Marie Reed in Adams Morgan

[Anonymous]

Anonymous wrote:

Some of us like IB and are thrilled with any program that promotes a global perspective, makes language instruction part of the school day and allows teachers to rise above the weaknesses in the DCPS-curriculum-is-the-test that gets dished out at most schools.

Your expectations for our public schools are pretty low if you "are thrilled with any program" that meets these three requirements when there are many other options.

[Anonymous]

First, it's DCPS, so yeah, my expectations are pretty damn low. And they've only gotten lower over the last 3 years of churn under the drama-queen chancellor.

If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

My oldest is in middle school. I've been at this awhile and I'm looking for more than a pre-K program while I figure out my move to Northern Virginia.

Thanks for your concern.

[Anonymous]

Anonymous wrote:First, it's DCPS, so yeah, my expectations are pretty damn low. And they've only gotten lower over the last 3 years of churn under the drama-queen chancellor.

If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

My oldest is in middle school. I've been at this awhile and I'm looking for more than a pre-K program while I figure out my move to Northern Virginia.

Thanks for your concern.

I'm not judging you or the decisions you make for your children. I understand your bitterness and disappointment with DCPS. I've been through the OOB process for a middle schooler myself. I wasn't satisfied with what he got when he went OOB to a "so-called" high performing school.

Good luck with your move to Virginia.

[Anonymous]

Anonymous wrote:

Anonymous wrote:quote]

Put down the crack pipe. Who pulls out of Cap City for Marie Reed?!

She didn't say that anyone left Cap City for Marie Reed. She was suggesting that the OP apply at Cap City b/c there were some vacancies in that grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

Can anyone enlighten me here? Not trying to be snarky, but I just don't get why language instruction in elementary is so darned important. But some have tried to sell me on on the idea that it's more than that mean, I know that kids learn language quickly at this age and some want to seize on that opportunity; if so, that's great and more power to them. But I don't think that language instruction makes for a superior educational experience - . It seems more like enrichment to me...akin to taking piano lessons. I personally would prefer that my child use that energy to learn about stuff rather than delaying intensive learning in order to become fluent in Spanish or Chinese, but I am always left wondering if I am missing something here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

Can anyone enlighten me here? Not trying to be snarky, but I just don't get why language instruction in elementary is so darned important. But some have tried to sell me on on the idea that it's more than that mean, I know that kids learn language quickly at this age and some want to seize on that opportunity; if so, that's great and more power to them. But I don't think that language instruction makes for a superior educational experience - . It seems more like enrichment to me...akin to taking piano lessons. I personally would prefer that my child use that energy to learn about stuff rather than delaying intensive learning in order to become fluent in Spanish or Chinese, but I am always left wondering if I am missing something here.

I know this was garbled a bit. Many distractions and didn't proof read before I posted. Don't need a troll telling me that I need to go to back to school to learn grammar, b/c I could totally see that happening

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

Can anyone enlighten me here? Not trying to be snarky, but I just don't get why language instruction in elementary is so darned important. But some have tried to sell me on on the idea that it's more than that mean, I know that kids learn language quickly at this age and some want to seize on that opportunity; if so, that's great and more power to them. But I don't think that language instruction makes for a superior educational experience - . It seems more like enrichment to me...akin to taking piano lessons. I personally would prefer that my child use that energy to learn about stuff rather than delaying intensive learning in order to become fluent in Spanish or Chinese, but I am always left wondering if I am missing something here.

It's basically a gimmick and a cheap way for DCPS to look like its doing something to improve a mediocre curriculum while not actually doing anything to improve the curriculum.

It also provides parents with bragging rights.

[Anonymous]

Little fish in a big pond, or big fish in a little pond? Or is it big fish in a big pond . . .

[Anonymous]

Or for those of us who would like our kids to have something other than test prep, it "guarantees" that we might get to keep language instruction. (Because the IB status is dependent on the language classes and it would be harder to cut the language teachers because you have to trash the whole IB program.) Nevermind that some of the kids really like the language instruction and it makes them happy and motivated to go to school.

