Posted on 01/16/2008 3:56:33 AM PST by E Rocc
No I'd chastise the school for not letting adults on school property go properly armed so they could defend themselves and the students.
An Armed society is a polite society
Green teens suspended for videos
10 juniors made fun of staff, students on YouTube site
By George W. Davis
Special to the Beacon Journal
Published on Wednesday, Jan 16, 2008
Ten Green High School juniors have been suspended for 10 school days for producing videos that made fun of staff and students.
The teenage boys placed the videos on the popular YouTube Internet site.
The suspensions, given out last week by principal Gary Geis, began on Friday.
The suspensions, school officials said, will mean the teens will be out of school six days ending this Friday. They will return to school on Tuesday and serve four days of in-school suspension.
They will be permitted to take
their semester final exams that got under way this week.
Superintendent Wade E. Lucas, who was holding suspension appeal hearings for several of the students and their parents Tuesday afternoon, said school policy says that if a student is suspended and misses a test, he or she will receive a zero grade. But he said that stipulation has been waived in this instance.
Lucas declined to release many details about the students or what was posted on the Internet, but he said school equipment was not used to make the videos.
He said four videos were made and then posted on YouTube.
The videos were discovered on the Internet last Thursday after word spread about the postings.
The videos were subsequently removed.
‘’They (the students) made a bad decision,’’ Lucas said.
The students are also prohibited from participating in any extracurricular activities, including sports.
Ten Green High School juniors have been suspended for 10 school days for producing videos that made fun of staff and students.
The teenage boys placed the videos on the popular YouTube Internet site.
The suspensions, given out last week by principal Gary Geis, began on Friday.
The suspensions, school officials said, will mean the teens will be out of school six days ending this Friday. They will return to school on Tuesday and serve four days of in-school suspension.
They will be permitted to take
their semester final exams that got under way this week.
Superintendent Wade E. Lucas, who was holding suspension appeal hearings for several of the students and their parents Tuesday afternoon, said school policy says that if a student is suspended and misses a test, he or she will receive a zero grade. But he said that stipulation has been waived in this instance.
Lucas declined to release many details about the students or what was posted on the Internet, but he said school equipment was not used to make the videos.
He said four videos were made and then posted on YouTube.
The videos were discovered on the Internet last Thursday after word spread about the postings.
The videos were subsequently removed.
‘’They (the students) made a bad decision,’’ Lucas said.
The students are also prohibited from participating in any extracurricular activities, including sports.
Ping
Ping
A plastic ax? geez!
Glad you have rational schools. ( Jen B)
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It all depends on the voting mob.
If you are not in agreement with the voting mob, a parent’s only recourse is an expensive and disruptive move, or a futile, frustrating, time consuming political fight to impose their will upon the voting mob. Of course, if the parent (with his partisan voting mob) wins, the other opposing voting mob will be supremely unhappy. Their only recourse is an expensive disruptive move, or another futile, frustrating, and time consuming political battle.
Does this sound like a rational system? I certainly don’t think so!
Solution: Complete separation of school and state.
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If this had been a private school there would have been no problem. A private school can have any type of private agreement it wants with the parents and the students.
Government schools are different, in that attendance is enforced under threat of police action.
This is another perfect example of why government schools are utterly incompatible with the First Amendment.
Solution: Complete separation of school and state!
so do high school kids not have a right to free speech?
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Yes!
That is why government schools should be completely abolished. Government schools and the First Amendment can NOT coexist!
Solution: Complete separation of SCHOOL and state!
BINGO! Give this poster a PRIZE!!!
Our refrain was:
Glory, glory, hallelujah
teacher hit me with a ruler
meet her at the door with a loaded .44
and the teacher ain’t a teachin’ no more!
And this was 1967!
Also, we had this one:
Give a cheer, give a cheer,
to the men who bring the beer
in the cellars, of good old, Gesu
(repeat)
We were rolling on the floor
when the cops came through the door
and we never, saw Gesu, again
(And this was grade school)
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Marxism is freedom’s most serious enemy. There is nothing that comes even close.
Corallary: Government schools are the Marxists’ most important weapon!
It is sad, but the American people are asleep!
Corollary:
I’m surprised they weren’t thrown in jail, but what do you expect from a govt school.
the school can do NOTHING right. They lose either way.
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Exactly! Government school workers are in a Catch 22 situation. They can not both uphold the First Amendment and maintain order in the school!
This is why government schools and the First Amendment and freedom of conscience can NOT coexist!
There is a solution! Begin the process of privatizing universal K-12 education.
