How Common Core is wrecking kindergartner -- with SPECIFIC examples

[Anonymous]

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/29/a-tough-critique-of-common-core-on-early-childhood-education/

Here is some information about the lack of early childhood input into the Common core.

[Anonymous]

Anonymous wrote:I want to say, also, that I find all of these arguments about process incredibly beside the point. All of this happened in 2009 and 2010. It's now 2015. Deal with what we have now. If you don't like the Common Core standards, then stop wasting your own time and energy arguing about how they were developed. Instead, propose some alternatives. Should all of the states just go back to the status quo ante? Should the states develop different standards jointly? Should the states develop different standards separately? Should the states abandon standards altogether and instead [whatever]?

+1

Why do people waste so much time arguing about something that has already happened and that you cannot change -- the process of how CC was developed? Agreed. If you don't like CCSC, suggest an alternative. But clearly something needed to be done because our education system sucks.

[Anonymous]

Anonymous wrote:http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/29/a-tough-critique-of-common-core-on-early-childhood-education/

Here is some information about the lack of early childhood input into the Common core.

OK. Let's say that none of the people who wrote the Common Core standards had ever even been within a quarter-mile of a child under the age of 10 in the last 30 years. There, done. Now what? What do you want to have happen? What do you want schools, school districts, states, and the federal government to do?

[Anonymous]

Anonymous wrote:

The overwhelming majority of kids are definitely capable.

So, you could help a child develop a love for school and develop critical thinking skills--but instead you are helping them learn to do things that they could learn quickly a year later. That's wise?

You would be surprised at how much content little ones can learn as long as it is presented in an age appropriate way.

[Anonymous]

OK. Let's say that none of the people who wrote the Common Core standards had ever even been within a quarter-mile of a child under the age of 10 in the last 30 years. There, done. Now what? What do you want to have happen? What do you want schools, school districts, states, and the federal government to do?

Leave the teachers alone and let them teach.

[Anonymous]

Anonymous wrote:

OK. Let's say that none of the people who wrote the Common Core standards had ever even been within a quarter-mile of a child under the age of 10 in the last 30 years. There, done. Now what? What do you want to have happen? What do you want schools, school districts, states, and the federal government to do?

Leave the teachers alone and let them teach.

Your alternative proposal is to let the teachers teach whatever they want to teach, however they want to teach it?

If that's what you want, you're going to have to get rid of a lot more things in education than the Common Core standards.

[Anonymous]

Your alternative proposal is to let the teachers teach whatever they want to teach, however they want to teach it?

If that's what you want, you're going to have to get rid of a lot more things in education than the Common Core standards.

The teachers know what their students need to learn. Certainly better than a lot of "experts" from publishing companies.

[Anonymous]

Anonymous wrote:

They served on the Work Groups

ONE on the math and ONE on the English.

And, the one who served on the math group has been quite critical.

False. There were numerous teachers involved. Your count is only valid ONLY if you narrow your criteria down to which ones were K-12 teachers at the time that they were involved in the workgroup. Several of them had prior involvement in K-12 education, and several of them were College Math and English teachers (and you should talk to some college professors who can regale you with horror stories about how horribly unprepared high school graduates have been prior to CC)...

And, that's also not to mention that you are working off of just one list, neglecting the fact that there were other workgroups and committees as well, with many more teachers on those.

[Anonymous]

False. There were numerous teachers involved. Your count is only valid ONLY if you narrow your criteria down to which ones were K-12 teachers at the time that they were involved in the workgroup. Several of them had prior involvement in K-12 education, and several of them were College Math and English teachers (and you should talk to some college professors who can regale you with horror stories about how horribly unprepared high school graduates have been prior to CC)...

And, that's also not to mention that you are working off of just one list, neglecting the fact that there were other workgroups and committees as well, with many more teachers on those.

Spin, spin, spin........

[Anonymous]

Several of them had prior involvement in K-12 education, and several of them were College Math and English teachers (and you should talk to some college professors who can regale you with horror stories about how horribly unprepared high school graduates have been prior to CC)...

People who taught many, many years ago lose connection. Believe me. I had a professor who said that if a teacher has good lesson plans, he will never have a discipline problem. Seriously.

[Anonymous]

several of them were College Math and English teachers

And, they know what a K kid needs and can do?

[Anonymous]

Anonymous wrote:

Several of them had prior involvement in K-12 education, and several of them were College Math and English teachers (and you should talk to some college professors who can regale you with horror stories about how horribly unprepared high school graduates have been prior to CC)...

People who taught many, many years ago lose connection. Believe me. I had a professor who said that if a teacher has good lesson plans, he will never have a discipline problem. Seriously.

Why are you worrying about what people did or didn't do in 2008 and 2009? It's 2015. What do you want to have happen in 2015?

[Anonymous]

What do you want to have happen in 2015?

Forget Common Core.
Stop NCLB testing.
Let teachers teach according to what the child needs to learn. Start where the kid is.

[Anonymous]

Anonymous wrote:

What do you want to have happen in 2015?

Forget Common Core.
Stop NCLB testing.
Let teachers teach according to what the child needs to learn. Start where the kid is.

Then that's what you should work for.

Arguing about how many teachers might have been on this or that workgroup 5 years ago is not going to get you there.

[Anonymous]

Anonymous wrote:

False. There were numerous teachers involved. Your count is only valid ONLY if you narrow your criteria down to which ones were K-12 teachers at the time that they were involved in the workgroup. Several of them had prior involvement in K-12 education, and several of them were College Math and English teachers (and you should talk to some college professors who can regale you with horror stories about how horribly unprepared high school graduates have been prior to CC)...

And, that's also not to mention that you are working off of just one list, neglecting the fact that there were other workgroups and committees as well, with many more teachers on those.

Spin, spin, spin........

You're the one doing the spinning. Again, there is factual information here: http://www.corestandards.org/about-the-standards/development-process/ - which you keep ignoring, while completely failing to post anything factual of your own to back up your arguments.