TEACHING IT DOES NOT MEAN THE STUDENT KNOWS IT

TEACHING IT DOES NOT MEAN THE STUDENT KNOWS IT

By Domenick J. Maglio PhD Traditional Realist

Many public schools are impressive not only due to the size of the magnificent facility, but for their detailed programs and their highly trained teachers. The teachers go through elaborate retraining for new or retooled programs, often every two-years. In addition they have to attend seminars on a regular basis. The syllabuses they are given are specific about the area covered on a specific line-by-line, day-by-day basis. Supportive bureaucrats out of the school district office often produce these detailed guides.

These subject-trained teacher-experts have been systematically trained in numerous educational approaches. These are recycled depending on the latest educational fad and psychological jargon. Often what was peddled last year might be blasphemous in this year’s program. What was inappropriate in the past could now be considered the best practice. This education loop just replays.

Inherent in this revolving and elaborate training is that the teachers have to follow the dictates from above rather than use their knowledge learned from practicing the art of teaching. Teachers are treated as robotic instruments playing on the same note and the same tune that the state and local school districts have composed. This keeps the one-sound-fits-all music for easier monitoring and evaluating across states and nationally.

The principal and administrators are the orchestra conductors who are supposed to ensure every teacher is playing the same music as any other teacher in the same grade. The problem is the composers are in the state capital not in the classroom. A teacher’s unique creativity might enrich the sound (classroom) but would destroy the monotone school culture.

The audience evaluating the performance is not the students; it is the data results from the standardized testing of them. Students are simply the objects that are supposed to absorb the music and are supposed to regurgitate it word-for-word on the exams without any deviation from the precise instructions.

A major flaw in this “top-down- teachers say it and students know it approach-” is it does not account for the differences and uniqueness of each student. Students differ in many ways. Some learn visually, some auditorally, some tactilely and various combinations of these. Each student has different interests, organizational and concentration skills that impact performance.

A few students have an acute memory; they can hear things, memorize them quickly and easily so they do well in this type of activity. While many children can initially repeat an idea or statement they need many repetitions to have it firmly established in their long-term recall. Parents know this reality because they have to constantly repeat answers to questions the child previously knew. This is the reason many academic facts have to be taught year after year in a more detailed form for the student to finally grasp the material.

Repetition does not always work. When a teacher attempts to communicate knowledge on a particular subject to an audience there will be a considerable portion of them who are not ready, able or willing to process the information. These people openly shut down or hide behind their individual masks so as not to alienate the speaker. But they are not actively listening.

The teacher/speaker might have fantastically interesting material to deliver to their audience although the time and place or the person’s state of mind could be out of sync with the message or the messenger. The material might go in one ear and out the other.

Teachers and parents have to observe the child as he is speaking. When there is a question or a series of questions that they are not listening to, the teacher should direct them to pay better attention by asking them pointed questions about what they just said.

The way each student learns most effectively is the puzzle a teacher must solve to improve his or her student’s learning effectiveness. Without assisting the student to understand how he best learns, the progress of the student’s learning will be limited to a snail’s pace. Once the child decides on his best individual learning style, his competency skyrockets, his confidence grows and his internalizing information and knowledge becomes seemingly automatic and natural.

As students climb the academic ladder they become more responsible for their own learning style until eventually they will develop into a more independent learner. When an individual determines what he wants to understand or know better he has already made the choice to focus on the available information. The self-commitment leads down a path of discovery. Only the person who has started on this journey determines when and if to end it. Most independent learners never feel satiated with an interest area of learning. It becomes a life long endeavor.

Any educator or parent should know that just because you said it or taught it does not mean the information penetrated the child’s brain. Only their behavior and unsolicited responses will indicate it has.

Domenick Maglio, PhD. is a columnist carried by various newspapers, an author of several books and owner/director of Wider Horizons School, a college prep program. You can visit Dr. Maglio at www.drmaglio.blogspot.com.

