From: mjmh@crsa.bu.edu (Michael J M Holmes)
Newsgroups: alt.callahans
Subject: Re: Spheres and Calculus [Re: Cyber (was Introduction was Eh?)]
Date: 21 Dec 92 22:36:33 GMT
Organization: Boston University Center for Remote Sensing

The purple guy raises his hand and hopes to be called on so that
he can participate in DMs and frood's conversation about the
American educational system.

"I just wanted to point out that the problems at the junior high
and high school level can be found even earlier.  As far back
as third grade my mother had problems with the teachers,
principals, and local school officials because I was bored out
of my skull in class."

"I was a bright but hyperactive child (officially diagnosed),
so that when I got bored, I quickly became agitated and quite
a behavioral problem.  Initially, the school tended to side 
with the teacher, who believed that *I* was the problem.
But as an example: She would hand out a sheet of math problems,
intending the class to take 30 to 40 minutes on them.  I would
finish in under 5, and I had to sit there with nothing else to
do for about a half hour.  I think even a *normal* 7 or 8 year
old would have problems with that!!  If the teacher saw me fidget,
she would tell me to check my work again.  When I replied I had,
she would think I was being a wise guy - and somehow that fact
that I got them all correct infuriated her even more!!"

"I was also forced to stay in a reading group - even though
it was the highest group, my reading abilities were way above
everyone else's.  I would get impatient waiting for someone 
else reading a story, and would often help out.  The teacher
didn't like this either, again thinking I was a wise guy,
when I was just bored - and she would frequently send me
to sit in a chair in the hallway as punishment for talking
out of turn."

"Eventually, my mother convinced the principal and the
other school officials that there were other needs aside
from the average or 'special needs' children.  Before me,
they had absolutely nothing in place to support advanced
learners.  In hindsight, its amazing that I retained a 
love of learning after some very traumatic early experiences!"

"A program was developed for me that included some 
guided independent work, and sitting in a some parts
of older classes (reading, particularly).  My mom was
hesitant to have me skip grades entirely, which was
probably a wise decision.  As a hyperactive child,
socializing was tough enough, but to be a 3rd grader in
a 4th or 5th grade class...  Even though I sat in on older
classes part of the time, it was still occasionally rough.
Some of the kids resented me quite a bit."

"I do think that the independent work was quite 
worthwhile, however.  It also showed that my behavioral
problems were triggered by boredom, and that I could
control my behavior better when engaged in a task that
was challenging to me."

"One last note - the public school system ended up
standardizing me back into the normal grade-level
flow, so that there were a few years in 6, 7, and 8th
grade where I got really bored again - taking math
that I had already learned, or being involved in
language and reading classes well below my ability.
Yet a few of the teachers kept throwing some nice
extra projects at me to keep me interested, so it
wasn't a complete waste of time."

"I don't blame most of my teachers, mainly the
system is set up very poorly.  There is a 
definite lack of flexibility that is sorely
needed, on levels from K through 12."

(Education is a subject that can push my
buttons, too!)



-- 
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Mike Holmes       mjmh@crsa.bu.edu           "Happiness Will Prevail!"
Boston University Department of Geography (a truly GREAT place to work!)
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