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Teacher Tearfully Describes Bullying and Intimidation She Suffered for Opposing Common Core
Youtube ^ | 3/27/14 | Duane Lester

Posted on 03/27/2014 9:02:57 PM PDT by Nachum

Missouri elementary teacher Susan Kimball testified before the Missouri Senate Education Committee that she has been threatened and bullied for her opposition to Common Core.

(Excerpt) Read more at youtube.com ...


TOPICS: News/Current Events
KEYWORDS: bullying; common; commoncore; commoncoremath; core; intimidation; teacher
Common Communism

Vid at link

1 posted on 03/27/2014 9:02:57 PM PDT by Nachum
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To: Jet Jaguar; NorwegianViking; ExTexasRedhead; HollyB; FromLori; EricTheRed_VocalMinority; ...

The list, Ping

Let me know if you would like to be on or off the ping list

http://www.nachumlist.com/


2 posted on 03/27/2014 9:03:26 PM PDT by Nachum (Obamacare: It's. The. Flaw.)
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To: All

3 posted on 03/27/2014 9:04:07 PM PDT by Nachum (Obamacare: It's. The. Flaw.)
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To: Nachum

I guess we are in a new paradigm.

We once thought that adding numbers together created a sum.

Now I find that a math situation calling for an increase may result in evidence.

That’s how Obamacare must work....


4 posted on 03/27/2014 9:12:51 PM PDT by One Name (Ultimately, the TRUTH is a razor's edge and no man can sit astride it.)
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To: Nachum
Missouri elementary teacher Susan Kimball testified before the Missouri Senate Education Committee that she has been threatened and bullied for her opposition to Common Core.

I wonder if this really happened, or is she is a lying sack of crap?

5 posted on 03/27/2014 9:12:59 PM PDT by Mark17 (Chicago Blackhawks: Stanley Cup champions 2010, 2013. Vietnam Vet 70-71 Msgt US Air Force, retired)
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To: Nachum

Unbelievable.


6 posted on 03/27/2014 9:14:32 PM PDT by POWERSBOOTHEFAN (I'm tired of the Liberals and their stupidity!)
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To: Mark17
I wonder if this really happened, or is she is a lying sack of crap?

And why would she lie?

7 posted on 03/27/2014 9:17:01 PM PDT by Nachum (Obamacare: It's. The. Flaw.)
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To: Nachum

I have no reason to doubt her testimony.


8 posted on 03/27/2014 9:18:39 PM PDT by The_Media_never_lie (The media must be defeated any way it can be done.)
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To: The_Media_never_lie

Why is tere not a “Common Corpse” for supporters of this commie bs?


9 posted on 03/27/2014 9:33:44 PM PDT by MtnClimber (Just doing laps around the sun and shaking my head that progressives can believe what they do!)
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To: POWERSBOOTHEFAN

Their language is stupid but I’ve always done math the “expanded way” whenever I could, including in grad school.


10 posted on 03/27/2014 9:39:35 PM PDT by steve86 (Acerbic by nature not nurture)
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To: steve86
Their language is stupid but I’ve always done math the “expanded way” whenever I could, including in grad school.

It can be really helpful in tracking down where you miscounted or made a mistake in your process.

11 posted on 03/27/2014 9:46:48 PM PDT by OneWingedShark (Q: Why am I here? A: To do Justly, to love mercy, and to walk humbly with my God.)
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To: Mark17

Why would you say that?


12 posted on 03/27/2014 9:50:39 PM PDT by porter_knorr
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To: Mark17

The bullying stuff was just one remark. She spent most of the 11 minutes shown describing her frustration trying to teach from this rigid lesson plan.

I did see a little flash of green behind her ear when she pushed back her suspiciously straight hair, so probably you’re right and she’s some kind of lying lizard alien creature disguised as an elementary school teacher.


13 posted on 03/27/2014 9:51:26 PM PDT by dr_lew
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To: Nachum

In most districts, teachers who rock the boat don’t last too long. Conservative teachers who follow & abide by district policy save themselves from being blackballed. Try to quit the NEA. Seriously, the lady should go into politics, not teaching.


