Mike Dariano

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Real world educations

Recently in my class students were asked to interview their students about motivation. This is a new addition to our class and the most telling part so far is how apathetic and unmotivated the students seem to be. It makes me wonder what sort of implicit paralysis our schools have injected these students with, consider this from a recent Inc article

I didn't have a credit card—remember, I was in high school at the time. So I ordered the items COD, cash on delivery. I'd learn when UPS would be coming and feign illness so I could stay home from school. The delivery guy rang the doorbell, I gave him the cash, and he handed over the boxes. I don't know if they do COD anymore, but man, was it exciting back then. No one got rich—and I don't think anyone was injured—but it was a great education. And the lesson stuck.

Students do this now and they get punished. Why can't the curriculum - no matter how difficult to measure, match this? Why can't students dictate what they are exposed to despite the narrow mindeness of their immaturity?

It's easy to rail against education and offer a panacea for the ails but it's easy to see the motivation to not be in school.

Educations Directly Responsible Individual

On The Land of Math

It is a beautiful day outside.The temperature is in the mid 80’s; it’s sunny, low humidity, peaceful with a light breeze.Most people would probably agree that this sounds like a very pleasant day.

Most of us could agree on the key factors that make up a beautiful day, but there would be a lot of debate on how to assign a value to each.

It is impossible to assign a value to every element that makes up a beautiful day.Each part of the day is important and relies on the other elements to make up the day.If just one of these elements is off (no sunshine, high humidity, etc.) the quality of the day suffers.

As silly as it is to say that a light breeze makes up 10% of a great day it’s equally silly to give different teachers a percent of a student’s success or failure.

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