Texas School Triples Recess Time, Solving Attention Deficit Disorder


Source: WakingTimes.com
Vic Bishop
February 21, 2017

Public education is more stressful than ever for our children, as standardized testing requirements increase and programs like art, music and physical education are being phased out. The result of this type of environment is predictable, and the medical establishment and big pharma are making a killing by drugging active children with ADHD medications and other psychotropic drugs in order to ensure conformity.

There are better solutions. Meditation in schools is highly effective at reducing school violence and increasing concentration for learning. Higher quality nutritious and organic foods, rather than processed snack foods and fast foods, when served in school cafeterias are another part of creating an environment more conducive to the needs of children.

The most common sense, natural solution to inattentive behavior in school children, however, may be the basic idea of giving children more time to free play and to engage their bodies in physical activity. It’s such a simple notion in such unusual times that it actually sounds revolutionary, and several schools in Texas are being hailed for trying a new program which solves behavioral problems by doing nothing more than allowing children to play outside more often during the school day.

Simple ideas like this have been proven to work well in places like Finland, where students’ test scores improved along with increased play time, a case which serves as the inspiration for a program in Texas schools which have quadrupled the amount of outdoor recreational time, seeing amazing results in terms of overall increase in focus and decreases in distraction and behavioral interruptions.

According to Today, the Eagle Mountain Elementary in Fort Worth, Texas, has been giving kindergarten and first-grade students two 15-minute recess breaks every morning and two 15-minute breaks every afternoon to go play outside. At first teachers were worried about losing the classroom time and being able to cover all the material they needed with what was left, but now that the experiment has been going on for about five months, teachers say the kids are actually learning more because they’re better able to focus in class and pay attention without fidgeting.” [Source]

The key to the success of the program is ‘unstructured play’ four times a day to break up the physical and mental monotony of the classroom, allowing developing minds and bodies to constructively use their energies, so that their may be more effectively applied in learning.

While administrators in schools trying the program initially thought it would negatively affect testing results, the results have proven that the opposite is in fact true, which is in line with how the American Academy of Pediatrics sees playtime.

“The American Academy of Pediatrics agrees, calling recess “a crucial and necessary component of a child’s development.” Studies show it offers important cognitive, social, emotional, and physical benefits, yet many schools are cutting down on breaks to squeeze in more lessons, which may be counterproductive, it warns.” [Source]

Medicating restless children for them to better fit in to a dumbed down education system is a grave mistake, criminal even. Programs like these desperately need to be implemented nation wide.

“You start putting 15 minutes of what I call ‘reboot’ into these kids every so often and… it gives the platform for them to be able to function at their best level.” ~ Dr. Debbie Rhea, creator and director of the Liink Program

Read More At: WakingTimes.com

“What is an Education?” – Elite Curriculum – John Taylor Gatto

Source: JohnTaylorGattoTV
John TaylorGatto
April 17, 2017

John is the former New York State Teacher of the Year and “The World’s Most Courageous Teacher.”

NEW 2016 BOOK: “The Underground History of American Education”………….Ron Paul pens the Foreword, Richard Grove contributes the Afterword, and David Ruenzel Introduces John.

Public Schooling | Conformity

TheBreakaway
Zy Marquiez
April 17, 2017

“The school system is designed to teach obedience and conformity and prevent the child’s natural capacities from developing.”
– Noam Chomsky

For those seeking more information on this critical subject, please read:

The True Purpose Of Modern Schooling

What Lead To Award Winning Teacher John Taylor Gatto To Quit Public Schooling

SchoolIndoctrination

Amairikuhn Edgykayshun: Female Student Docked For Using…

alternative news
Source: GizaDeathStar.com
Dr. Joseph P. Farrell Ph.D.
April 2, 2017

It’s been a while since I had one of my customary rants about the fraudulent state of Amairikuhn edgykayshan and the  insane circus agenda of the cultural Marxists infesting it. Just in time, Ms. S.H. noticed the following article and sent it along:

Student has grade docked for using ‘mankind’ in English paper

Now you’ll note the latest victim of the “politically correct diction” crazy is, in this instance, a young lady who thinks the whole language agenda is a bit ridiculous:

Cailin Jeffers, an English major at NAU, told Campus Reform that she received an email from one of her professors, Dr. Anne Scott, informing her that she had been docked one point out of a possible 50 on a recent paper for “problems with diction (word choice)” related to her use of the word “mankind” as a synonym for “humanity.”