“There is a solution! Begin the process of privatizing universal K-12 education.”
Home educators have made a good start. Given the generally low level of scholastic accomplishment of school administrators, the parents can hardly do worse.
http://illinoisloop.org/gross.html
Gross on “Doctors” of education:
Part of the mystique of the superintendents is their exalted title of Doctor, which is always used in introducing or identifying them. When one thinks of doctors, it is generally in terms of medical doctors, or perhaps professors with Ph.D.’s, especially in the sciences.
However, in the world of education the title is much less exalted. It generally doesn’t mean a Ph.D. at all, but rather an Ed.D., a doctor of education. ... Superintendents are most often possessors of that inferior sheepskin. Initially developed for working school administrators, it is now the basic doctorate in the field. ... the Ed.D. degree now outnumbers the more difficult Ph.D. by some 5 to 1.
That Ed.D. degree has lower academic requirements than the Ph.D. in virtually every respect. The thesis of an Ed.D. tends to be a “practical” dissertation on some school situation rather than a universal academic concept. Perhaps equally important, certain Ph.D. requirements (such as mastery of a foreign language) are usually waved as being “unnecessary” for Ed.D. candidates. More accurately, the language requirement is often too difficult for education administrators, who are seldom scholarly individuals, either in personality, background, or training. ...
Altogether, 42 percent of superintendents are “doctors” ... The typical citizen or parent views that individual - with his enormous power in the school system - as a learned person, one who can be trusted to ensure that their children will become as learned.
The public is naive. ... In fact, most superintendents are not learned people at all, having come up through the administrative, rather than by the academic or even teaching route. They generally have a less cultured background than the typical college-educated parent.
... Perhaps the most revealing aspect of the GRE score is that those who intend to take a master’s degree in school administration ... score near the nadir. Not only do they score much lower than high school teachers, but even lower than elementary classroom teachers, by over 50 points. Hardly the profile of scholars.
So strong is the desire for doctorates that we have developed a virtual assembly line for doctoral degrees in our graduate schools of education.
In the most recent recorded year, according to the U.S. Department of Education, we produced 6,676 doctorates in the field of education, the overwhelming majority of which were the inferior Ed.D. degree. ...
How does this doctoral production compare with other fields? Unfortunately, it overwhelms them. There are more doctorates in education that in any other discipline, beating out chemistry, engineering, mathematics, physical sciences and social sciences. In fact, more doctors of education graduate each year than doctors of business, English, math, philosophy and religion combined. ...
One fantasy of a doctor in education ... is that of an academically versatile person rich in general knowledge and able to direct a diverse group of specialists in all fields. The reality is quite the opposite. Perhaps no group of people in the [education] Establishment is as academically weak ...
To substantiate this, we have only to look at their graduate school curriculum. Administrators generally come from undergraduate schools of education, where they studied barely more arts and sciences than a graduate of a two-year community college. Then they go on to take a master’s and a doctorate in education. What do these programs look like in content? Are they well balanced between administration and the liberal arts?
Hardly. They are narrow courses devoid of noneducational learning. [Gross than gives examples of the course load at schools of education.] [In a typical such school] it appears that there is not a single required course in conventional knowledge, whether literature, or science, or math, or history, or philosophy. ...
What kind of academic training is that? What about excellence in general knowledge? What do they know about literature and philosophy, let alone math and science? If they know little or nothing about history, how can they design, or even approve, a course of study in American history? If they have never taken physics or chemistry, how can they design or approve a rigorous curriculum in science? Of course they cannot, nor can most principals with similar administrative backgrounds. ...
etc.
For further comments along the same line, see:
http://www.lewrockwell.com/taylor/taylor129.html which has a dead link to this article:
http://www.ednews.org/articles/74/1/GRE-Scores-of-School-Administrators/Page1.html
Given the point of it all, it really makes sense that, as a group, school administrators are at the bottom of the distribution of GRE performance, even lower than high school and elementary school teachers:
http://www.johntaylorgatto.com/historytour/history4.htm
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There are other groups actively pursuing the goal of rolling back the state’s claim on the nation’s children,
http://www.freedomofeducation.net/
http://schoolandstate.org/
which only began to gain political traction beginning in the 1850’s in New England, and then spread to the rest of the country after the Civil War, with the enthusiastic support of industrialists who saw an insatiable need for “standardized” work forces and consumer populations for their products.
http://www.johntaylorgatto.com/historytour/history6.htm
My dad was expelled from Gesu I guess he was one of the bad boys
I was Class of 1970. Anyone I know? :-)
Thank you for the very interesting post and the links.
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