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Discussion in 'Politics' started by EyeDocGator, Aug 14, 2018.
She was too busy shopping with the money she took from Haiti.
$55K/year for 40 weeks of work equals out to $72K/year.....in Kentucky.
If you are making 55k in kensucky you are in your 30th year or more with a masters......... so lets us work 48 or 50 weeks a year so we can make good money .........God knows with all the sh#t they throw at you it could be put to good use learning to teach all the new phckiing ways they demand each years........they try to inservice you during the year and it just doesnt work well cause you have no time to learn it like you need to.
Why do they continue to try and change curriculums and the old way things were taught? The old way made this the richest country in the world, won two world wars and the Cold War and sent men to the freakin' moon. Math, Science (including computer science), English, History, Civics and PE are all you need.
Because they want to PROVE the schools are failing so the profit making operations can get their hands on that money and make schools for money........simple.........in the name of SCHOOL CHOICE AND their biggest lie of teacher accountability,,...................anyone can see it in the way politicians in Tallacrappy try to run our schools into the ground with their schizophrenic policies...........
40 is a lot of weeks. Three months off in the summer, two weeks at Christmas, one week Spring Break, one week at Thanksgiving in some places (mostly rural), and ten holidays. Im thinking more like 36, at the most.
No offense, Corch, but do you KNOW any professionals? Doctors lawyers accountants, stockbrokers, whatever? Hell, plumbers, electricians, machinists? Do you know any that dont work 60 hours a week? I sure as hell dont. Who works 36 weeks a year? Only teachers as far as I can tell? Maybe athletes but they tend to train year round. Artists maybe? Greek? Who but teachers work 36-40 weeks a year in the US? Seriously, tell me. Again pretty much any professional does this. We all have CLEs, CMEs, CNEs, CEUs whatever. You really think teachers are the only ones. Look, corch, you were no doubt the perfect person to teach. I love and respect teachers, but you guys have no idea about the deal you get. Try walking into some health insurance company and buy you policy w cash. Then ask a financial advisor how much cash one needs to equal your lifetime pension. I think you are going to be very surprised at the value of those benefits you take for granted.
Crazy people never seem to know they’re crazy. Vicious, daily attacks? So, if a president is just bats**t crazy, people who report it or aren’t willfully blind to it are attacking? Seriously, if you don’t think Trump is a pathological liar and narcissist, how? Rather than deflecting by whining about the media or Clinton, how bout seeing the guy who attacks law enforcement, the entire US intelligence establishment, the former head of Spec Ops Comm, etc? Political witch hunts? Not when you’re being investigated by Republicans with well established credentials as being highly ethical. And the people Trump has publicly lauded as being outstanding are are admitting they’re criminals (only after they’re caught dead to rights). He isn’t in the bag for Putin? What else would you have to see to believe it? Think every book and article are just flat wrong unless Trump says they’re OK? Keep more low paying jobs here with tariffs? People seem to forget that’s the opposite of a “free market” philosophy. I remember when R’s and conservatives cared about honor, honesty, integrity, and character. Trump backers can never use those words. How about stiffing contractors and suppliers? Taking capitalist risk, was he? Not so much when your project sucks so you use bankruptcy to isolate losses to entities with no assets and screw the small businessmen you wouldn’t pay before yourself? People are just crazy.
You must love CNN and MSNBC. And who was it that said that if Trump started walking across the Potomac River, the establishment media would publish stories saying he can't swim? Anyone who can't see the extraordinary media bias against Trump is willfully blind. And why shouldn't he comment on the extensive fake news being generated by the establishment media? Obama, literally proclaimed as the Messiah by some and treated that way by the establishment media was much more of an opponent of the free press than Trump.