“After our first essay we were given a list of ‘do’s and don’ts’ based off of errors my professor found in our essays. Most of them make sense, just things like ‘make sure you’re numbering your pages’ and ‘cite in proper MLA format,’ but she said we had to be sure to use ‘gender-neutral language,’” Jeffers told Campus Reform. “Included with this rule were several examples of what was and wasn’t okay to use. In one of these examples she stated that we could not use the word ‘mankind.’ Instead, we should use ‘humankind.’ I thought this was absurd, and I wasn’t sure if she was serious.”

Jeffers decided to test the policy on her next paper by including two instances of the word “mankind,” and when the paper came back with the requisite points taken off, she requested a meeting with Scott.

Well, beyond the fact that Northern Arizona is using the very inadequate MLA (Modern Language Association) directives for proper citation – which in my curmudgeonly opinion is absolutely inadequate as a scholarly method of source citation, if only for the reason that it is a completely artificial set of rules, and did not develop from the tradition of academic orthography that emerged over the centuries of use – you’ll note that there is a tactic going on here, one designed to short-circuit the whole idea of “free speech”. Ms. Jeffers’ professor stated:

“I would be negligent, as a professor who is running a class about the human condition and the assumptions we make about being ‘human,’ if I did not also raise this issue of gendered language and ask my students to respect the need for gender-neutral language,” Scott explained. “The words we use matter very much, or else teachers would not be making an issue of this at all, and the MLA would not be making recommendations for gender-neutral language at the national level.”

The professor of Gender Neutrality and Political Correctness was challenged by her student;

“I stated that I agree with everything she said about my paper except my use of ‘mankind.’ She proceeded to tell me that the NAU English department, as well as the Modern Language Association, are pushing for gender-neutral language, and all students must abide by this,” Jeffers recalled. “She told me that ‘mankind’ does not refer to all people, only males. I refuted, stating that it DOES refer to all people, [but] she proceeded to tell me that I was wrong, ‘mankind’ is sexist, and I should make an effort to look beyond my preset positions and ideologies, as is the focus of the class.”

So note first that the professor put on the airs of “objectivity” and waxed fairly frothy about respecting Ms. Jeffers’ choices of words. But then she went on to state Ms. Jeffers would still be punished for writing the way she wanted to, cited the MLA commissars as the “authority” for her ukase, and when Ms. Jeffers protested that the word mankind did exclude the female sex – funny thing, this curmudgeon doesn’t remember his elementary school or middle school English teachers – women to a… uhm…er… man (this gets so confusing!) – the Professor of Commissarial Conformity lost all objectivity and simply redefined the word according to MLA dictates, and insisted that it did.

OK, we get it, but I hope the tactic here is perceived. In order to “get around” that pesky little thing called “free speech”, the professor couched everything as an academic exercise, nothing more, as an “experiment”.

But one wonders then if the professor, or the institution of lower learning in which she roosts (Edidor’s note, that’s my attempt to be politically correct: “tenure” and words like that are so old fashioned and tainted with masculine imagery) would tolerate a class – just for the sake of experiment – in requiring students not to use “gender neutral” language, but rather, the old traditional language most of use still use, you know, words like “he, him, she, her, it” and “mankind” and so on.

Which brings me to the next article, shared by Mr. V.T. But before this, I have to relate a personal encounter I had with such looniness, one that occurred in the Oxford Union Society during a debate in which I participated. I was at the box, holding forth on something-or-other, and the speaker intervened to correct my use of the word “men” to refer to humanity. She insisted I use gender inclusive language in my remarks. “Men” had to be banned from my vocabulary and replaced with the word “persons”. Well, being a theology student, I objected that this word had more specific technical meanings and that such usage actually confused the issue, and then informed her that the end result of this madness would have to be to change the occurrence of the word “man” or “men” to persons: the word “immanent” would have to be changed to “impersonent” which rhymed with “impertinent” which was “what I find your whole scheme to be.” This was met by a rousing chorus of “hear hears!” and I continued my curmudgeonly and peroration in traditional diction.

At the time, I meant my remarks as a rather humorous comment, and never dreamed that they would become somewhat prophetic, as the article shared by Mr. V.T. illustrates (copy and paste into your browser):http://dailycaller.com/2017/03/29/womyn-womxn-womban-taxpayer-funded-university-ponders-alternate-spellings-for-woman/Yes, that’s right, even the words “woman” or “women” are no longer inclusive enough because – you guessed it – they include the words “man” and “men”:

Garcia-Pusateri then introduced several different ways feminists have invented to misspell the word “woman.”

