From Family Court to The Classroom
February 10, 2010
Eau Claire, WI
In the last thirty-six months, we have heard a great deal about Race to the Top and performance-based pay for teachers. Currently politicians from both sides have gone as far as praising Eastern Asia for their academic excellence. Could this phenomenon of academic excellence be attributed to their emphasis on the family?
The recent educational reforms sweeping across America sound like grand concepts but there are just a few major flaws. One of the questions that needs to be asked is how did we get here? A great starting point is to address decades of judicial activism within the family courts that has created our present entitlement, education, and poverty crisis. For decades, the family courts have used the power of the judiciary to emotionally and financially hinder children and families in the pursuit of State and Federal incentive payments (W-2, TANF, DCF Ch. 153, Social Security Act title IV “(B) (D) that fund a significant portion of county budgets.
Presently, both political parties under their breath have placed blame squarely on the shoulders of school administrators and great teachers knowing the union was nothing more than a paper tiger. We are finally able to see how lawmakers have influenced policies that are destroying the classroom and have created this looming entitlement powder keg. Resolving flagrant improprieties within family law, children and family services and county agencies is paramount. The coaching of federal entitlement funding by county agencies I believe is directly contributing to generational poverty, child abuse, child neglect, child fatalities and our decline in our educational rank among developed nations as well as our ever-growing incarceration rate.
Many teachers are aware of how fragile children are (Adverse Childhood Experience)that have been through a brutal family law action. Most often animosity is running high during this time, families are unaware that the animosity they are feeling is by design. Creating animosity ensures cyclical family law actions that help gauge and estimate entitlement matches and incentive payments for county budgets.
So, I will depart on this thought: You have 35 children with varying emotional backgrounds in a classroom, 15 come from a traditional family, 15 from a shattered family and 5 at-risk (Abuse). A teacher has approx. 60 minutes to administer an effective curriculum experience. Let’s take a well-accredited Child Psychologist without drugging the students with schedule 1 & 2 (Narcotics) psychotropic stimulants, and put him or her in the same classroom for 60 min, not at $150-$400 an hour but for $15.00 to $30.00 an hour for one school year and demand them to perform. Many, if not all of these elite and very well paid Child Psychologists, wouldn't make it past lunch on the first day.
You ask why I use 35 children, it’s because in the next five years the continued policies of destroying children and families will run great traditional teachers right out of the teaching field and inflate classroom sizes.
It’s time to reflect I remember in the day when our power lines weren't decorated with tennis shoes and our community was centered around the family, now its centered around a brand spanking new jail. Maybe this was all by design? The family law agenda has directly impacted many amazing traditional teachers and their beloved classrooms.
It time to get serious about education and end the blanket party against children, families, and traditional teachers from both sides of the isle.
Everything is relative to the strength of the family and teachers are the launching pad to prosperity, not poverty. Eastern Asia may have schooled us once again.
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A big thanks to those who have pushed this blog site to a national level!
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Evidence Based Material Collected over 19 years from lawyers, law enforcement, housing authority, county employees, board members, lawmakers, teachers, and the insight from a former conservative State Deputy Superintendent.
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