As for bragging rights, it's DCPS. Is anyone bragging ANYWHERE other than Rhee and a few nitwits on this board?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
If you're getting regular language instruction during the school day in DCPS, you're doing pretty well. For those of us not in boundary at a high-performing school, the options are limited. Very limited.

Can anyone enlighten me here? Not trying to be snarky, but I just don't get why language instruction in elementary is so darned important. But some have tried to sell me on on the idea that it's more than that mean, I know that kids learn language quickly at this age and some want to seize on that opportunity; if so, that's great and more power to them. But I don't think that language instruction makes for a superior educational experience - . It seems more like enrichment to me...akin to taking piano lessons. I personally would prefer that my child use that energy to learn about stuff rather than delaying intensive learning in order to become fluent in Spanish or Chinese, but I am always left wondering if I am missing something here.

Speaking as a parent who is fluent in a second language and chose Yu Ying, it's very important to me that my child is bilingual. First of all, a second language can open a lot of opportunity doors. Fluency and true bilingualism are not the same thing, however. I can speak another language because I'm translating in my head, but someone who is truly bilingual learns the language as a native. They don't have to translate, the other language is truly internalized. In some cases maybe fluency is enough, but some languages are much harder to learn than others. It seems clear to me that Chinese is only going to rise in importance as globalism expands and our economy becomes ever more dependent on trade with China. I'd like to see my child benefit from that instead of being threatened by it. Furthermore, there are documented cognitive benefits to learning a second language at a young age: it literally expands neural pathways while the brain is still plastic and immature. IOW, the brain gets better at solving all kinds of problems - even problems in the native language - when it is a bilingual brain. So, once the bilingual student has attained sufficient mastery of the second language, usually in around 4th or 5th grade, they start out-performing their monolingual peers - even in subjects unrelated to language, like math or chemistry. Pretty fascinating, really.

Now, a little bit of foreign language study isn't going to get you that I'll grant. But it might make it easier to pick up a second language later on.

[Anonymous]

I actively sought Spanish instruction from very early; if my kids had been of an age for Yu Ying, I'd have tried that also. The fact is that America lags the world in foreign language instruction...in other countries children learn Math, science, their native tongues, AND english. Our children are just as capable, and should be challenged.

[Anonymous]

Anonymous wrote:Or for those of us who would like our kids to have something other than test prep, it "guarantees" that we might get to keep language instruction. (Because the IB status is dependent on the language classes and it would be harder to cut the language teachers because you have to trash the whole IB program.) Nevermind that some of the kids really like the language instruction and it makes them happy and motivated to go to school.

As for bragging rights, it's DCPS. Is anyone bragging ANYWHERE other than Rhee and a few nitwits on this board?

Why not go after the real source of your dissatisfaction, which is the test prep. If DCPS (and all other U.S. public schools) weren't so involved in testing, there would be no test prep and we could all concentrate on providing our students with the opportunity to acquire an excellent education, which should include foreign language study (which is mandated by IB) as well as a well-rounded curriculum, (which cannot be addressed by IB).

[Anonymous]

Yeah right. I'm going to solve the nationwide testing prep problem. Just as soon as I get done baking 4 dozen brownies for the PTA meeting.

Get real.

[Anonymous]

Anonymous wrote:Yeah right. I'm going to solve the nationwide testing prep problem. Just as soon as I get done baking 4 dozen brownies for the PTA meeting.

Get real.

Nothing can change when we are consumed by cynicism and helplessness. Instead of baking brownies, why don't you invite John Podesta to one of your meetings. Let him know how you feel about testing. He has Obama's ear. You might solve the nationwide testing prep problem.

Here are some resources:
Fairtest http://fairtest.org/
Susan Ohanian http://www.susanohanian.org/

[Anonymous]

Tell you what, why don't YOU solve the nationwide test-as-curriculum problem. It should be easy, all you have to do is go up against all the companies that profit from this, the US Dept. of Education, and virtually every major school district in the country. I'm sure the links you referenced will provide a step-by-step method to have this problem fixed by spring. Just in time for the DC-CAS!

And perhaps while you're solving the problems of US education, you'll be too busy to take cheap shots at parents who like IB and think learning a foreign language is a good thing.

Best of luck!