Eliminate THE INTENTIONAL Corruption of America's Children known as "common core"

DISSOLVE THE NOOSE INTENDED 4 OUR GREAT LADY LIBERTY. 

Political Correctness, STEP ASIDE!!! 
On November 8, 2016, The American People will correct an Extreme Detour into the Global Bowels of Destruction -also known biblically as The Gates of Hell. 
In 2008, the under-developed populace of our relatively youthful nation had taken an extreme detour -much like college-age students throughout the world get sucked into consciousness-altering through first pot then uppers, then downers, then hallucinogens. 
Through experimenting with the underworld of deadly drugs, far too many of today's youth soon plunge themselves into the fires of a virtual hell, teeter on the brink of total destruction for the rest of their lives -until they overdose...or their parents come to the rescue and sign them into A WAKE UP RECOVERY PROGRAM.
America's Wake Up Recovery program took place through the second term 2012 - 2016. Even those deluded into voting for this traitor a second time have gotten wits-scared-out scared while witnessing the depth of joblessness, hopelessness, powerlessness, divisiveness, lawlessness - and the depths of dimmhitude into which America was plunged according to a 2000 page plan of spiraled regulations progressively "machinated" by the Delusion of Obamacare. 

The American Public (aka college students on drugs) had entered the developmental stage of wishful thinking layered with the anti-parent/adolescent "stinking thinking" in which the majority of youth become engaged before waking up on the curb battered & bruised  from their self-imposed nightmare of delusional thinking. 

The American Public fell flat on their adolescent faces during the election season propaganda that spanned from 2003 to 2007 ... between the 2004 election of republican progressive george w. bush  (a RINO) and the 2008 election of marxist-islamist progressive barack hussein obama (SWINO). The American Public fell through the "crack" by the phony rhetoric of a slippery tongued-seduction artist propped up since the age of 8 years old sitting on the lap of Frank Marshall Davis ... then gilded with layers of false glorification by the faux-gifts of affirmative action curriculum standards at expensive elitists prep schools ... then followed by decades of pre-arranged alliances, consortiums of antiLadyLiberty ideology pre-orchestrated  by subversive groups such as Annenburg Corporation ...BlackPanthers... Nation of Islam... Argentina's Jesuit Priesthood's subversion of Catholic Church Clergy by "Liberation Theology."  
Tracing history of the Muslim Brotherhood which migrated to America with the anarchists at Columbia University during the  60's, we can now see the effects of delusional "Victimology Stinking Thinking" which was not eradicated through the therapeutic programs of the 70's 80's 90's, the stinking thinking simply went gone Underground for three decades. Corruption brought to Washington by The Clinton Cartel during Slick Willy's reign of rape & molestation metastasized through the national disgrace of a drug-infested  Washington District of Corruption colluding with an Impeached Willy clinton and a very odd woman who I believe examples a form of Muchhausen Syndrome by Proxy -as seen through the pleasure she clearly experiences in the persecuting of women her husband defiles. Add to this the subversive inner workings by a  Radical Left Syndicate of Soros&SaudiArabia. 

Too many Americans submerged in these decades of immoral and amoral stultification have had their right-instincts blunted by lack of parenting followed by a protracted stage of group-adolescent wishful thinking.  As a result, our Lady Liberty during the past 8 years has suffered the horrifying experience of being yanked into a macabre gangster film in which She is systematically misrepresented, and wrongly accused of the crimes projected upon her by the very ones who committed the crimes attributed to Her Innocence. Lady Liberty has been purposefully plunged into the pits of intentional deception -a softened seduction of the American Public plotted for decades now within the bowels of The Poisonous Black Widow Spider's Cave. This poisonous brew fused islamism with communism, easily done because both are steeped in gangsterism ... planned & practiced for decades ... ever since 1960's efforts to overturn Lady Liberty's stand for the INDIVIDUAL's INHERENT RIGHTS FROM GOD TO LIFE & LIBERTY (see
The Cloward–Piven strategy is a political strategy outlined in 1966 by American sociologists and political activists Richard Cloward and Frances Fox Piven that called for overloading the U.S. public welfare system in order to precipitate a crisis that would lead to a replacement of the welfare system with a national ...