Im sorry but it took three pages to post this reply with all those K math standards. It would not let me post it all in one or even two. Do you ever wonder why every person that replies to these threads and married to a teacher (well 99% of them) always understands when I start ranting about "what teachers do"? You cannot understand until you go into a classroom everyday and walk on to your stage as "teacher" in THIS DAY and age and perform for the next 7 hours. Your break is if you can get to the bathroom a few times and a very rushed 25 minutes for lunch and maybe PE that day. You have to be mentally on that whole time because those 20 kindergarten students need you to be. There is no way for me to explain what that means. But lets just look at what some geniuses (at the behest of some amazing politicians in Fla) have deemed coherent kinder math standards. Remember this is just math. 30 yrs ago they were required to count to 100, recognize and say the digits 0-9 and uses various blocks or object to count with. Here is today,
K.CC.2.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.Count to 3 (K-A.2)Count using stickers - up to 3 (K-A.3)Count on ten frames - up to 3 (K-A.4)Show numbers on ten frames - up to 3 (K-A.5)Represent numbers - up to 3 (K-A.6)Count to 5 (K-B.2)Count using stickers - up to 5 (K-B.3)Count on ten frames - up to 5 (K-B.4)Show numbers on ten frames - up to 5 (K-B.5)Represent numbers - up to 5 (K-B.6)Count to 10 (K-C.2)Count dots - up to 10 (K-C.3)Count using stickers - up to 10 (K-C.5)Count on ten frames - up to 10 (K-C.6)Show numbers on ten frames - up to 10 (K-C.7)Represent numbers - up to 10 (K-C.8)Count to 20 (K-D.1)Count dots - 0 to 20 (K-D.2)Count on ten frames - up to 20 (K-D.3)Show numbers on ten frames - up to 20 (K-D.4)Represent numbers - up to 20 (K-D.5)K.CC.3 Compare numbers.K.CC.3.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.Are there enough? (K-G.1)Fewer and more - compare by matching (K-G.2)Fewer and more - compare by counting (K-G.3)Fewer and more - compare in a mixed group (K-G.4)Fewer, more, and same (K-G.5)K.CC.3.7 Compare two numbers between 1 and 10 presented as written numerals.Compare two numbers - up to 10 (K-G.6)K.G GeometryK.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).K.G.1.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.Inside and outside (K-M.1)Left, middle, and right (K-M.2)Top, middle, and bottom (K-M.3)Location in a grid (K-M.4)Above and below (K-M.5)Above and below - find solid figures (K-M.6)Beside and next to (K-M.7)Beside and next to - find solid figures (K-M.8)Shapes of everyday objects I (K-W.9)Shapes of everyday objects II (K-W.10)K.G.1.2 Correctly name shapes regardless of their orientations or overall size.Name the two-dimensional shape (K-V.1)Circles (K-V.2)Squares and rectangles (K-V.3)Hexagons (K-V.4)Select two-dimensional shapes (K-V.5)Name the three-dimensional shape (K-W.2)Spheres (K-W.3)Cubes (K-W.4)Cones (K-W.5)Cylinders (K-W.6)Select three-dimensional shapes (K-W.7)K.G.1.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").Two-dimensional and three-dimensional shapes (K-W.1)K.G.2 Analyze, compare, create, and compose shapes.K.G.2.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).Select two-dimensional shapes (K-V.5)Count sides and corners (K-V.6)Compare sides and corners (K-V.7)Two-dimensional and three-dimensional shapes (K-W.1)Name the three-dimensional shape (K-W.2)Select three-dimensional shapes (K-W.7)Identify shapes traced from solids (K-W.8)K.G.2.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.2.6 Compose simple shapes to form larger shapes.K.MD Measurement and DataK.MD.1 Describe and compare measurable attributes.K.MD.1.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.Long and short (K-S.1)Tall and short (K-S.2)Light and heavy (K-S.3)Holds more or less (K-S.4)Compare size, weight, and capacity (K-S.5)K.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.Long and short (K-S.1)Tall and short (K-S.2)Light and heavy (K-S.3)Holds more or less (K-S.4)Compare size, weight, and capacity (K-S.5)K.MD.1.a Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.Measure using objects (K-S.6)K.MD.2 Classify objects and count the number of objects in each category.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Fewer and more - compare by counting (K-G.3)Fewer and more - compare in a mixed group (K-G.4)Different (K-P.1)Same (K-P.2)Same and different (K-P.3)Classify shapes by color (K-P.4)Classify and sort by color (K-P.5)Classify and sort by shape (K-P.6)Classify and sort (K-P.7)Count shapes in a Venn diagram (K-P.8)Sort shapes into a Venn diagram (K-P.9)K.NBT Number and Operations in Base TenK.NBT.1 Work with numbers 11-19 to gain foundations for place value.K.NBT.1.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.Count tens and ones - up to 20 (K-D.16)Write tens and ones - up to 20 (K-D.17)
K.OA Operations and Algebraic ThinkingK.OA.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.K.OA.1.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.Addition sentences - sums up to 5 (K-I.2)Addition sentences - sums up to 10 (K-J.2)Write addition sentences (K-J.7)Subtraction sentences - numbers up to 5 (K-K.2)Subtraction sentences - numbers up to 10 (K-L.2)Write subtraction sentences (K-L.6)K.OA.1.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.Add with pictures - sums up to 5 (K-I.1)Add two numbers - sums up to 5 (K-I.3)Make a number using addition - sums up to 5 (K-I.4)Complete the addition sentence - sums up to 5 (K-I.5)Addition word problems - sums up to 5 (K-I.6)Add with pictures - sums up to 10 (K-J.1)Add two numbers - sums up to 10 (K-J.3)Make a number using addition - sums up to 10 (K-J.4)Complete the addition sentence - make ten (K-J.5)Complete the addition sentence - sums up to 10 (K-J.6)Addition word problems - sums up to 10 (K-J.8)Subtract with pictures - numbers up to 5 (K-K.1)Subtract - numbers up to 5 (K-K.3)Complete the subtraction sentence - numbers up to 5 (K-K.4)Subtraction word problems - numbers up to 5 (K-K.5)Subtract with pictures - numbers up to 10 (K-L.1)Subtract - numbers up to 10 (K-L.3)Make a number using subtraction - numbers up to 10 (K-L.4)Complete the subtraction sentence - numbers up to 10 (K-L.5)Subtraction word problems - numbers up to 10 (K-L.7)K.OA.1.