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Volume 3 Number 1

Harry & Rosemary Wong say, "All effective schools have a culture and it is the information one gets from a culture that sends a message to the students that they will be productive and successful." This month the Wongs offer more examples of successful school and classroom management...
Effective Teaching by Harry & Rosemary Wong
Promoting Learning by Marv Marshall
4 Blocks by Cheryl Sigmon
Ask the School Psychologist by Beth Bruno
Online Classrooms by Leslie Bowman
The Eclectic Teacher by Ginny Hoover
The Busy Educator's Monthly Five (5 Sites for Busy Educators) by Marjan Glavac
Around the Block by Cheryl Ristow
Ask the Literacy Teacher by Leigh Hall
The Visually Impaired Child
Teaching Is...
Avoiding the 'Stares' When Intellectually Challenging Disadvantaged Students: Partnership Lessons from the HOTS Program
Why Use an Interactive Whiteboard?
A Bakerís Dozen Reasons!
The Effects Of Diet
Bully Advice For Kids
Teaching Gayle to Read (Part 2)
Both Sides Now in Gifted Education
What Are We Aiming At--What Do We Really Want To Aim At?
Teaching Graph from the Grassroots
Why Teachers Need Tenure
A Different Perspective to the Holidays
A Lesson Learned
Follow The Wonder
The Lighter Side of Teaching
Handy Teacher Recipes
Classroom Crafts
Help Wanted - Teaching Jobs
New in the Lesson Bank
Upcoming Ed Conferences
Letters to the Editor
Chatboard Poll
eIditarod 2002
Planetary Society Protests Stop to Near-Earth Object Observations
Presidential Award for Excellence in Mathematics and Science Teaching
7th Annual Multidisciplinary Symposium on Breast Disease
Arab American Students in Public Schools
School Bus Subsidies for Field Trip to 2002 Tour De Sol
Gazette Home Delivery:

Letters to the Editor...
Parent accountability; teacher responsibility

Whether students have four, two, one or no
Whether they are reared by grandparents,
relatives or siblings;
Whether they have 16 brothers and sisters,
plus halves and live-in cousins;
Whether they live in a house, apartment,
shelter or station wagon;
Whether they have clean clothes, good
hygienic habits, good manners;
Whether they speak English, sign language or
no language;
Whether they are challenged visually,
physically or mentally;
Whether they have good interpersonal skills,
social skills or study skills;
Whether they are underachievers, over
achievers or non-achievers;
Whether their personality, character,
religious beliefs are to our liking;
Whether their parents are literate, retarded
or English speaking;
makes no difference to educators.

Given laws of the universe (over which we
have no control);
Given our inalienable rights (after all, you
can't shoot them);
Given a hierarchy of government from federal
to local;
Given the laws governing education;
Given rules, policies, procedures,
tradition, etc;
It can all be summed up in five words:
We get what we get!

Parents get the kids they get.
Kids get the parents they get,
(Or the life they get without parents)
School districts get the families they get.
Individual schools get the families they
Teachers get the students they get.

Everyone involved works within the
parameters of the laws, rules, and
responsibilities; and even
within what happens outside of those
We get what we get.
We accept our kids and we teach them.

We use whatever resources we have. If the
parents are good resources, we use them.
If they are not, we do it without them.

Within the mandates, mission, goals,
strategic planning, curriculum and
educational policies, we take kids
where they are and we teach them,
We teach them whatever is required within
the policies.
If they lack manners we teach them manners;
If they lack study skills and prerequisite
knowledge, or home resources, we teach
them what they lack.
If they lack adequate visual and auditory
capability, we teach them
alternative methods

Our job is to teach the kids we have.
Not those we used to have
Not those we would like to have
Not those we dream about
Not those who are like us
when we were students
Not those wear clean clothes
Not those who speak English, and
Not those who have responsible parents;
All students, right now.

Bill Page

Bill Page,,

This month's letters:

  • Accountability, 1/31/02, by keccles.
  • Accountability, 1/26/02, by Margaret.
  • Parent Accountability, 1/24/02, by Lori.
  • Accountability, 1/24/02, by Keccles.
  • Accountability, 1/19/02, by Whitebeard.
  • Proven Research, 1/09/02, by Kara Sherfick.
  • Keccles, 1/08/02, by Stacy.
  • Parent Accountability, 1/08/02, by Marilyn Treuil.
  • school auction, 1/08/02, by ginger taylor /canaan elementary pto.
  • Parent Accountability, 1/07/02, by Bill Page.
  • Accountability, 1/07/02, by Keccles.
  • It's about time we make them accountable!, 1/06/02, by Mkocar.
  • Do we need them to be accountable?, 1/06/02, by Stacy.
  • Parent Accountability, 1/06/02, by Little John.
  • Parent accountability; teacher responsibility, 1/06/02, by Bill Page.
  • Parent Accountability - the overachiever, 1/05/02, by Don.
  • Parent accountability, 1/05/02, by Doodah.
  • Parent Accountability, 1/05/02, by Jacque/WA/K-1.
  • Parent accountability, 1/05/02, by Bill T.
  • parent accountability, 1/05/02, by sandy m.s..
  • Parent accountability, 1/05/02, by JoAnn.
  • Parent Accountability, 1/05/02, by a middle school teacher.
  • Parent Accountability, 1/05/02, by another 5th grade teacher.
  • Parent Accountability, 1/05/02, by Julie.
  • No tax rebate, surcharge them, or tuition refund incentive, 1/05/02, by George.
  • parent accountability, 1/05/02, by jen.
  • Parent accountability, 1/05/02, by MaryBeth.
  • Parent accountability, 1/05/02, by cato.


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