THE UNBELIEVABLE IRAN NUCLEAR DECEPTION

THE UNBELIEVABLE IRAN NUCLEAR DECEPTION                                          
By Domenick J. Maglio PhD. Traditional Realist
It was generally agreed upon by most foreign policy wonks that it was a pipe dream to get Iran to actually stop their nuclear ambitions. Under the present Islamic regime, Iran has a long history of agreeing to one thing and doing the opposite. Their pronounced hatred for “little Satan,” Israel, and “Big Satan,” the USA, is a constant rallying cry. They have never deviated from saying their goal is to annihilate Israel and the USA.
The major exception to the belief that Iran would not reverse its belligerent nuclear intentions was President Obama. He implied that through economic sanctions and his administration’s persuasive diplomatic skills, Iran would be transformed into a responsible nation using nuclear energy for only peaceful purposes. The Obama administration outlined specific and tough expectations, standards and an open verification process. He insisted this tough stance would not change and would have to be met before the USA would sign any agreement.
As the negotiation proceeded we heard mixed messages from both America and Iran about the details of this framework. The State Department initially denied the contradictory statements of the Iranian government concerning the watering down of safeguards and the verification process. As time elapsed the spokesperson of the State and Pentagon departments would double-talk although somewhat admitting that changes were made to continue towards producing an agreement. There was in increase in uranium enrichment and the number of centrifuges, which they were allowed to produce and a change in the inspection protocol to give more time from request to the actual examining of suspicious facilities.
The unraveling of the Obama administration position in these talks increased as it became evident to Iran that the USA needed a foreign policy accomplishment at all costs. The Iranians knew they were in the driver’s seat and the US could not afford to stop the aggressive actions of the driver. We capitulated on every demand to appease Iran to produce the agreement.
They were not supposed to test a missile delivery system, but they did. There was neither recognition nor consequences to this blatant violation of the agreement. Yet Secretary of State, John Kerry, constantly argued that “snapback” would automatically be employed if there was a significant breech in the agreement. This unrealistic idea was supposed to reinstate $1.7 billion in sanctions on Iran. Any thinking person knew the European nations would not uphold this provision as they would lose out on the money from large Iranian purchasing contracts.
The selling of this dangerous negotiation to the American people would have been impossible without a complicit “state press.” There was no serious investigation into the inconsistencies of what the USA and Iran have stated. The media did not report or dispute obvious factual misstatements in the administration’s narrative from week to week. Eight minutes of an exchange about the Iran agreement between reporter, John Rosen and Jen Psaki, press secretary for the Obama administration where Psaki implied lying is sometimes necessary for the administration to reach its goals was deleted thus censoring the record.
The most dramatic malfeasance of duty of the press was the supposed humanitarian change of heart by the Iranians. The administration claimed that the moderate civil leaders of Iran were making a positive gesture towards America. After holding five hostages for years, they were going to release them. The act was heralded by the press as evidence that Obama’s Iranian foreign policy was working. It helped block out the voices of the critics who opposed this transaction as a ransom deal. This approach is similar to the Bowe Bergdahl farce where he, a soldier traitor, was ransomed for five of the worst radical Islamist terrorist leaders in GITMO. The administration attempted to cover up this indefensible transaction by releasing stories of Bergdahl being an honorable soldier who could not be left behind as the rationale for the lopsided trade.
On August 4, 2016, President Obama gave this convoluted statement: “We do not pay ransom. We didn’t here, and we won’t in the future,” after reports emerged that the United States delivered palettes containing $4 million cash in different currencies to Tehran on the same day the prisoners were freed. President Obama continued, “Those families know we have a policy that we don’t pay ransom. And the notion that we would somehow start now, in this high-profile way, and announce it to the world, even as we’re looking in the faces of other hostage families whose loved ones are being held hostage, and saying to them we don’t pay ransom, defies logic.” The State Department spokesperson, Admiral John F. Kirby, said “that it would be “correct” to say the U.S. government would not give the Iranians the money until the prisoners were released.” However, in the theater of the absurd media, he had the audacity to insist that this was not  ransom. Not only was it ransom but two days later the Obama administration paid $1.3 billion in interest to Iran.
The Orwellian “double speak” has become the new normal in politics and never seems to end. On August 20, 2016 the Ayatollah was warned by the Obama administration to stop the bombing of U.S. and coalition troops in Syria. The scenario will more than likely be that the story will not be given much coverage by the press. There will be no follow up action taken by the administration. The incident will be buried on the internet by the media flooding the internet with glowing reports of the successful Iran agreement. This procedure insures negative events disappear from public memory and eliminates any discussion. History is being rewritten before our eyes.
Hopefully the American people see through this ever-increasing smokescreen of lies and deception. No one can be held accountable. No one is accountable. The politically active progressive media’s protection of Obama’s appeasement policies is potentially destructive to maintaining our freedom and safety as a nation.
We should speak freely, inform each other of what we see and resist this open censorship that is erasing of the truth from our consciousness. We cannot allow this in our America.

