There are 32036 comments on the Dayton Daily News story from Feb 5, 2008, titled Our recommendation: Springboro voters should say 'yes' the first time to school levies. In it, Dayton Daily News reports that:
Recommended local sites More... UD sports info, pictures and discussions Are you a UD sports fan? Whether you like basketball, volleyball, soccer, men's or women's teams -- Doesn't matter -- this site is for ... via Dayton Daily News
Join the discussion below, or Read more at Dayton Daily News.
#29801 Dec 24, 2013
When schools were taken over by the state and made compulsory, and directed toward secular ends, the basic structure and methods of schooling remained unchanged. Subsequent attempts at reform have failed because, though they have tinkered some with the structure, they haven’t altered the basic blueprint. The top-down, teach-and-test method, in which learning is motivated by a system of rewards and punishments rather than by curiosity or by any real, felt desire to know, is well designed for indoctrination and obedience training but not much else. It’s no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison), or said they hated school and learned despite it, not because of it (like Albert Einstein).
It’s no wonder that, today, even the “best students”(maybe especially them) often report that they are “burned out” by the schooling process. One recent top graduate, explaining to a newspaper reporter why he was postponing college, put it this way:“I was consumed with doing well and didn’t sleep a lot the last two years. I would have five or six hours of homework each night. The last thing I wanted was more school.”
Most students — whether A students, C students, or failing ones — have lost their zest for learning by the time they reach middle school or high school. In a recent research study, Mihaly Czikszentmihalyl and Jeremy Hunter fitted more than 800 sixth- through 12th-graders, from 33 different schools across the country, with special wristwatches that provided a signal at random times of day. Whenever the signal appeared, they were to fill out a questionnaire indicating where they were, what they were doing, and how happy or unhappy they were at the moment. The lowest levels of happiness, by far, occurred when they were in school and the highest levels occurred when they were out of school playing or talking with friends. In school, they were often bored, anxious or both. Other researchers have shown that, with each successive grade, students develop increasingly negative attitudes toward the subjects taught, especially math and science.
As a society, we tend to shrug off such findings. We’re not surprised that learning is unpleasant. We think of it as bad-tasting medicine, tough to swallow but good for children in the long run. Some people even think that the very unpleasantness of school is good for children, so they will learn to tolerate unpleasantness, because life after school is unpleasant. Perhaps this sad view of life derives from schooling. Of course, life has its ups and downs, in adulthood and in childhood. But there are plenty of opportunities to learn to tolerate unpleasantness without adding unpleasant schooling to the mix. Research has shown that people of all ages learn best when they are self-motivated, pursuing questions that are their own real questions, and goals that are their own real-life goals. In such conditions, learning is usually joyful.
#29802 Dec 24, 2013
I have spent much of my research career studying how children learn. Children come into the world beautifully designed to direct their own education. They are endowed by nature with powerful educative instincts, including curiosity, playfulness, sociability, attentiveness to the activities around them, desire to grow up and desire to do what older children and adults can do.
The evidence for all this as it applies to little children lies before the eyes of anyone who has watched a child grow from birth up to school age. Through their own efforts, children learn to walk, run, jump and climb. They learn from scratch their native language, and with that, they learn to assert their will, argue, amuse, annoy, befriend, charm and ask questions. Through questioning and exploring, they acquire an enormous amount of knowledge about the physical and social world around them, and in their play, they practice skills that promote their physical, intellectual, social and emotional development. They do all this before anyone, in any systematic way, tries to teach them anything.
This amazing drive and capacity to learn does not turn itself off when children turn 5 or 6. We turn it off with our coercive system of schooling. The biggest, most enduring lesson of our system of schooling is that learning is work, to be avoided when possible.
The focus of my own research has been on learning in children who are of “school age,” but who aren’t sent to school, or not to school as conventionally understood. I’ve examined how children learn in cultures that don’t have schools, especially hunter-gatherer cultures, the kinds of cultures in which our species evolved. I’ve also studied learning in our culture by children who are trusted to take charge of their own education and are provided with the opportunity and means to educate themselves. In these settings, children’s natural curiosity and zest for learning persist all the way through childhood and adolescence, and into adulthood.
