Student Numbers Classes and Student Success

Student Numbers Classes – The Effectiveness of Class Size Reduction and Other Common Education Myths

student numbers classes

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;

https://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:

https://mcdonaldsalesandmarketing.biz/research/

Tom McDonald

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

Dispelling common myths on how to improve student achievement

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

Are Teachers Stalling on Implementing Education Research Because Papers Are “Hard to Read?”
Class Size
Collective Bargaining (Document how Collective Bargaining, All Are Equal, Regardless of Contribution, is Positively Correlated to Advanced Student Success Outcomes)?
Educator Compensation
“How Billionaires Are Successfully Fooling Us Into Destroying Public Education—and Why Privatization Is a Terrible Idea”; One size should fit all
Educationally Innovative Software is not available. We need to wait for it to become available.
Free Community College will fix the achievement gap
Kids are Drowning in Homework
Lack of Money
- Decreases in Government Funding
Parents Lack of Involvement (The Core Problem is not Parental Involvement; Are we Educating the Parents, or the Students? Who is being paid to teach out students?)
Poverty
- Poverty must be fixed before poor students can succeed
Privatization:
- “How Billionaires Are Successfully Fooling Us Into Destroying Public Education—and Why Privatization Is a Terrible Idea”; One size should fit all
Student Grit (In a Flawed Teaching Environment, Only the “Best” Survive)
Tenure (Document how Tenure, Guaranteed Employment, Academic Freedom, 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 Average Student. We Teach to the Average Student. This is our predictive, student success, data. The burden is on the student to work hard enough to succeed, BUT there is no such thing as the average student

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

Additional Teacher Myth: Having a Masters Degree Guarantees Knowledge Transfer to ALL Students

HERE IS THE SOLUTION TO THE REAL PROBLEM

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