Domenick Maglio, PhD. is a columnist carried by various newspapers, an author of several books and owner/director of Wider Horizons School, a college prep program. You can visit Dr. Maglio at www.drmaglio.blogspot.com.

STUDENTS CANNOT BE FORCED TO COMPLETE HIGH SCHOOL WITHOUT DECREASING THE QUALITY OF EDUCATION

STUDENTS CANNOT BE FORCED TO COMPLETE HIGH SCHOOL WITHOUT DECREASING THE QUALITY OF EDUCATION

By Domenick J. Maglio PhD Traditional Realist

There is continual concern about the dropout rate in our public high schools. The dropout rate changes depending on how it is defined and calculated. The Department of Education head, Arnie Duncan, has stated the graduation rate in high schools has reached 80%. This percentage is highly suspect and still leaves one out of five students being a dropout. In the past America had one of the lowest dropout rates; currently we have one of the highest.

Inflating the graduation statistics does not solve the actual dynamics of why students do not want to continue in school. It does not increase the quality of education.  Many students are involved with alternative schools, special behavioral intervention and drug and alcohol programs. Many states are making it easier to water down standards to get a diploma. The states are under pressure from the federal government to increase graduate rates by hook or crook. Some school districts are outright cheating to increase graduation rates. Relaxing standards might be one way to increase the percentages of graduates but decreases the quality of everyone’s diploma that is entering the job market.

Battling reluctant students like this takes immense time and energy, which robs other students who want to be in school of their teacher’s talent and knowledge. A few students might become motivated to apply themselves to their studies changing the direction of their future. These are rare but greatly satisfying success stories for the teachers and administrators. These turn-around students deserve the majority of the credit for choosing to make a mature decision. They are the exception to the rule.

No student should be forced to attend a traditional academic or alternative type of educational setting. They ought to earn the privilege of an education. Young adults from 16-18 years of age should be required to do all the assignments in a correct and timely manner or be dismissed from the program. They definitely should not be given a diploma they have not earned.

Reluctant students have concrete reasons not wanting to be in school. The student might be so far behind in his academic abilities and skills that he has concluded school is not for him. Other students have no interest or positive attitude at that particular time in life to go along with school regulations and procedures. They rather do anything else. For them school is a slow and constant torture. These unhappy campers often become nuisances or worse, defiant students who require strong discipline actions by authorities. Many of these frustrated and angry souls may possess very sharp minds and skills but have already decided they want out as of yesterday. They think school is a waste of time.

The majority of reluctant students would be better served by giving them what they want, which is to experience another environment. Whatever their choice is, it is better than feeling like a caged animal. A change of scenery could help the youngster look at the world from a different perspective. Entering the job market might jolt them enough to begin to appreciate what they had as a student in school.

Most returning students who did not obtain a high school or college diploma as a young adult are usually more dedicated and productive than the younger more immature students. These older students may prosper in the job market where they experience a lot of positive successes. This can give a failing student real life reinforcement assisting the maturation process. Everyone is on his own unique timetable to develop. Some are early or late bloomers, not only academically but in becoming responsible adults.

We should not have a cookie-cutter approach for all students’ futures. Graduating from high school may be important and gratifying for many although it could be meaningless to a growing number of others. There are many high paying apprentice type jobs because the public needs these services.

The individual students in the upper grades should have the opportunity to make their own decisions as to the course their life should take. If they have regrets of leaving public school before graduation they can return and complete it. Many people years later have decided to dedicate themselves to get an education credential that earlier was meaningless to them.

“You can lead a horse but can not force it to drink.” Every teacher has experienced this saying with non-motivated students. It is not only a waste of time and energy for the teacher who feels she is getting nowhere but most importantly for the student who cannot complete his education in a system where he feels worthless.