#29803 Dec 24, 2013
Another researcher who has documented the power of self-directed learning is Sugata Mitra. He set up outdoor computers in very poor neighborhoods in India, where most children did not go to school and many were illiterate. Wherever he placed such a computer, dozens of children would gather around and, with no help from adults, figure out how to use it. Those who could not read began to do so through interacting with the computer and with other children around it. The computers gave the children access to the whole world’s knowledge — in one remote village, children who previously knew nothing about microorganisms learned about bacteria and viruses through their interactions with the computer and began to use this new knowledge appropriately in conversations.
Mitra’s experiments illustrate how three core aspects of human nature — curiosity, playfulness and sociability — can combine beautifully to serve the purpose of education. Curiosity drew the children to the computer and motivated them to explore it; playfulness motivated them to practice many computer skills; and sociability allowed each child’s learning to spread like wildfire to dozens of other children.
In our culture today, there are many routes through which children can apply their natural drives and instincts to learn everything they need to know for a successful adulthood. More than 2 million children in the United States now base their education at home and in the larger community rather than at school, and an ever-increasing proportion of their families have scrapped set curricular approaches in favor of self-directed learning. These parents do not give lessons or tests, but provide a home environment that facilitates learning, and they help connect their children to community activities from which they learn. Some of these families began this approach long ago and have adult children who are now thriving in higher education and careers.
My colleague Gina Riley and I recently surveyed 232 such families. According to these families’ reports, the main benefits of this approach lie in the children’s continued curiosity, creativity and zest for learning, and in the freedom and harmony the entire family experiences when relieved of the pressures and schedules of school and the burden of manipulating children into doing homework that doesn’t interest them. As one parent put it,“Our lives are essentially stress free … We have a very close relationship built on love, mutual trust, and mutual respect.” She went on to write:“As an educator I see that my daughter has amazing critical thinking skills that many of my adult college students lack … My daughter lives and learns in the real world and loves it. What more could I ask for?
#29804 Dec 24, 2013
Riley and I are currently completing a study of approximately 80 adults who themselves were home schooled in this self-directed way when they were of “school age.” The full results are not yet in, but it is clear that those who took this approach came from a variety of socioeconomic backgrounds and have, as a whole, gone on very successfully into adulthood.
As the self-directed approach to home education has increased in popularity, more and more centers and networks have popped up to offer resources, social connections and additional educational opportunities for children and families taking this approach (many are listed on a new compendium website, AlternativesToSchool.com ). With these — along with libraries and other community resources that have always been available and, of course, the Internet — the educational opportunities are boundless.
But not every family has the wherewithal or desire to facilitate children’s self-directed education at home. For many, a better option is a so-called democratic school, where children have charge of their own education in a setting that optimizes their educational opportunities and where there are many other children with whom to socialize and learn.(Such schools should not be confused with Montessori schools or other types of “progressive” schools that permit more play and offer more choices than do standard schools but nevertheless maintain a top-down, teacher-to-student system of authority and a relatively uniform curriculum that all students are expected to follow.)
Over many years, I’ve observed learning at one such place, the Sudbury Valley School, in Framingham, Mass. It’s called a school, but is as different as you can imagine from what we usually think of as “school.” The students, who range in age from 4 to about 18, are free all day to do whatever they want, as long as they don’t break any of the school rules. The rules, which are created democratically at the School Meeting by students and staff together, have nothing to do with learning; they have to do with keeping peace and order and are enforced by a judicial system modeled after that of our larger society. The school currently has about 150 students and 10 staff members, and it operates on a per-student budget that is less than half that of the surrounding public schools. It accepts essentially all students who apply and whose parents agree to enroll them.
#29805 Dec 24, 2013
Today approximately two dozen schools exist in the United States that are explicitly modeled after Sudbury Valley, and others exist that have most of its basic characteristics. Compared to other private schools, these schools charge low tuitions, and some have sliding tuition scales. Students come from a wide variety of backgrounds and with a wide variety of personalities.
To people who haven’t witnessed it firsthand, it’s hard to imagine how such a school could work. Yet Sudbury Valley has been in existence now for 45 years and has hundreds of graduates, who are doing just fine in the real world.