The possible misspellings include “womyn,” “womxn,” “womban,” “wimmin.” There’s also the term “femme” — which means a conspicuously feminine lesbian, according to Urban Dictionary.

The first time the wrong spelling “womyn” appeared in print was at the Michigan Womyn’s Music Festival in 1976, a handout provided by Garcia-Pusateri asserted.

Obviously, the intention of the misspelling “womyn” is to avoid spelling “women” with the word “men.”

The solution to all this? I suspect Ms. Jeffers has pointed the way: simply refuse to go along with it, even at personal cost. That cost is relatively minor in her case. For some, that refusal will mean not attending college – simply defund the activity of the crazies – because it’s either refusal now, or refusal later, for these people will not stop until they are either confronted, or acquire the power to confront, and at that stage, the demands will be total: abandon all tradition, or pay a costly prince. If that seems extreme, then ask yourself if it is worth the financial cost to send yourself, or your children, to these fraudulent indoctrination centers.

Or, to put it more bluntly: violence to language and free speech today will be violence to people tomorrow.

See you on the flip side…

Read More At: GizaDeathStar.com
________________________________________________

About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.

Logic and Non-logic In Education

breakaway3
Source: NoMoreFakeNews.com
Jon Rappoport
March 28, 2017

In two of my collections, The Matrix Revealed and Power Outside The Matrix, I include basic training in the art of logic and more advanced critical analysis.

The basic fact is: students in schools are rarely taught how to follow a line of reasoning from beginning to end. Nor do they practice analyzing half-formed, faulty arguments.

Who teaches young students, these days, how to distinguish between a polemic and a formal argument?

Teachers spend little or no time discussing hidden premises or assumptions, which color a subsequent argument.

Increasingly, people are “learning” from watching videos. Some videos are well done; many others intentionally omit vital data and make inferences based on “shocking images.”

A focused study of logic can illuminate a range of subjects and disciplines. It can suddenly bring perspective to fields of inquiry that were formerly mysterious and impenetrable.

Logic is the parent of knowledge. It contains the principles and methods common to all investigation.

Being able to spot and understand logical flaws and fallacies embedded in an article, essay, book immediately lifts the intelligence level.

Logic isn’t a prison; one isn’t forced to obey its rules. But the ability to deploy it, versus not understanding what it is, is like the difference between randomly hammering at a keyboard and typing coherent paragraphs. It’s the difference between, “I guess I agree with what he’s writing,” and “I know exactly how he’s making his argument.”

In the West, the tradition of logic was codified by Aristotle. Before him, Plato, in the Socratic Dialogues, employed it to confound Socrates’ opponents.

Reading the Dialogues today, one can see, transparently, where Plato’s Socrates made questionable assumptions, which he then successfully foisted on those opponents. It’s quite instructive to go back and chart Socrates’ clever steps. You see logic and illogic at work.

High schools today don’t teach logic for two reasons. The teachers don’t understand the subject, and logic as a separate discipline has been deleted because students, armed with it, would become authentically independent. The goal of education rejects independent minds, despite assurances to the contrary.

Logic and critical analysis should be taught in phases, with each phase encompassing more complex passages of text offered for scrutiny.

Eventually, students would delve into thorny circumstantial arguments, which make up a great deal of modern investigation and research, and which need to be assessed on the basis of degrees of probable validity and truth.

It’s like a climbing a mountain. The lower paths are relatively easy, if the map is clear. At higher elevation, more elements come into play, and a greater degree of skill and experience is required.

My college logic teacher introduced his subject to the class this way: Once you’ve finished this semester, you’ll know what you know, and you’ll know what you don’t know.

The second part of his statement has great value. It enables real research beyond egotistical concerns, beyond self-serving presumptions, beyond secretly assuming what you’re pretending to prove.

We certainly don’t live in an age of reason; far from it. Therefore—the greater need to learn logic. Among other benefits, it centers the thinking process.

In a landscape of controversy, babble, bluster, public relations, covert propaganda, and outright lying, one has a dependable compass.

For instance, understanding the scientific method (hypothesis-prediction-verification) would go a long way toward untangling some of the outrageous claims of science, and separating them from the political agendas they serve.

