unable to satisfy his learning potential within the present classroom setting. Therefore, I and my wife wish to have a meeting with you and Mrs. Lynch as soon as possible, preferably before April 8.

I reiterate my wife's and my own concern regarding our child's present learning classroom setting and hope that in our meeting we will discuss the following items:

-the root of James' present behaviour and learning problems,
-an assessment of James' psychological and mental development,
-a mutually agreeable set of actions to channel effectively James' learning abilities.

We thank you for your attention in this very important matter and look forward to meeting with you anytime this week.

Sincerely,

Mario deSantis

*****************************

--------------Endnotes:

1.
-
Need of Transformational Changes in Saskatchewan: The biological origin of cognition and implications for Education, by Mario deSantis, September 27,1998. Published in North Central Internet News

2.
-
A Visit To The University of North Dakota, Grand Forks. July 20, 1999. Published in North Central Internet News

3.
-
-
-
"...with their hearts in a safe deposit box..." is the term used by Edward Abbey, an environmentalist and writer, to depict greedy bean counters and bureaucrats. http://condor.stcloud.msus.edu/~dmichael/eco/ref/quotes.htmEdward Abbey Links: http://www.wvu.edu/~journal2/jrl391_promo/link_abbey.htm

4.
Project Zero's research programs span a wide variety of ages, academic disciplines, and sites, but share a common goal: the development of new approaches to help individuals, groups, and institutions learn to the best of their capacities. http://pzweb.harvard.edu/Research/Research.htm

5.
-
Sask. Students score low grade in literacy, By Kevin O'Connor, The StarPhoenix, March 11, 1999, Saskatoon, Saskatchewan

6.
-
Report takes swipe at province: Serby prefers school divisions deal with use of force, by Jason Waick, The StarPhoenix, November 28, 1998

7.
-
Few Words on the Synchrotron, Politics and Education in Saskatchewan, by Mario deSantis, April 7, 1999, published in the North Central Internet News

8.
An Education Inquiry Sought: A Bravo For Mr. Ted Merriman! By Mario deSantis, May 18, 1999

9.
-
Site where you can find a number of articles written by Mario deSantis and published by North Central Internet News http://www.ftlcomm.com/ensign/authors/desantis.html

Teaching Authority Doesn't Serve Learning In Our Schools
*By Mario deSantis, August 29, 1999*

	Few days ago, I came across a copy of an old letter of mine dated April 4, 1983, directed to Mr. Ken
	Riegel, Principal of Eastbrook School in Brooks, Alberta. My heart cringed as I read this letter and
	recollected the time past with my wife and my small children. In the last year, I wrote many articles
	dealing with the need of transformational changes in education and now the past experiences
		brought by this letter reconfirm the urgency to develop a new
		philosophy of education based on the natural learning abilities of
		our students⁽¹⁾. My son James is today enrolled in the MBA
		program at the University of North Dakota⁽²⁾, but his life and
		education would have taken a very different turn if we, as a family,
		would have listened to our educational experts and let James repeat
		Grade 1. Our educational experts speak from an Ivory Tower "...with
		their hearts in a safe deposit box..."⁽³⁾ instead of listening to the
		students and parents. We need educational reforms emphasising
		learning⁽⁴⁾,we don't need new teaching curriculums⁽⁵⁾ while retaining
		the strap⁽⁶⁾ for punishing supposed bad children! Our educational
		system was at fault with James, and continues to be at fault today by
		serving the interest of big businesses⁽⁷⁾ and teaching providers⁽⁸⁾.

		Therefore, in order to emphasize the need for educational changes in
	Saskatchewan, I am publishing a replica of this letter directed to Mr. Ken Riegel, and invite the
	reader to ponder the content of this letter against some of my recent articles in education published
	by the North Central InternetNews⁽⁹⁾.