Many years ago, my colleague David Chanoff and I conducted a follow-up study of the school’s graduates. We found that those who had pursued higher education (about 75 percent) reported no particular difficulty getting into the schools of their choice and doing well there once admitted. Some, including a few who had never previously taken a formal course, had gone on successfully to highly prestigious colleges and universities. As a group, regardless of whether or not they had pursued higher education, they were remarkably successful in finding employment. They had gone into a wide range of occupations, including business, arts, science, medicine, other service professions, and skilled trades. Most said that a major benefit of their Sudbury Valley education was that they had acquired a sense of personal responsibility and capacity for self-control that served them well in all aspects of their lives. Many also commented on the importance of the democratic values that they had acquired, through practice, at the school. More recently, two larger studies of graduates, conducted by the school itself, have produced similar results and been published as books.
Students in this setting learn to read, calculate and use computers in the same playful ways that kids in hunter-gatherer cultures learn to hunt and gather. They also develop more specialized interests and passions, which can lead directly or indirectly to careers. For example, a highly successful machinist and inventor spent his childhood playfully building things and taking things apart to see how they worked. Another graduate, who became a professor of mathematics, had played intensively and creatively with math. And yet another, a high-fashion pattern maker, had played at making doll clothes and then clothes for herself and friends.
I’m convinced that Sudbury Valley works so well as an educational setting because it provides the conditions that optimize children’s natural abilities to educate themselves. These conditions include a) unlimited opportunity to play and explore (which allows them to discover and pursue their interests); b) access to a variety of caring and knowledgeable adults who are helpers, not judges; c) free age mixing among children and adolescents (age-mixed play is far more conducive to learning than is play among those who are all at the same level); and d) direct participation in a stable, moral, democratic community in which they acquire a sense of responsibility for others, not just for themselves. Think about it: None of these conditions are present in standard schools.
#29806 Dec 24, 2013
I don’t mean to paint self-directed education as a panacea. Life is not always smooth, no matter what the conditions. But my research and others’ research in these settings has convinced me, beyond any doubt, that the natural drives and abilities of young people to learn are fully sufficient to motivate their entire education. When they want or need help from others, they ask for it. We don’t have to force people to learn; all we need to do is provide them the freedom and opportunities to do so. Of course, not everyone is going to learn the same things, in the same way, or at the same time. But that’s a good thing. Our society thrives on diversity. Our culture needs people with many different kinds of skills, interests and personalities. Most of all, we need people who are pursuing life with passion and who take responsibility for themselves throughout life. These are the common denominators of people who have taken charge of their own education.
Peter Gray is a research professor of psychology at Boston College. His most recent book is "Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self Reliant, and Better Prepared for Life" (Basic Books, 2013). He is also author of an introductory psychology textbook ("Psychology," Worth Publishers, now in its sixth edition), a regular blog for Psychology Today magazine called Freedom to Learn, and many academic articles dealing with children’s natural ways of learning. Along with a number of colleagues, he recently launched a web site ( AlternativesToSchool.com ) designed to help families find or create settings for children’s self-directed learning.
#29807 Dec 24, 2013
Sounds like a bunch of Bravo Sierra to me.
#29808 Dec 25, 2013
hey Vic, you look real classy in that shag rug you call a robe . Try dressing up wen you go out to get the paper..
#29809 Dec 26, 2013
To teachers, students are the end products,-- all else is a means. Hence there is but one interpretation of high standards in teaching: standards are highest where the maximum number of students -- slow learners and fast learners alike --develop to their maximal capacity.-Joseph Seidlin
My conclusion is that Mr. Malone ran this high school like a union shop, making up classes with scant demand to ensure employment for those whose skills were not in demand.
This tactic ROBBED RESOURCES from areas of greater need in the district. Those who SUFFERED THE MOST were the GIFTED and those in need of EARLY INTERVENTION.
If only it had been known that Mr. Malone's True History is not as golden as we have been led to believe, would we have elected this insanely popular has been a High School
principal for the past 13 years?
Now that we know the truth, THERE IS NO TRUST in Malone
to be able to meet the great challenges of leading our school community of employees and our community of taxpayers.
