So disappointed in MCPS

[Anonymous]

Anonymous wrote:Or maybe the poster who always seems to claim his/her child is very advanced and being denied a good education is always the same poster???

No, I'm pretty sure that there are plenty of those posters on DCUM. There are fewer in real life, or at least in my real life, which I am grateful for.

[Anonymous]

My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

[Anonymous]

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

[Anonymous]

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

Most time? K-5, teachers spend most (>51%) of their time on the 5 kids who don't speak English? (The same 5 children, all 6 years?)

My children are 3 years apart, and they did many of the same projects, which I was happy about, because they were good projects. Now if I'd said, "Oh no, not that boring butterfly projects AGAIN?!", my younger child might have had a different attitude about them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

And then, of course, there are the Spanish-speaking children who are US citizens for the same reason that my children are US citizens -- because they were born here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

And then, of course, there are the Spanish-speaking children who are US citizens for the same reason that my children are US citizens -- because they were born here.

You mean anchor babies?

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

Most time? K-5, teachers spend most (>51%) of their time on the 5 kids who don't speak English? (The same 5 children, all 6 years?)

My children are 3 years apart, and they did many of the same projects, which I was happy about, because they were good projects. Now if I'd said, "Oh no, not that boring butterfly projects AGAIN?!", my younger child might have had a different attitude about them.

You seem complacent enough to be happy at MCPS. It is the perfect district for you. Same tests, no returning tests, no follow up on questions wrong on tests, same projects, different year. No thinking outside the box scripted education. Sorry if I am not as enthused as you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

I have no dog in this fight but in PP's defense - they said nothing about undocumented Latinos - they said immigration laws. ESOL students from Asia and Africa are immigrants too... Just sayin' (coming from bleeding heart liberal who is not interested in stricter immigration laws...but also doesn't think that phrase is applicable only to Latinos)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

I have no dog in this fight but in PP's defense - they said nothing about undocumented Latinos - they said immigration laws. ESOL students from Asia and Africa are immigrants too... Just sayin' (coming from bleeding heart liberal who is not interested in stricter immigration laws...but also doesn't think that phrase is applicable only to Latinos)

How would the number documented students from Asia and Africa in any classroom be reduced by stricter enforcement of the laws?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids are 8 years apart and they bring home the same boring projects. Seriously? Teachers can't think of anything new in 8yrs time? Most time in elementary school is spent working on the kids who don't speak English. It is close to impossible for teachers to work with a class of 25 if 5 don't even speak the language. It is just awful.

You can join the teachers' union in advocating for smaller classes sizes.

Or the republican party in advocating for stricter enforcement of immigration laws.

Because you assume that all of the kids learning English are undocumented Latinos. Most the ESOL population at the MCPS school where I teach is documented and from Asia and Africa.

I have no dog in this fight but in PP's defense - they said nothing about undocumented Latinos - they said immigration laws. ESOL students from Asia and Africa are immigrants too... Just sayin' (coming from bleeding heart liberal who is not interested in stricter immigration laws...but also doesn't think that phrase is applicable only to Latinos)

How would the number documented students from Asia and Africa in any classroom be reduced by stricter enforcement of the laws?

I'm not sure I want to go down this road - as I am not against immigration for anyone. But

(1) US immigration law determines who they allow to immigrate legally and who they don't....whether they be Asian, African, European, S. American, N American etc. - they change quotas on that all the time based on various regions and countries. So they could get "stricter" in the sense that they allow less individuals from Africa or Asia (your examples) than in previous years.

(2) From the standpoint of "illegal immigrants" - it seems like you are assuming that there are no Asians or Africans who come to this country illegally - or come legally, but stay illegally. This is just not true...

Again - I am the last person to be arguing this stuff - just saying that PP's comment about immigration did NOT explicitly mention undocumented Latinos.

[Anonymous]

Anonymous wrote:

Again - I am the last person to be arguing this stuff - just saying that PP's comment about immigration did NOT explicitly mention undocumented Latinos.

It didn't have to.

In fact, if you're talking about immigration laws and MCPS, and you don't mean Latinos, who you assume are undocumented by definition, then you'd better say that, because everybody will assume that that's what you mean.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

And then, of course, there are the Spanish-speaking children who are US citizens for the same reason that my children are US citizens -- because they were born here.

You mean anchor babies?

No, I mean US citizens.

[Anonymous]

Anonymous wrote:

You seem complacent enough to be happy at MCPS. It is the perfect district for you. Same tests, no returning tests, no follow up on questions wrong on tests, same projects, different year. No thinking outside the box scripted education. Sorry if I am not as enthused as you.

I infer that you mean this as an insult, but I don't perceive it as one. Yes, overall I am quite satisfied with MCPS. My children are learning.