14 posted on 03/27/2014 10:03:25 PM PDT by Eska
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To: Mark17

Do you, by chance, live in Missouri...and have a history of bullying teachers who don’t support Common Core? /s


15 posted on 03/27/2014 10:03:48 PM PDT by This Just In
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To: This Just In

Oops, I say a really big oops. I totally misunderstood what was said. My bad. I will try to look closer next time. That is what I get for trying to do 5 things at once. My apologies.


16 posted on 03/27/2014 10:15:36 PM PDT by Mark17 (Chicago Blackhawks: Stanley Cup champions 2010, 2013. Vietnam Vet 70-71 Msgt US Air Force, retired)
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To: Mark17

:^) No harm done. I’ve been there as well. I once cooked the laptop whilst typing a comment on FR on my skillet as I bathed the dog in the washing machine.


17 posted on 03/27/2014 10:20:52 PM PDT by This Just In
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To: Nachum

https://pbs.twimg.com/media/BjupcIdIQAAs9a2.jpg:large

This example is a very misleading, innocuous and simple to understand example of the convoluted math lesson plan of common core that is being used to put parents at ease with the scam.

Try taking a look at a more complex problem and you can easily see how the wheels come off the concept.

Even trying to add 66 to 26 shows the cumbersome limitations to this debacle.

If you want to have even more fun, try transferring the skills developed using these Rube Goldberg arithmetic math problem solving concepts to more abstract symbolic math disciplines such as algebra or calculus.

It simply does not work because the foundational skills do not transfer.

What common core math really is a radical egalitarian tool to make all students of all intelligence and skill levels equally unable to use math as a tool to easily solve practical math problems at all but the most rudimentary of levels


18 posted on 03/27/2014 10:34:49 PM PDT by rdcbn
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To: This Just In
No harm done. I’ve been there as well. I once cooked the laptop whilst typing a comment on FR on my skillet as I bathed the dog in the washing machine.

LOL, my goodness, you really ARE talented. I couldn't do all that if I planned it a year in advance. :-) I was an air traffic controller, so I was accustomed to trying to do several things at once, but I can't top that.

19 posted on 03/27/2014 10:48:27 PM PDT by Mark17 (Chicago Blackhawks: Stanley Cup champions 2010, 2013. Vietnam Vet 70-71 Msgt US Air Force, retired)
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To: Mark17

Well, it’s safe to say that if I was an air traffic controller I would have caused the biggest multi-aircraft disaster in history. And I’m not just talking about mid-air collisions. We’re talking planes landing on golf courses, in lakes, on the Space Needle......


20 posted on 03/27/2014 10:53:00 PM PDT by This Just In
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To: This Just In
LOL

Regards

21 posted on 03/27/2014 11:06:52 PM PDT by Mark17 (Chicago Blackhawks: Stanley Cup champions 2010, 2013. Vietnam Vet 70-71 Msgt US Air Force, retired)
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To: Mark17

(((hat tip)))


22 posted on 03/27/2014 11:08:20 PM PDT by This Just In
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To: rdcbn
Even trying to add 66 to 26 shows the cumbersome limitations to this debacle.

I agree it is a debacle, but the linked example is just a cumbersome version of columnar addition, so here we would have 60+20 + 6+6 = 80 + 6+6, but gee, what to do with 6+6, it seems we might happen to remember that 6+6 = 12, but presumably we are being told to justify this with 6+6 = 6 + 4+2 = 10 +2 = 12, then again, as obvious as it might seem that 80 + 12 = 92, I guess we are supposed to make this into 80 + 10 + 2, which corresponds to "two carry the one."

I think the thing is worse than cumbersome. There is no determinate procedure being offered, only a wilderness of identities through which one is invited to discern a path from A to B.

23 posted on 03/27/2014 11:09:37 PM PDT by dr_lew
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To: This Just In

Take care of yourself and your loved ones.