	*****************************
	April 4, 1983 Mr. Ken Riegel Principal Eastbrook School Brooks, AB T0J 0J0 Dear Mr. Riegel: Our family moved to Brooks February 3, 1983. On February 7, 1983 our son, James, commenced Grade 1 at Eastbrook School in Mrs. Lynch's class. We attended James' introduction to his new school and expressed our concerns to Mrs. Lynch that James had been attending the French immersion program in Regina since Kindergarten. We had James reading some of the English primary books prior to our coming and stated that we would assist in whatever way we could to help James achieve the objectives of the Grade 1 course at the Eastbrook School. On February 18, Mrs. Lynch wrote at the bottom of an information sheet that she was concerned over James' progress and attitude. My wife made arrangements to have an interview with Mrs. Lynch on February 21. During this interview Mrs. Lynch stated that James was having difficulties in the following areas: 1. Phonetics 2. Reading 3. Spelling 4. Following directions 5. Arithmetic My wife expressed her opinion that James could not be expected to be at the level of the other students and that it was obvious that James was having difficulties in readjusting to the English system, new curriculum and new environment. At this time my wife stated that she could not understand the "attitude" problem as James had always been very sociable and made friends easily. James was being helped at home approximately 3 hours per week and my wife questioned Mrs. Lynch as to what ways she was assisting James to achieve the present level of the other children. My wife was told that James received one hour per week extra help at the resource centre. My wife's impression was that Mrs. Lynch expected James to perform at the exact level as the other children. Mrs. Lynch has never indicated to us that a specific lesson plan consistent with James' background had been developed to aid James in catching up with the other children. We have received much of James' work at home and to see his work marked consistently low has been very hard on James and us as a family unit, especially when his progress in Regina had been satisfactory. In a telephone conversation in late February or early March, I advised Mrs. Lynch that it was useless to give routinely (quasi daily) very low marks, often in the range 10%-20%, to James' work since the marks were not a reflection of James' learning abilities and the continuation of such a practice would be detrimental to James' needed learning stimulation. I suggested that James be qualitatively and temporarily assessed in accordance to his progress and that he required special attention and proper stimulation. In this telephone conversation Mrs. Lynch indicated that James' behaviour was not disciplined. Besides Mrs. Lynch's note mentioned at the beginning of the letter, the teacher never took the initiative to personally and formally inform us about James' schooling progress and his behavioural problems. On March 28, I again called Mrs. Lynch and asked her for an interview. At this time the teacher mentioned that James' report card was forthcoming and that it would be wise to ask for an interview after I received the report. When I inquired about James' behaviour, Mrs. Lynch stated that it was not socially acceptable; he would tell lies and would behave wildly; in one situation, he was in the washroom and splashed water on his classmates. At our home we have always stressed the sincerity of our communication and we have never used the term "lie". James picked up such a term in the last year and outside the home environment. I must state that James has never been a malicious boy! As a result of Mrs. Lynch's statement regarding James behaviour, I called on the same day of March 28, Madame Okyere the previous Grade 1 French teacher. She informed me that James was a loving, fine, normal and playful boy who would look for the loving company of friends. In addition, she stated that James was very capable. James' comradeship and willingness to get along with friends has been reinforced by the supervisor of the Beavers group of Brooks who stated that James is extremely enthusiastic, co-operative and sociable. We have now received the Easter report card where Mrs. Lynch provides an absolutely negative assessment of James and recommends that he will likely be in Grade 1 next year unless "tremendous gains are made in the next two months". I have to point out again that James has had one month and half of English school experience. Mrs. Lynch's assessment is in total contradiction with the previous teacher's and as a consequence there is a strong indication that James is not happy and unable to satisfy his learning potential within the present classroom setting. Therefore, I and my wife wish to have a meeting with you and Mrs. Lynch as soon as possible, preferably before April 8. I reiterate my wife's and my own concern regarding our child's present learning classroom setting and hope that in our meeting we will discuss the following items: -the root of James' present behaviour and learning problems, -an assessment of James' psychological and mental development, -a mutually agreeable set of actions to channel effectively James' learning abilities. We thank you for your attention in this very important matter and look forward to meeting with you anytime this week. Sincerely, Mario deSantis
	*****************************

--------------Endnotes:
1. -	Need of Transformational Changes in Saskatchewan: The biological origin of cognition and implications for Education, by Mario deSantis, September 27,1998. Published in North Central Internet News

2. -	A Visit To The University of North Dakota, Grand Forks. July 20, 1999. Published in North Central Internet News

3. - - -	"...with their hearts in a safe deposit box..." is the term used by Edward Abbey, an environmentalist and writer, to depict greedy bean counters and bureaucrats. http://condor.stcloud.msus.edu/~dmichael/eco/ref/quotes.htmEdward Abbey Links: http://www.wvu.edu/~journal2/jrl391_promo/link_abbey.htm

4.	Project Zero's research programs span a wide variety of ages, academic disciplines, and sites, but share a common goal: the development of new approaches to help individuals, groups, and institutions learn to the best of their capacities. http://pzweb.harvard.edu/Research/Research.htm

5. -	Sask. Students score low grade in literacy, By Kevin O'Connor, The StarPhoenix, March 11, 1999, Saskatoon, Saskatchewan

6. -	Report takes swipe at province: Serby prefers school divisions deal with use of force, by Jason Waick, The StarPhoenix, November 28, 1998

7. -	Few Words on the Synchrotron, Politics and Education in Saskatchewan, by Mario deSantis, April 7, 1999, published in the North Central Internet News

8.	An Education Inquiry Sought: A Bravo For Mr. Ted Merriman! By Mario deSantis, May 18, 1999

9. -	Site where you can find a number of articles written by Mario deSantis and published by North Central Internet News http://www.ftlcomm.com/ensign/authors/desantis.html