Cloward–Piven strategy - Wikipedia

https://en.wikipedia.org/wiki/Cloward–Piven_strategy..)

Rearing his ugly head in the 90's, slick willy stole the white house and put the Lincoln bedroom up for sale, -since  the globalist fusion of Soros-Frank Marshall Davis-Saudi financiers (remember slick willy made a business from the Bosnian War (islam again) as do the democrat party's money-mongers historically since the period following America's brave Civil War.

JUST ONE WEEK from this morning, on November 9th, We The People will wake up to welcome OUR CHAMPION, The Honorable Donald John Trump as the first authentic PATRIOTIC President of OUR ONCE AGAIN UNITED STATES since Ronald Reagan. 
Lady Liberty will be restored through the greatest patriot God has blessed upon US in the past three decades.
Thank God, Mitt Romney lost by a sliver in 2012 because although he was a good man, a decent man, and a successful businessman who would have turned back the tide of flagrant destruction levied by the imposter known as Barack HUSSEIN Obama, Mitt Romney was still a Republican Progressive. Mitt Romney still danced to the globalist tunes with his Democrat Progressive counterparts. Mitt Romney was not a nationalist. 

And a NATIONALIST is what our nation needs now ...and as BREXIT has demonstrated, NATIONALIST LEADERSHIP is what our world needs now: 
LOVE of GOD...LOVE of FAMILY.....LOVE OF NATION: BORDERS, LANGUAGE AND CULTURE (Thank you, Dr. Michael Savage).

God saved AMERICAN'S BEST  for our last ditch effort to turn our nation around before the fall down a precipice of now return. GOD SAVED HIS BEST FOR NOW: Donald J. Trump is A PRESENT times TEDDY ROOSEVELT... A ROUGHRIDER, certainly essential to grab all the syndicated bulls by their horns, rope them in, tie them up ...and throw them all in Gitmo.

Donald J. Trump is  LADY LIBERTY's HERO of the Final Hour. He is The One SHE HAS BEEN AWAITING since the Arkansas Syndicate infested our White House bringing drug cartels with him and his Alinsky-Groupie...the Rodham Gangsterino ... An ImeldaMarcos-wanna-be. Halloween throughout Washington D.C. will come to it's bitter end...The Shame, The Costuming, The Haunted House will be shut down. Once and for all time: All Saints Day will bring sunshine, Light to fill the darkness of rap crap in our White House... and cool winds will shake dead leaves from the trees of our MAGA NATION: Beacon of Light to a world wanting to be free -and having lost the only leadership the world ever had...the uniquely designed United States of America: Lady Liberty. Our deluded populace will be given an opportunity to see who and what and why America had been intentionally designed to be CONSTITUTIONALLY ... and inherently is...and will be evermore:

Donald John Trump is a TRUE PATRIOT.....BRILLIANT NEGOTIATOR.....REAL AMERICAN MAN OF COMMON SENSE & COURAGE TO SAY IT LIKE IT IS.
President Donald J. Trump is A MENSA AMERICAN PRESIDENT able to turn the tides of massive corruption in the District of Columbia bedding with Globalists to produce Civilization Jihad on Western Civilizations.  President Trump will rescue Lady Liberty from Her ocean of despair, He will empower Her, recover Her, renew Her and once again, this time informed through nearly losing her life her will to live, she will be able to proclaim to all the world of Christians and Jews, Hindus and Buddhists, Atheists and Agnostics yearning for Divine Truth...

 "Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!"
 "Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!"r "Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!"

