Anonymous wrote:K-3 need to stop blaming the pandemic as it has nothing to do with them. What's changed is the bad curriculum, lack of textbooks and lack of homework/classwork for reinforcement

Anonymous wrote:

Anonymous wrote:Studies in Sweden and Norway showed us by the end of 2020 and before vaccines that it was safe to open schools with some basic precautions. But many school districts in blue states kept out school closed until late 2022 despite the plethora of empiric evidence saying it wasn’t necessary as well as growing evidence of harm from the school closures.

None of these people have been held accountable for this malfeasance.

European studies conducted in European cities don't transfer to our environment. European schools are much, much smaller than American ones and their classrooms have windows that can be opened for ventilation, unlike the giant windowless prison bunkers our children attend.

Anonymous wrote:Yet another Youngkin failure.

Anonymous wrote:Studies in Sweden and Norway showed us by the end of 2020 and before vaccines that it was safe to open schools with some basic precautions. But many school districts in blue states kept out school closed until late 2022 despite the plethora of empiric evidence saying it wasn’t necessary as well as growing evidence of harm from the school closures.

None of these people have been held accountable for this malfeasance.

Anonymous wrote:Studies in Sweden and Norway showed us by the end of 2020 and before vaccines that it was safe to open schools with some basic precautions. But many school districts in blue states kept out school closed until late 2022 despite the plethora of empiric evidence saying it wasn’t necessary as well as growing evidence of harm from the school closures.

None of these people have been held accountable for this malfeasance.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

In my experience I it happens with the lower class families

Right here on DCUM this week, a poster asked for advice on making diaper changes with a squirming, uncooperative 22 month old easier, and a poster suggested handing the toddler a phone to distract them. Parents of differing SES are guilty of this.

A couple minutes is fine

But it never stays at a couple minutes. The phone gets used for diaper changes, and because it works, then it gets used in situations where you need to keep the child quiet (waiting rooms, worship services, restaurants), then it becomes part of the routine for airline flights and road trips. Eventually, it’s the solution when mom is sick or dad has a headache. Finally, child is addicted and begs for it and throws a fit when they don’t get it and it becomes a bargaining chip between parent and child. Kid #2 gets it even earlier because they want to be like kid #1.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

In my experience I it happens with the lower class families

Right here on DCUM this week, a poster asked for advice on making diaper changes with a squirming, uncooperative 22 month old easier, and a poster suggested handing the toddler a phone to distract them. Parents of differing SES are guilty of this.

A couple minutes is fine

Anonymous wrote:Yet another Youngkin failure.

Anonymous wrote:Bring back textbooks and workbooks aligned with the textbooks.

Anonymous wrote:To add insult to injury, students are still reading three-quarters of a grade level behind where they were in 2019.

It’s time for a sanity check where we acknowledge we’ve been conned by pseudo “experts,” then dump any school policy implemented since 2018.

If this isn’t crisis mode, what is?

https://www.msn.com/en-us/news/us/virginia-schools-ranked-dead-last-nationally-in-math-recovery-since-pandemic-report-says/ar-AA1yZKce

Anonymous wrote:Bring back textbooks. These essentially did the work for the teachers. The lessons were all presented in an organized way to build on one another. It's LESS work for the teachers. It's CHEAPER than all the ipads and laptops and apps. You can still differentiate by -- gasp -- giving accelerated kids more advanced textbooks. When I was in school they just handed me the math book from the next level up and told me to work independently. The lessons were there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

In my experience I it happens with the lower class families

Right here on DCUM this week, a poster asked for advice on making diaper changes with a squirming, uncooperative 22 month old easier, and a poster suggested handing the toddler a phone to distract them. Parents of differing SES are guilty of this.

Anonymous wrote:

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

In my experience I it happens with the lower class families

Anonymous wrote:No textbooks. Teaching using videos like Brain Pop, Moby& Annie, Amoeba Sisters, Lexia, ST Math, Math Antics,…. No spelling. No rote memorization. No practice. No homework. De-emphasized money, clocks, the basics. No hand-writing practice. They teach math off of Google slides instead of slowly writing stuff on board and having students copy it down. The math tests are standardized and the teachers hoard all the tests and don’t return them. The students do not learn from their mistakes. This has been happening for years across ALL subjects. Writing has not been taught, nor grammar. I’ve sadly had a front row seat to this constantly filling in gaps at home. Someone should get fired over these results!