Jun 292016
 

Student Numbers Classes and Student Success

Student Numbers Classes – The Effectiveness of Class Size Reduction

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Student Numbers Classes – Toms Comments emailed to William:

Student Numbers Classes- William

We disagree again

Under a one size fits all teaching paradigm (the current, ineffective, inefficient, flawed teaching paradigm) the only class size reduction that would be beneficial  to students, sustained, advanced performance improvement outcomes, would be reducing the class size to one student and one teacher (Ultimately, personalized, reinforced adaptive learning)

Why is this? Because anything over one to one interaction, in a one size fits all teaching paradigm, leaves the slower learners behind (teaching to the middle)

Unfortunately, the reality is that students and the public are able to fund this scenario

Again, you have not addressed the real problem and you are blaming a subset of the real problem, that if ‘corrected’ will not fix the real problem

Individuals don’t learn adaptive skills, that advance sustained performance improvement outcomes,  in a one size fits all  teaching environment;

http://mcdonaldsalesandmarketing.biz/21658/sales-performance-2/

Again you are chasing the wrong problem

Money, benefits, class size, poverty, student lack of engagement, parents, are all subsets of the real problem which you don’t seem to understand

The real problem is that the current one size fits all teaching methodology does not work, effectively and efficiently  for ANY students, to empower them with, relevant, adaptive  skills that result in sustained, individual student advanced performance improvement

Since the problem is the incumbent one size fits all teaching,  fixing this will empower all students to deep learn effectively and efficiently

Your mis-information simply confuses the public and is not consistent with the research:

http://mcdonaldsalesandmarketing.biz/research/

Tom McDonald

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Student Numbers Classes – William J. Mathis, University of Colorado Boulder June 2016

Class Size – Ask a parent if they want their child in a class of 15 or a class of 25. The answer is predictable. Intuitively, they know that smaller classes will provide more personalized attention, a better climate, and result in more learning. Ask teachers, and they will wax eloquent on the importance of small classes in providing individual support to their students. But ask a school board or district administrator, contending with a tight budget. They ask if the average class size can be a bit bigger. Teacher pay and benefits are the largest single school expenditure, representing 80% of the nation’s school

Read the Entire Article, Here

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Traditional Educations Traditional Arguments as to Why Traditional Education Doesn’t Work (They define these as “The Problem”)

  • Class Size
  • Collective Bargaining  (Document how this is Positively Correlated to Advanced Student Success Outcomes)
  • Lack of Money
  • Parents Lack of Involvement (The Core Problem is not Parental Involvement; Are we Educating the Parents, or the Students?)
  • Poverty
  • Student Grit (In a Flawed Teaching Environment, Only the “Best” Survive)
  • Tenure (Document how this is Positively Correlated to  Advanced Student Success Outcomes)
  • Teachers are Leaving
  • Technology (We found out the Hard Way, that Delivering Flawed, One size Fits All Teaching, to Students, Faster, over Whiteboards and Tablets [Technology] DID NOT advance Student Success Outcomes)

The Real Solutions to the Real Problem of Advancing, Effective, Efficient, Consistent, Relevant, Sustained, Student Success Outcomes, that Result in Advanced, Effective, Efficient, Consistent, Relevant, Sustained Student Success, Performance Improvement Outcomes Outcomes

HERE IS THE SOLUTION TO THE REAL PROBLEM

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Tom McDonald, tsm@centurytel.net; 608-788-5144; Skype: tsmw5752

student numbers classes