A LOT of you (most) seem to believe the school board chooses specific books and curricula. They DO NOT. They sure as shit don't "assign" it either. You're yelling at the wrong people. Stop it. You are not helping. The TEACHERS and principals are your problem, and the state BOE 1/
Case in point: this book was NOT distributed BY the school board, and as objectionable as it is, I assure you, they had no clue what was in it. Learn how your schools work before losing your shit and making asses of yourselves. The mayor is a clown. cleveland.com/akron/2021/09/… 2/
The mayor of all people ought to know better. It's literally his job to know how these things work. Shameless politicking. He has no power to charge volunteer school board members with "distributing child pornography" in a writing class, and it's ludicrous to say so. 3/
If you think your school board has authority to dictate or even approve curriculum to this level of granularity, you have work to do understanding how school boards work. But in the meantime, please remember the first law of news: if it sounds too good to be true, it is./end
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Since a lot of people are arguing with me and saying the school board IS the place to go, let's play this out using what we know about REALITY (not some fantasy world of what SHOULD happen):
You go to the board, enough of them agree with you they put pressure on the super. 1/
Superintendent disagrees with them, and you, OR says he/she didn't know/but will talk to principals b/c he's afraid to get fired now that he knows.
He goes to principals, they say they didn't know, but same story, he/she will look into it.
This process can take weeks-months.2/
In the meantime, your kid is still in class, you the parents are by name on their radar (as are your kids), and the union mobilizes to pressure admin. and defend teachers. They craft a defense. 3/
I see it's lesson time in the Twitterverse. OK, take some notes:
Bad pedagogy gets its start in think tanks and universities. From there (with funding from NGOs and Foundations), it makes it into teacher training (in and pre-service). They have their own PR depts 1/
Teachers unions are also involved. Sometimes they work hand-in-glove with the think tanks to push the pedagogy via in-service training (often *required*), or they pressure states BoEs to require it for certification/endorsements. 2/
All of these unelected people have deep pockets to fund campaigns (literal, and ad) to get people into commissioner/state super offices, and onto state BoEs who have ties to companies making curricula, or ideologues pushing it. These people hire teams from these groups too 3/
Parents sending kids back to school, here are things they're not obligated to do:
*share their pronouns or feelings
*submit to identity labeling
*accept "diagnoses" of "fragility" or micro aggression
*participate in any sorting or privilege exercise
*march, chant or protest 1/
They are also under no obligation to agree with or remain silent and accept inaccurate information (the revolution was fought to preserve slavery) or opinion (America/white people are inherently racist). 2/
Spend the summer exposing your kids to real history, study 1619 and point out how it's wrong, a lie, at, show them 1776 Unites for evidence. Arm them with facts and confidence. 3/
To those writing to me defending SEL: yes, I know they're "doing it wrong," and have said so, but you're missing my point. "They" shouldn't be doing it, period (they being teachers, in a classroom full of students who may or may not need "it").1/
If they have a student clearly struggling with emotional regulation, to the point where it's impacting their learning, and disrupting the classroom, take action individually. Seek help with trained counselors, and involve parents immediately. 2/
The conceit amongst teachers today is in their ability to mold and shape the mind of a child like a blank slate, improving upon whatever's there, and making them into whatever the teacher wants them to be through their teaching (think really bad parenting, on steroids).3/
Parents: when your schools tell you they're gonna teach x or y because it is an 'inertial part' of achieving some worthy goal in your child's education, ask them "How do you know?" Demand quantitative research, and think it through; does it pass the smell test?1/
Does identifying "identities" and their intersections on a hierarchy of power or powerlessness seem like it leads to feeling safe and secure? Does reflecting on negative emotions and pushing kids to have difficult conversations about things they cannot change build resilience?2/
Make your schools start with their stated GOAL (make sure you think those are worthy btw, don't just accept them as 'good' b/c school chose them), and think to yourself: is this how I'd go about it with my kid? Would this work for ME? If my boss did this to me, would it be OK?3/