Springboro Families must continue questioning Mr. Malone's
motives; and as board representative Mr. Malone must be
held accountable to putting our Students First, maintaining
fiscal responsibility within our current Children's First budget
framework, with NO NEW TAXES needed for many years to
#29810 Dec 26, 2013
As the man who led our school district as high school principal for 13 years, Ron Malone held a special place of trust, authority, and influence in our community. How he chose to use those gifts is revealed in the public records reports of his professional peer reviewers, his superiors, and his own public pronouncements.
It is not as golden as you have been led to believe.
DECEMBER 2010 - Warren County Educational Service Center audit
report on SHS program of studies RECOMMENDATIONS page 13:
"Increase the number of students taking the HIGH SCHOOLS THAT WORKS recommended curriculum/Ohio Core each year by at least 25 percent.
"Increase the percentage of students taking college preparatory courses. Eliminate any course offerings below the college preparatory level."
JANUARY 2012 - Superintendent Gene Lolli's annual performance evaluation of Mr. Malone notes:
"Mr. Malone does demonstrate the ability to affect change, but sometimes very reluctantly. It sometimes takes numerous requests by Superintendent before changes are implemented."
Mr. Malone needs to improve on getting request goals to the Superintendent in a timely fashion. Examples include: Requested schedule of events for delayed start at the beginning of the year, at semester, and last week and have not yet received. Also requested times and dates of all staff meetings and quarterly updates on the High Schools That Work per 2011-2012 job targets.
JANUARY 2013 - Warren County Educational Service Center audit report on SHS program of studies page 10:
"SHS still offers GENERAL LEVEL CLASSES (Algebra 1A and 1B, physical science, US History, and World History). Thus, not all students experience a college preparatory curriculum. Documents provided to the Technical Assistance Visiting (TAV Team indicate that contrary to the High Schools That Works philosophy, SHS believes that offering LOW-LEVEL COURSES is in the best interest of students. This belief, however, WAS NOT SUBSTANTIATED by research or data."
2013 US NEWS ranking of high schools in Ohio ranks King’s #23, Mason #35, Bellbrook#37, Brookville #41, Lebanon #48, Centerville #49, Waynesville #53, Monroe #90 and , and finally Springboro #97.
Given our district’s stated 40% gifted population, the fact that only 20% are on track to take A/P classes in high school, our district is severely underperforming compared to those districts around us in my opinion.
*Number of Dual College Credit Classes available when Mr. Malone
retired - 0
*Number of Dual College Credit classes added after Mr. Malone retired
June 30, 2013 - 6
Misallocation of district and taxpayer resources: 34 out of 77 elective classes at the high school had less than 20 students, more than a few had multiple classes.
IE: Children’s Literature, 2 classes – 27 total students, Entrepreneurship, 2 classes – 20 total students, etc.
My conclusion is that Mr. Malone ran this high school like a union shop, making up classes with scant demand to ensure employment for those whose skills were not in demand. This tactic robbed resources from areas of greater need in the district. Those who suffered the most were the gifted and those in need of early intervention.
#29811 Dec 26, 2013
When will your side QUIT LYING and misrepresenting information? Tim Isaacs specifically stated that for the Bitner/Vaughn campaign and its supporters to use this report in a negative fashion is uncalled for. He stated that Dr. Malone was a willing participant and the purpose was the continuous improvement of the district. This shows that Dr. Malone was always willing to look for ways to improve his school for the kids. Why twist it? Tom Isaacs stated that without question, Springboro was one of the best around under Malone's leadership.
So quit twisting information. The people of Springboro are smarter than you give them credit for (as shown on their overwhelming support of change in the form of MSA.
#29812 Dec 26, 2013
Kelly Kohls and her cohorts need to quit playing the victim, constantly referring to the community's bullying of her at board meetings. She works for US, and if she would ever listen to her constituents, we would not have to speak out at board meetings against her. In fact, Kohls, Rigano, and Petroni are the bullies, using their political positions to further their personal agendas.
Well, the community has had enough and apparently bullied her right out of office. It's a shame she knew better than to run because no she can still be a legend in her own mind rather than knowing that MSA kicked her butt. Oh well, the community knows the truth!
Good riddance, Ms. Kohls! And Petroni and Rigano might as well start packing!
#29813 Dec 26, 2013
They can't stop. They seem to run by the Faux News standard that no matter how big the lie, the more you repeat it over and over and over, eventually it becomes the truth.
