There’s a lot, obviously, to take issue with when it comes to the Florida Legislature and education. The rationale and refrain is a familiar one: as long as what’s being done is in the good name of “accountability,” it can’t be bad. From teacher evaluations to budget cuts to expanded voucher programs.
But in the good name of media scrutiny, let’s not overlook that which has merit. To wit: legislators want to loosen limits on class sizes, and they want to rewrite some rules that could require middle school students to pass civics.
On the smaller class-size issue, this was a well-intentioned, bad move back in 2002, when it passed as a constitutional amendment. Now the Legislature wants to alter the definition of the educational core curriculum, a move that would reduce the number of courses affected by class-size restrictions. It’s an eminently sane approach for a cash-strapped system.
All things being equal, it’s always best to have fewer students per teacher. Of course it is. But all things are never equal. Of course they’re not. Every district, every school, every class has its own dynamics. The key variables are parents and teachers and money.
There’s never enough quality parental involvement; never enough dedicated, motivating teachers; and never enough funds. Imposing arbitrary class-size limits creates onerous budgetary ripples. As in building more facilities, hiring more teachers (or use some to teach out of their certification fields) and employing more team-teaching gimmicks. As a result, more than half of the state’s 67 counties didn’t meet the class-size requirements last fall and now face millions in fines. As if that will help.
But in schools that are already well-funded and well-staffed, smaller class sizes are welcome. Would that that were a familiar scenario in recession-weary Florida.
As to the mandatory civics requirement, recent elections have underscored an alarming pattern and a sobering reality. There can be no such thing, ultimately, as a lazy, under-informed electorate in a viable representative democracy. Government by extremes and lobbyists results.
We give lip or no service to the teaching of civics at our own peril. This isn’t quantum physics. This is knowing what we say we stand for. What we say we fight for. Knowing what a federal republic is. Why America matters. The branches of government. The value of a fundamental understanding of the First and Second Amendments. The role, rights and responsibilities of individual voters. The role, rights and responsibilities of those who disagree with us.
Ironically, if we would do a better job of preparing our students for the democratic process and the governmental system they will inherit, it would be less likely they would saddle themselves with the sort of Legislature and governor now ensconced in Tallahassee.
I liked what you had to say. It is hard teaching a class when so many students have other issues to deal with besides learning. It is like being the mother or father of 20 or more children. You add problems with the district changing curriculum and meetings we need to attend. Teachers have to go to trainings for new material. Teachers in elementary may get changed from 2nd grade to 5th grade. All your extra material you bought is now not any good because of going up in grade level.
Teachers need to be at conference night and can’t go to their own childrens’ conference night!
Someone wrote in an article that teachers should quit whining because they only work 5.5 hours a day. I am not sure who taught her math. Students are there more than 5.5 hours a day! I have seen elementary students show up at 6:30 in the morning. Thanks for the article!