A "MicroLab" for continual collaborative clinical exploration and development

Friends,

I commend your leadership team for writing a clear and specific set of recommendations that seem well-linked to the data (I did not read the original report, nor of course seen the actual data, nor been privy to how the data was gathered). What I recommend to you is a model that effectively fosters collaborative on-going research and clinical practice by all stakeholders (faculty, administration, parents, and students):

1. request a team assembled of all stakeholders (students, parents, teachers, administrators: only those intimately engaged with classroom learning and instruction)
2. this team sets up a Clinic Classroom (CC) designed to model positive/cooperative practices by each population of the stakeholders
3. the content of the classroom might be a course in study skills (pertinent to any content course)
4. any teacher or administrator can use CC to model pedagogy (preceded by a brief written proposal/interview with team's "OK") 
5. any student can offer to participate in the planning, design, learning experience (preceded by a brief written proposal/interview with team's "OK")
6. any parent, community adult, student, or teacher can observe CC practices (preceded by a brief written proposal/interview with team's "OK")
7. CC would also provide any stakeholder an opportunity to gather students, design curriculum, and select pedagogy to experimentation/revision/instructional learning on an on-going basis.
8. CC can begin small and grow organically as needed (i.e. take place during he lunch period times to allow for the greatest number of teachers and students to participate/create the CC climate and content 
9. CC becomes then a kind of MICROLAB for collaborative study of all stakeholders by all the stakeholders ...thus fostering unity, on-going research, and the truth about education:a collaborative process among all the stakeholders, rather than a "hierarchy" public education must acknowledge the essential interdependence among each stakeholder population, and that any human endeavor improves only overtime with concerted efforts that design-deliver-disassemble-design to deliver again!  
10. Education is all about learning (and updating/revising this store as we continually acquire new information).  A thriving human climate welcomes thoughtful risk-taking, respect for individual needs and strengths, on-going dialogue (not debate),  and learning-focused collaboration among all stakeholders ... free of bureaucratic controls. 

An Open Letter From Arne Duncan to America's Teachers

An Open Letter From Arne Duncan to America's Teachers

The comments address the real matters ... and Arne until you have served daily, and for an entire school year, in an inner city school, as the "teacher of record," WE KNOW THAT YOU DO NOT KNOW WHAT YOU ARE TALKING ABOUT.

P.S.

Arne, until you (or those who take your "place") have authentic and extensive professional public school teaching experience, you not only have no credibility, you become just another obstacle in the great American obstacle course -a course manufactured by hierarchically-minded non-educators usurping the priority decision-making positions at what they see as the top of the great American food chain.

Helping Students Motivate Themselves

Helping Students Motivate Themselves

This review of the psychological underpinnings of MOTIVATION THEORY is essential for parents as well!

The article identifies elements of good pedagogy ... and good parenting that can be applied at home, e.g. building a solid relationship with each child so the adult encourages growth within the context of the child's authentic interests.

Another benefit of strong adult-child relationships is that it front-loads resiliency -the capacity to bounce back from challenges and set-backs.

Not enough can be said for the magical and multiple gifts inherent in project learning -both at home and in school. Feeling responsible for accumulating a representative series of "grades" Classroom Teachers (CT) often feel reluctant to use project learning as the centerpiece of their classroom curriculum. Let's face it, projects need to be carefully designed...and lots of advance planning, materials, check points, assessment tools require up front planning time. Summer lends itself well to this type of advance organizing, planning, gathering, designing.

Home projects make just as much sense, and require parents to be diligent and consistent in checking on the stages of life-skills projects, e.g. maintaining a clean and organized room. It doesn't happen altogether on a Saturday afternoon, and if it does I am pretty sure we have one overwhelmed child on our hands...and trash bags filling up with a chaotic mass of "good stuff" because it would take a week to restore the hundreds of scattered parts and pieces back to their original boxes/kits. Throwing away "stuff" we paid good money for -as a way of restoring order to a kid's room that got out of hand -challenges our values and principles on many levels. And what is it teaching our children about the stewardship of resources, the value of our hard-earned dollars, conservation of resources, their capacity to manage their lives, and finally our capacity to manage them?

