Screen time, in its multiple forms, will be part of your children’s lives at some point. But parents must ask themselves how early and to what extent?
AN EDUCATIONAL EDGE?
Some parents think they’re giving their child an educational edge like Susan who bought her 6-year-old son John an iPad when he was in first grade. She thought, ‘Why not let him get a jump on things?’ John’s school had begun using the devices with younger and younger grades – and his technology teacher had raved about their educational benefits. Continue reading
As the United States Constitution continues to become nothing more than a dated piece of paper in the eyes of the left, the federal government continues to grow, spreading like a plague and infecting virtually every institution in American society. Sadly, America’s education system is no exception.
The liberal state of California recently passed a law requiring trade schools to deny admission to students that have not completed high school or a state-approved equivalent, meaning that the government ultimately has the final say over what young people learn and what they don’t learn. Continue reading
In the last few weeks, there has been a spate of columns by writers on the left condemning the left-wing college students who riot, take over university buildings and shout down speakers with whom they differ.
These condemnations, coming about 50 years too late, should not be taken seriously.
Take New York Times columnist Frank Bruni. His latest column is filled with dismay over the way Middlebury College students attacked Charles Murray and a liberal woman professor who interviewed him (she was injured by the rioters).
I have no doubt that Bruni is sincere. However, sincerity is completely unrelated to wisdom or insight. Continue reading
“Students’ reliance on screens for communication is detracting—and distracting—from their engagement in real-time talk.”
Recently I stood in front of my class, observing an all-too-familiar scene. Most of my students were covertly—or so they thought—pecking away at their smartphones under their desks, checking their Facebook feeds and texts.
As I called their attention, students’ heads slowly lifted, their eyes reluctantly glancing forward. I then cheerfully explained that their next project would practice a skill they all desperately needed: holding a conversation.
Several students looked perplexed. Others fidgeted in their seats, waiting for me to stop watching the class so they could return to their phones. Finally, one student raised his hand. “How is this going to work?” he asked. Continue reading
Why do we have millions of children who never become fluent readers? Easy. Our Education Establishment prefers methods that don’t work.
Every language is either a sound-language such as English or a picture-language such as Chinese. They are opposites. You cannot mix them without creating mental chaos. But what do you know? Our public schools insist on mixing them together. This is dogma in today’s K-12.
Most Americans have heard of “balanced literacy.” That’s jargon for mixing them together.
Sound-languages are also known as phonetic languages – for example, Latin, German, Italian, and English. Children read these languages by first learning an alphabet, the sounds represented by the letters, and how to blend those sounds. Then they can read a million words. (They see CAT on the page and blend those three letters into one spoken word. Note that the sounds are contained in the printed words.)
Picture-languages are also known as hieroglyphic, ideographic, or sight-languages – for example, Babylonian, ancient Egyptian, and Chinese. There is no alphabet to learn. Instead children memorize whole diagrams or designs one by one. Continue reading