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.Count to fill a ten frame (K-C.17)Complete the addition sentence - make ten (K-J.5)K.OA.1.5 Fluently add and subtract within 5.Add two numbers - sums up to 5 (K-I.3)Make a number using addition - sums up to 5 (K-I.4)Complete the addition sentence - sums up to 5 (K-I.5)Subtract - numbers up to 5 (K-K.3)Complete the subtraction sentence - numbers up to 5 (K-K.4)K.OA.1.a Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. [/QUOTE] Can I just tell you about the average 5 yr old. They are curious, impatient, sometimes scared of this new environment, not used to sitting in a chair for long periods of time unless they have some hand held game. Some are very attached to a parent or adult away from the classroom. Some HAVE not been parented much. Or have been completely ignored unless they pizzzed someone off and then really get some attention. Some are not toilet trained. Some have no filter in terms of listening or being quiet at appropriate times (we see way more of these). Some come in hungry. My buddy has one that cries all day. Social skills? Some have never used a pencil or scissors or even a crayon (child abuse) Kinder used to be a time to learn so many non academic skills but now we have to get very busy with not only this math but Lang Arts (even worse than math) , science social studies and even PE tests. Throw in the fact that many good parents all over the country (read to their kids, talk to their kids, give their kids affection and guidance) , Listen to all the scare shT from talk radio morons that have not graced the doorway of a public school since they were there and send these good kids to a private school. More power to them but now often we have a room full of kids of which many parents expect you to do much of the parenting while meeting all the standards Fla pitches at you. And make no mistake about these standards. They determine if you are a good teacher. One last thing. The stress of teaching K 4 nine week periods is enough for anyone when you consider the lack of support and help in too many ways to explain and unreasonable expectations now for 5 yr olds. the 36 weeks is all classroom instruction. I will say this and I know it hits deaf ears but most people could not handle a room full of five year olds with the expectations and behaviors there for 36 minutes or even come close to 36 days..........nothing: College, inservice, pep talks from veteran teachers, internships, etc, prepares you for the reality of the classroom (in this day and age).
No wonder. Everyone understands reality a little differently. Some completely different. Not everyone is going to understand a concept at each of those perspectives.
People are just crazy. Yes, aren't you. There is too much garbage in your post to rebut point by point. But here are a few things. I don't, and most posters on this board don't support Trump''s personal characteristics. We regard you who constantly whine about it as politically immature and fundamentally dishonest in that you use it to distract from a substantive discussion of his policies. And on those rare occasions when you do, you do so dishonestly. For example, your implication that Trump likes high tariffs is a serious lie. Ww all know that Trump is using tariff's as a club to gain fairer yrade pacts and lower tariffs. And he has already won with Mexico except all of you high minded people who are dripping with integrity and honor won't get out of his way and let him sign with Mexico thereby whipping Canada into line. In short, the oppositio's lies, like yours about tariffs, are consequential, while most of his are trivial errors of fact, frequently not even meant to be taken literally.
Has it occurred to you the problem is not "teaching" per se, but rather that education is controlled by the government? If we had a free market in education there would be real competition between schools for students, the quality of education would improve, the cost of education would plummet, and there would be no reason for anyone to be unhappy about their child's school since it would be easy to purchase a different education. Compare the cost and quality improvements of computers and electronics (a free market) with the increasing cost and stagnating quality of medical care and prescription drugs (a government controlled industry).
We have ruined this thread with our talk. It was great posting non memes but most of mine get kickback so I finally kickback I think that has been made clear by me multiple times in different threads.........If they regulated docs and dentists like they do teachers (meaning dictating policies and procedures ) we wouldnt need insurance much as a large group of our population would be gone.
Unfortunately, they do regulate docs and dentists like teachers. That's why so many docs (including me) have retired far younger than they normally would have. It's also why so many practices have been taken over by hospitals or other large corporations. The regulations, red tape, and paperwork make it impossible for small practices to survive. Do I sound bitter?
We have that insane paperwork and red tape too, except they also micro manage the curriculum and even how to teach They should just put a HUGE screen in each room with monitors standing there to keep order and have ONE teacher "teach" that perfect way deemed by the powers that be in Tallacrappy,
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