There has to be a place for these students. Some may not be ready to get jobs. Some may not have the correct attitude and skills to be successful in the work force. There should be real alternatives such as trade schools, vocational programs apprenticeships and internships to give the young people an idea of the path they might want to take.

Domenick Maglio, PhD. is a columnist carried by various newspapers, an author of several books and owner/director of Wider Horizons School, a college prep program. You can visit Dr. Maglio at www.drmaglio.blogspot.com.

THE ESTABLISHMENT IS SHOWING ITS HAND

THE ESTABLISHMENT IS SHOWING ITS HAND

By Domenick J. Maglio PhD. Traditional Realist

In our republic the political elites of both parties have ruled as adversaries. The Democrats and Republicans were supposed to have diametrically opposed principles and policies in internationally and domestically. There was supposed to be a real difference but presently there is corruption and collusion against the interests of America by both. They both do almost anything to get elected and stay in power.

The Democrats promise everything under the sun to voters and micro target issue voters to gain their support. They use fabricated emotion to persuade voters to cling to them to eliminate all the unfairness and inequities in their own world. They have perfected lying as an art form. According to the political elites the USA is the cause of most of the world’s problems.

The Republicans claim to be small government, principled, logical spokespeople but currently cave into the slightest pressure by the establishment in order not to lose their personal political advantage and most importantly, the election. They make accurate observations and positive policies although they rarely get implemented. Both parties have sold out to the establishment. Personal integrity has practically disappeared. Government is not serving the people but its own interest.

The establishment includes the media, business, education, military, science and political elites. These sectors are supposed to be made up of many diverse thinking people who had their own patriotic opinions of what was best for the USA. Over the past several decades the profile of the leaders of these institutions has changed along with our country. These opinion makers have no love for our constitution and are not proud of our accomplishments. Most people in power have traded in their moral compass and love of country for the sacred dollar. Crony capitalism, revisionist history, pseudo science, politicizing the military and state propagandizing media have been corrupted by the lust to be close to the center of power and moneyed Washington, DC.

America has lost its focus on our traditions and moral values. We have turned towards self-indulgence. Our model has become, “it is all about money and being close to power to rip off more of it.” Our culture has lost respect for the truth and morals replacing them with PC phoniness and an upside down hedonistic culture. The ruling class on both sides of the political spectrum is showing their true beliefs through what they are doing.

In one of George W. Bush’s last acts he pushed through a $780 billion stimulus package to supposedly ignite the economy. In reality it provided cover for the incoming President Obama’s massive enlargement of the government. This and the international trade agreement offensive showed his inclination to be an internationalist not a “small government America first, leader. He fooled us with his phony rhetoric and deceptive actions.

President Obama’s transforming of America into a huge invasive government nationalizing one institution after another: healthcare, local police departments, the military, education through Common Core, universities through student loans and has replaced capitalism with crony capitalism. The government expansion generated uncontrollable debt that was not resisted by the majority of the Republican establishment. Even after Republican’s were given overwhelming wins in 2010 and 2014 they underhandedly refused to assert their power to prevent the progressives from openly and aggressively transforming our nation. Republicans shamelessly acted as stooges for anyone with power. In essence they sold out their honor and soul.

The Brexit revolt against the EU march to an international government was enlightening. It highlighted that the Democrats, Republicans, media, leaders of Wall Street and the elites of Europe were all moving towards a one-world government. This is no longer a conspiracy theory since people all over the world are becoming aware of this plot.

           

The progressive press continues to be an advocate for a globalist agenda instead of doing their duty as unbiased truth seeker. This agenda can no longer be hidden or denied. The fourth estate (the media) is using its power to usher in a more powerful and less free centrally controlled government that will eventually join with other nations to establish a world government.

The British forcefully rejected this proposition in Brexit. Many Americans are realizing  We The People have to stop the dismantling of America. This spontaneous grass roots movement was waiting for a leader and Trump stepped into it.   The Tea Party and Bernie Sanders movement have demonstrated that citizens on both the right and left are fed up with the ruthlessness of the ruling class.