Their ramblings here have NO bearing on ANYTHING. The last election showed CLEARLY that those against MSA are in a minority.
It has come to pass that most people here ignore anything that starts out with ANY of the following
"In the direction of....."
" WE BELIEVE"
"Come Grow with Us"
"As the man who led our school district "
The only ones not ignoring these posts are the ones writing them.
This constant bloviation has been going on since before the election. It had no bearing on the majority then and continues to have no bearing on the majority now.
They are the ones who spoke out for B/V and they still have no clue how to get a message accross. The failed then, they are failing now and they will continue to fail because the people of our community have seen the truth and no longer buy in to their lies.
And we have the VOTES to prove it.
#29814 Dec 26, 2013
One down, Two to go...
#29815 Dec 26, 2013
"No debate means No Choice" EQUALS TWICE the Brain Drain Ignorance.
If YOU could step out of the Smoke that gets in your eyes from the hot air being pumped
out from the ego of Malone, who HAS BEEN a principal for the PAST thirteen years, perhaps your mind would be CLEAR enough to see a broader REFORM MINDED vision that all common sense voters see clearly!
Stay With Us! Common sense voters are VERY optimistic that our three board members (Mr. Anderson, Mr. Petroni and Mr. Rigano) with their private sector Business-Wise financial expertise, are Eager and Able to role model our school district's winning agenda of
Children First Budgeting, thus influencing our Two Minority Retired Educators (Ron Malone and David Stuckey) to let go of old status quo failed practices of the past, and Stay on this new course of reform minded leadership for our children, schools and community!
That's what Springboro's Common Sense Voters chose in their Number One selection of electing our community business man, Charles Anderson, to serve on the board with David Petroni and Jim Rigano.......... in the direction of OPPORTUNITY for Everyone -- Our Students! Our Teachers! Our Families! Our Community!
Even national leaders (including Mr. Duncan) are educating our NEA that we can't just invest in Status Quo -- we Must Invest in a Reform Minded VISION! Inquiring minds would
ask those on this blog (who are severely misled by the insane popularity of Ron Malone's
status quo, business as usual, running our high school like a union shop), Do You Really BELIEVE that Ron Malone's Motives for Service is All About Putting our Students FIRST
while maintaining fiscal integrity?" And another question" Why did Ron Malone fail to
accept the March 2012 challenge of opportunity which was offered him by the promotion to bigger responsibility-bigger opportunity in the District Office position? Why did Ron Malone
admit in the Springboro Life magazine last May 2013 that his "skill set" in education leadership did NOT fit with the new reform minded philosophy of our current boards VISION for our children's 21st century education?
#29816 Dec 26, 2013
The above post sounds like previous posts on this Topix Blog by Boro Alumni and Ron's Kids who questioned Topix readers if they remembered their March 2012 Vote for Revenge protest against Kelly Kohls, Jim Rigano, and David Petroni.(if you need proof that this is the truth, then do your own research and go back through these blog postings of blah).
Readers of this blog were told that Ron's Kids "were all grown up and old enough to vote."
Many posts on this blog defending Ron Malone's failed practices that has destroyed
community trust, prove that Ron's Kids were correct in their prediction that Ron Malone would win the election on name recognition alone. No doubt, had Ron Malone been truthful and run an honest campaign for school board, he would not have been elected, because now we have proof that Principal Ron may be insanely popular with Boro Alumni and the SEA, he has no PRINCIPLES on which to serve as BOE representative.
FACT is, Kohls, Rigano, and Petroni have proven by their consistent record of doing what's right for our school children and community that they are the REAL EDUCATORS,
who serve our schools and community as BOE representatives. FACT IS, in the
direction of sustainability, we are meeting and exceeding state mandates as well as local expectations. We are building a technology backbone, investing in computers, curriculum, buses and buildings--we are putting children first. This is REFORM at the local level, and this is working together toward sustainability.