Beginning in ancient Greece, coming up through the Middle Ages, and into the 19th century, logic was one aspect of education called the Trivium (“the three”): in sequence, a student learned grammar, then logic, then rhetoric.

Except in scattered places, where people have consciously instituted a revival of the Trivium, that integrated method of teaching is gone now.

Instead, in primary and middle schools, we have superficial coasting through many academic subjects, minus the necessary exercises and drills to ensure that students grasp material. In other words, we have imposed ADHD.

Logic isn’t the end-all and be-all of life. It doesn’t define what life is. It’s a tool. You either have it or you don’t. You can use it or you can’t. When you can, you have more power, and whole new vistas, previously unseen, open up to you.

Logic is a tool in your box. When you need to go in and remove it and use it, is it dull or is it sharp?

Finally, studying logic gives a student an appreciation of consequences. For example, a politician announces a high-flying generalization, as a plank of his platform. Two things ought to follow. The student does his best to translate that generality into specific terms which actually mean something. Then he traces what would happen if the plank were, in fact, put into effect; what would the consequences specifically entail? There are always consequences—it’s just that most people never see them or think about them, because they haven’t the foggiest idea about how to flesh them out and map their implications.

Logic: one of the great contributions to civilization, left to die on the vine.

It needs to be resurrected, in full flower.

Read More At: NoMoreFakeNews.com

Bill in West Virginia would BAN homeschooling, treating it as child abuse

Image: Bill in West Virginia would BAN homeschooling, treating it as child abuse
Source: NaturalNews.com
Thomas Dishaw
March 27, 2017

A new bill proposed in West Virginia could make the act of homeschooling equal to that of child abuse. Lawmakers feel that parents are denying their children an appropriate education. If passed into law, Bill SB 528 would prohibit homeschooling and order CPS investigations for children who had ten or more absences without an acceptable excuse.

The Bill is a bipartisan effort proposed by West Virginia Senate Education Chair Kenneth Mann (R-Monroe, 10) and Democratic senators Michael Romano and Ron Stollings. SB 528’s summary says, “The purpose of this bill is to establish a process for providing that a student is not eligible for either home instruction exemption once certain truancy related legal proceedings begin or after a conviction.” The Home School Legal Defense Association (HSLDA) is vehemently opposing this bill and is urging its members, as well as citizens in the homeschooling community, to contact their state senators, including Kenneth Mann, and tell them not to vote in favor of this legislation.

The HSLDA explains that the bill is unnecessary because there are already laws in place providing procedures for school authorities to step in if there are legitimate concerns for the welfare of the child. They also state that schools often make mistakes when it comes to recording so-called unexcused absences. The fact that a child has accumulated ten days of alleged unexcused absences is not a viable reason to interpret parental abuse or neglect. (RELATED: Get more new like this at LivingFree.news.)

An increasing number of parents have decided to homeschool their kids or place them in homeschool communities for various reasons, including health concerns for the child, bullying, religion, and objections to the common core curriculum taught in public schools. For the schools, the real concerns over the child boil down to dollar signs. As reported by One News Now, in 2014 it was estimated that West Virginia public schools were losing nearly $12,000 of funding per student. Not willing to take such a substantial loss, that same year Ritchie County Superintendent of Schools Ed Toman forced his staff to contact the residences and places of employment of homeschool parents in an attempt to bully them into putting their children back in public schools. During the calls, parents were questioned about their ability to teach their children and asked a series of questions including, “What can we do to get your kids back in school?” Some families were also guilt-tripped when they decided to meet with school counselors at the beginning of the school year and told that their choice to homeschool could result in teachers losing their jobs.

Gov. Earl Ray Tomblin signed a bill that went into effect May of 2016 that significantly reduced the rules imposed on homeschooled students and parents in West Virginia. As reported by the Charleston Gazette, the bill, HB 4175, no longer required annual assessment reporting for homeschool students and lowered the threshold that homeschoolers must pass on tests to achieve “acceptable progress.” Sen. Romano was opposed to that Bill and SB 528 feels a lot like a retaliation tactic against Tomblin and the homeschooling families.

The right to decide how to educate children best has been a hot button issue. The HSLDA further states that this bill would lead to laws that presume public education is what is best for children, and that parents are not reliable when deciding whether or not to homeschool. This is classic nanny-state behavior, and it would be an alarming overreach of the State government if passed.

Read More At: NaturalNews.com

Sources:

Hslda.org

Wvgazettemail.com

Legiscan.com

Onenewsnow.com