The people have a right to expect government servants to work for us in America. This election in the USA is not about Democrats or Republicans but about being free to talk again without PC police and self-censorship. Americans are privileged to have the right under the constitution to be protected from a “rigged process” that favors the rich and powerful elites. This continuously pulling the chains of power to enslave us can only end by citizens standing up and voting to say enough to the ruling classes creating a world without borders.

This election will speak volumes. The election of Hillary or Trump is not the issue. Both are flawed people like all of us. The focus should be who gives us the greatest chance to break up this hideous gangster-like ruling class. The ruling class’s audacity of pushing the envelope of progressive repression has to end. Our citizens will determine America’s future and the future of the world.

MATURITY IS ROLLING WITH THE PUNCHES

MATURITY IS ROLLING WITH THE PUNCHES

By Domenick J. Maglio PhD. Traditional Realist

Maturity does not necessarily come with growing older. There are young people who are appropriate beyond their years while older individuals can make ridiculous choices.  Life experiences give a person the opportunity to learn how to handle the frustration and unexpected incidents of living. 

When there is something unfortunate that happens to a mature person he focuses and comes up with a solution. They do their duties effectively and efficiently without complaining. On the other hand there are middle aged and elderly people who solicit or demand a bailout whenever things do not go their way. They literally fall apart and are unable to pull themselves together when things get tough.

A mature person regardless of his age realizes that life is often unfair. When an individual observes reality he learns every person is unique. Some are bigger or smaller, some have photographic memories, others run like the wind or have a physical handicap. Differences can initially be weakness that teach the person through disciplined hard work that he can transform it into a strength or a strength can be relied on too much and it becomes a liability. Too often over relying on strength can become a deterrent to the overall development of a person.

An illness or injury can be a great learning experience. Instead of wallowing in the present circumstances a mentally strong person uses the setback to do something productive such as reading, developing a new interest or skill. Many severely injured war veterans are an inspiration to anyone who has the privilege of meeting them. These people employ their ingenuity to find a beneficial outcome to a personal catastrophe. A winner learns to “roll with life’s punches” rather than to “take it rigidly on the chin” making it a knockout punch. They may even have to “get off the canvas” and regroup in order to turn a defeat into a victory.

Many of the set backs and even tragedies in life can be enlightening experiences. The loss of a loved one can inspire a person to live a better life in their memory. An illness can help an individual appreciate the things they have as compared to others less fortunate. “There but for the grace of God goes I.” It can increase an individual’s empathy for others.

A self-centered individual feels sorry for himself for anything he no longer has or never had in the first place.  They are never satisfied with what they have attained. These people have not taught themselves to bounce back rather they “hug the canvas” in embarrassment or self pity. Their perseverance and gratefulness is poorly developed due to being over indulged. They demand rather than give back.

If we are observant of reality it teaches us tough love works. When we overcome adversity we are stronger and wiser. We have learned the lesson that when we concentrate our minds on overcoming an obstacle we will find a way around it or through it. We become more self-reliant to improve the hand we have been dealt by turning it into an advantageous situation.

Maturity is the knowledge that life will get better through the power of accepting the present while preparing ourselves for even more challenges in the future. There is a great advantage in gladly accepting the next challenge. Conquering problems results in increasing skills and competencies for solving future ones. The person accepting the possibility of the worst scenario is more likely to appreciate the actual results. Expecting and wanting too much for oneself in the future is to set up for disappointment and resentment. Being grateful for what one has brings contentment and peace.  

Too many of us have not been exposed to the hard reality of life that most people worldwide have had to confront in order to survive. The lack of knowledge of our own and ancestor’s history has deprived us of appreciating the incredible bubble of peace and prosperity Americans have recently experienced. America has been blessed but this will not last forever.

Life is harder than many people have been taught. Preparing for the inevitable hardships, accidents and setbacks that are part of everyone’s life is another sign of maturity. As each of us ages every one experiences a loss of physical stamina and strength. We experience the death of loved ones, the birth of new family members and the realization that life will go on.

 In the late stages of life a person with wisdom will accept and prepare for the inevitability of death in order not to be a burden to others. The person puts his financial house in order. The peaceful acceptance of one’s inevitable demise is the ultimate indicator of a self-actualized person. Life’s journey teaches the wise how and why to roll with the punches and finally when to let go.