So if you are a parent, grandparent, engaged aunt/uncle, guardian, or babysitter...open the link above and enjoy an invitation to live in a more engaged way.

And if you are a teacher, jot down some key words connected to fascinating project ideas that will underpin any subject's content in much more meaningful ways than a textbook can. Ask the kids to dream up projects that would answer the deep questions they keep under their hats because there's usually no time in a school day set aside to project work. Bring in a baseball cap... everyone can deposit slips of paper describing ideas/asking big questions. On the last day of school this thinking cap goes home with you until one month of full leisure and recovery has passed. By the end of July, your summertime thinking cap will inspire you...and come September you will inspire your students to develop their own MOTIVATION through project-filled learning (and you will have creatively figured out how to gather grades at multiple check-points along the way).

Helping Students Motivate Themselves

Helping Students Motivate Themselves

Very close friends of mine have cultivated their children's interest and affinity for swimming.  More than a dozen years back, the parents asked me what was really important to cultivate self-motivated and excellence oriented kids.  Among several key pieces, I noted the importance of developing commitment to something beyond school learning...music, art, physical performance.

This family chose swimming and the girls were enrolled in a structured swimming program throughout their school careers.  In high school now, each young lady competes in meets leading to Olympic proportions.  Naturally, their parents have invested in, have indeed stewarded their daughters' interest, affinity, and achievement.

Time, talent, and treasure have backed them up and launched levels of achievement that are synonymous with The American Dream.  The older daughter, about to enter her senior year, is being courted by five universities this summer.  Financially, she will be supported -well deserved for the five a.m. risings that characterize her hard-earned success across her high school years.  Financially, her parents will be partnered throughout their daughter's college career -well deserved for their steadfast persistence to being the parents that fashioned an extraordinary environment that made dreaming realistic and within reach and worth working for daily, monthly, annually since first grade!

My thrill comes during visits with this family in Colorado.  I witness first-hand the fruits of my professional advice merged with their faith in such, their focus, persistence, and steadfastness in their family pursuit of The American Dream.  Each teacher development program should witness then study the learning-training elements of swim practice.  Witnessing the mindfully coached workings of early morning swim practices, combined with focused interviews during meets, has made it clear to me as a veteran educator and psychologist, that student performance in schools would benefit greatly.  

This is particularly true for urban classrooms where we find the majority of learners arrive at school woefully under-prepared for the curriculum destined to be delivered.   The introduction of skill, modeling, mirroring, and zone of proximal development combined with formally structured drill of skill sets, and culminating in regularly scheduled real-life and self-informing "meets" matches the structure missing in under-prepared school kids.

In a file on my laptop, brews a practical handbook for urban teachers devoted in spirit to delivering the classroom learning structure that will do what stickers have failed to do: build and drill skill combined with motivation swim-style.  What's more, we can do this not only for a room filled with children who arrive and develop via different personal schedules, strengths and needs, we can do this on a school-wide basis.  As skill acquisition and drill design structuring advancement within and among widely varied individual swimmers successfully buoys them daily upstream  in their pursuit of bronze, silver, and gold -so can we channel the advancement of literate and self-propelled learners.

Let's hear it from the swimmers among us...

For our insider groups: Classroom Practitioners in the Great Field of Education

This is a call-out to our Public School P-12 Classroom Practioners only. 

... if your instructional practice is at a college or university 

... if you practice in a private, independent, or charter setting

... if you practice specialty consultations and school programming (i.e. School Counseling of Social Work, Sp/L, OTT, Vision/Hearing Impared, Autism Spectrum, School Psychology, School Administration, Support Staff: PTA, Security, Food Prep, Paraprofessionals)

...then your level of pedagogy/child development/content area training and population experience is inherently different.  THIS IS NOT YOUR SITE FOR DIALOGUE. 