Fact is, Ron Malone and David Stuckey are just two
RETIRED EDUCATORS, who are elected BOE representatives on name recognition and an expensive Advertising campaign funded by the union masters; who now expects the two retired educators to leave our students first left behind; and to make good on Malone's campaign promise to "put the re-emphasis on the financial gain of union employees FIRST" and that is NOT right for our school children and community. Stay Alert Voters! Malone's history of job performance evaluations PROVES him to be "Reluctant" to utilize his ABILITY to affect change. Mr. Anderson, Mr. Petroni, and Mr. Rigano obviously have a big job to do in the board room, with early intervention of weeding out Malone's old embedded status quo outdated skill sets! Thanks to the amazingly awesome financial expertise and leadership skills of our current board members, David Petron and Jim Rigano, there is always hope that Ron Malone and David Stuckey CAN catch the broader reform minded vision necessary in leadership for our children's 21st century classroom education.
"What people need and what they want may be very different. Teachers are those who educate the people to appreciate the things they need! " - Elbert Hubbard
#29817 Dec 26, 2013
Your Statement "The only ones not ignoring these posts are the ones writing them"
is a silly contradiction of your own words, since YOU are not writing them, but.....
Neither are You ignoring them. Why is that? Aren't you just convincing others that
"tearing down the amazingly awesome successful achievements of board members Kelly Kohls, David Petroni, and Jim Rigano is Dr. Ron Malone's ONLY success?
Why try so hard to Silence the Truth of Ron Malone's History of Failed Past Practices by continuing your efforts to discredit the Successful leadership of board members Kelly Kohls, David Petroni and Jim Rigano?
#29818 Dec 26, 2013
What's wrong, GBT? Are you feeling as though you're headed in the Direction of the Vastly Outnumbered?
#29819 Dec 26, 2013
The majority For S-U-R-E is headed in the wrong direction of back to status quo; but that's really no reason for real winners to just "go along to get along." There's always hope that our
two retired educators can learn new skills of broader vision; but not to worry since they are
the two minority members of a five member Board, and we have all Only just begun.....
in the direction of common sense.
For too long, the Springboro district appeared to work very well, but it lacked clear direction. With no plan for textbooks, technology, capital improvements, buses and more, there was no larger curse charted for our schools. There was no common sense.
Educate Springboro's common sense approach does not strip the district of its traditions or diversity. It does not ignore its accomplishments and honors, including "excellent with Distinction." It simply gives us a unifying direction that extends beyond any individual,
building, or year.
A year ago, our district faced a sort of "perfect storm" with needs for everything from buses and books to technology and staffing coming to the surface at the same time. Through good management and some good fortune, our once rudderless ship emerged from that storm with clear leadership and direction. Clearly there are still challenges, but we are moving in the direction of putting Children First.
In the November 14, 2013 issue of the Springboro Star Press, Charles Anderson said one of his goals while on the board is to continue the fiscal responsibility and to focus on the students and their needs, to make sure they have the opportunities for future education or to be gainfully employed. Sounds to me like Mr. Anderson is already on board with our current
board members, Mr. Petroni and Mr. Rigano; and that is the BOE majority with the financial expertise and business-wise leadership skills needed to prompt our two retired educators,
Mr. Malone and Mr. Stuckey (however reluctant the two may be) to stay on this new curse and move in the direction of Common Sense, Ethics, and Sound financial decisions for
our children, schools and community.
#29820 Dec 26, 2013
..... in the direction of Sustainability!
We are meeting and exceeding state mandates as well as local expectations. We are building a technology backbone, investing in computers, curriculum, buses and buildings -- we are putting children first. Most important, our current board members, including David Petroni and Jim Rigano, are being honest about what is needed through 2017! This is Reform at the local level, and this is working together toward sustainability. We can't just invest in status quo; we
must invest in a Reform minded Vision for the future of our school children and community, putting Students First while maintaining fiscal integrity, with NO NEW TAXES for many years to come.
Add your comments below
|The 25 Most Dangerous Cities in the U.S. Are Mo... (Nov '10)||3 hr||The Patriot||21,486|
|Dayton Biggest Challenge!||5 hr||Tantors Mother||3|
|Down2mycore||6 hr||Its my job||12|
|Elite Satanic families that run Beavercreek (Aug '17)||Mar 14||David taylor||3|
|Punky Strunk||Mar 10||Farthammer75||1|
|Ibew workers that are||Mar 10||Ifyouliketogamble||2|
|Nick bradley..whats up with him were he at||Mar 7||Exgirl||1|
Find what you want!
Search Xenia Forum Now
Copyright © 2018 Topix LLC