The quantity and quality of the rules, regulations, and resources available under your particular circumstances differ sufficiently from those currently allocated to Public School P-12 Classroom Practitioners. 


Since our research intends to identify the true needs of  of P-12 Classroom Practitioners -as well as all support professionals, our methods strive for fullest integrity.  We know you support our highest intentions ... for the sake of everyone, everywhere.

Our Great Field of Intention at Palladio International Campus needs your utmost cooperation in order to maintain PIC research  purity!  Our many different "gardens" in the great field of education (designated in the qualifying statements above) are in fact different -and require resources and research assessment tailored to those differences. 

We thank you in advance for navigating to your designated site before 

• signing in, 
• identifying yourself/practice category, 
• and engaging in our SPRING campus-wide dialogue. 

Dialogue questions:

1. Which is preferable: practitioners devoted to the reciprocal relationship between instruction and learning? (or selective testing, outside-designed schedules and curriculum presecriptions?) 
2. Which is preferable: principals devoted to the principles of pedagogy? (or outward appearances, schedules, presriptions, selective test results assembled to reassure outsiders that the insiders know what they are doing? )
3. Why would professionally prepared and devoted practitioners be pressed to divert pedagogically sound focus and effort these ways,  when the actual learning needs of our nationally diverse population demands every bit of our focus and attention? (Okay, so this one wasn't brief...forgive me: it truly is the big question to begin with! Unpacking this question leads everyone in dialogue to sources of the real problems with our public education system ...as manufactured over time.)

Teachers Protest Passing Of Education Reform Bills - Local News Story - KIFI Idaho Falls

Teachers Protest Passing Of Education Reform Bills - Local News Story - KIFI Idaho Falls

Schools are not factories, teachers are not machines, and children are not products.

When non-experts (general public serving on decision-making school boards) (government lobbyists, committees, legislators) (media misrepresentations) exert more influence on the content, structure, and direction of social science systems, the system will become more and more incapacitated...this is what has happened since Reagan's interference in 1983 through his committee of non-experts assembled to "study" America's schools. Competition with other nation's performance (a direct legacy of the Sputnik Era) fueled Reagan's assembly which included only one professional classroom teacher. Inflammatory name of their final report? A Nation At Risk...

Like the "Reformation" and the "Inquisition" defamation and bullying and punishment are the tactics used by big guys coming down hard and fast on the "little guys." The little guys in this case by the way are mostly little women...80% of secondary teachers are female; 90% of elementary teachers are women. Women have generally not been looking out for their backs; instead they have been dedicating before time, during time, and after school time to our kids.

After forty-five years of serving teachers and kids and parents and administrators (Preschool through Graduate School) in my various roles, I know without a shadow of doubt that the very great majority of classroom teachers are good professionals with good intentions doing extraordinary work with the greatest range of children worldwide. In no other nation do we find EVERY child arriving at the school door from the truly widest range of backgrounds: severely under prepared to anxiously over-prepared homes.

Let educators once again use the science they spend four to six years studying at the onset of their career choice. That is before recent efforts to fill overly difficult classrooms with teachers who will work under grueling conditions because no one wants to fund these properly! That is before city, state and federal government began recruiting non-educators with ANY undergraduate degree and placing these unfortunate recruits day one in the most challenging classrooms -under supported, under "enculturated," under prepared, under financed, and finally undereducated.

We now have problems in education because as a nation we do not value the development of children, nor do we value the majority of those who daily engage and advocate for children (mothers, teachers, social workers, day care providers, preschool teachers and service providers...the list can go on). This practice is testimony to systematic under-valuing and demeaning of the true experts by those who regulate "the big bucks."

When will America graduate from the industrial era of thinking...and put it's logic, appreciation, authentic support, and money where our future's resources truly are? Children, Families, Schools are our future...handle them with CARE and INSIGHT.