24 posted on 03/27/2014 11:09:51 PM PDT by Mark17 (Chicago Blackhawks: Stanley Cup champions 2010, 2013. Vietnam Vet 70-71 Msgt US Air Force, retired)
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To: Mark17

Thank you. The same regards to you and yours.


25 posted on 03/27/2014 11:12:54 PM PDT by This Just In
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To: dr_lew

Common core is radical egalitarian, socialist math.

It makes all, regardless of skill or intelligence, equal in their ability to solve rudimentary problems while simultaneously making all , regardless of skill or intelligence, equal in their inability to solve larger, more complex math problems.


26 posted on 03/27/2014 11:39:34 PM PDT by rdcbn
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To: rdcbn
I've wondered just what teachers really LIKE Common Core.

I'm no slouch when it comes to math, but I really can't grasp what the hell they are doing when they show examples of "friendly numbers".

I'd lay good money that any math teacher worth their salt doesn't support this type of "thinking".

Or can understand it themselves.

OTOH, I bet that social studies teachers just LOVE the revisionist and inaccurate lessons on the Constitution.

And a liberal history teacher must be in HEAVEN when he tells the class that Silent Spring is a VERY IMPORTANT piece of American history.

SO much more important than the Cold War and why Communism was a bad idea that should never be repeated.

27 posted on 03/27/2014 11:47:40 PM PDT by boop (I just wanted a President. But I got a rock.)
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To: boop
I'm no slouch when it comes to math, but I really can't grasp what the hell they are doing when they show examples of "friendly numbers".

Well, it's a very simple idea, but certainly given to confusion. Here is a link to a site named Not Friendly Enough which shows a paper marked by a teacher with the note, "correct answers but let's find the 'friendly' numbers like 200."

In fact the student had completed one problem by this method, converting 320-190 to 330-200=130, and this got a "check". Apparently the student became confused as the additional problems required addends other than 10, and resorted to columnar subtraction with carrying, after adding 10 to both terms, getting the correct answers as noted by the teacher. The teacher did correctly annotate the work area to show the required addends.

This certainly illustrates that the method was nothing but an arbitary and confusing burden in the mind of this student.

28 posted on 03/28/2014 12:56:22 AM PDT by dr_lew
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To: rdcbn
If you want to have even more fun, try transferring the skills developed using these Rube Goldberg arithmetic math problem solving concepts to more abstract symbolic math disciplines such as algebra or calculus.

It simply does not work because the foundational skills do not transfer.

The idea is that these arithmetic methods embody direct application of algebraic rules, rather than rote methods such as "carrying". It does make sense on the face of it, in theory.

I think the problem may be that the algebraic nature of these rules is not perceived by the students, and I guess this is what you are saying. I always said that mathematical difficulty lies not in complication, but abstraction, and it does seem to me that the traditional rote methods are more pedagogically sound, and in fact this program is very likely shaping up as the disaster that its reactionary critics are proclaiming it to be.

... remind you of anything?

29 posted on 03/28/2014 1:26:48 AM PDT by dr_lew
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To: OneWingedShark
the math is not the subject .... changing language IS.

There are only ten images in math ... one through nine and a zero (now in the white house) and no matter the operation, whether adding, subtracting, dividing or multiplying, the human brain is asked to deal with only two.

And now we have calculators .... so the math is not the issue ... changing the language IS.

Centuries ago, Rush frequently reminded us that words have meanings .... perhaps he should resurrect that statement.

30 posted on 03/28/2014 2:12:04 AM PDT by knarf (I say things that are true .. I have no proof .. but they're true.)
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To: knarf
the math is not the subject .... changing language IS.

I didn't say anything about the language; I was replying to someone upthread who had commented that he'd used the expanded form even through grad-school.

There are only ten images in math ... one through nine and a zero (now in the white house) and no matter the operation, whether adding, subtracting, dividing or multiplying, the human brain is asked to deal with only two.

True.

And now we have calculators .... so the math is not the issue ... changing the language IS.

I would disagree here — if it were not an issue we would as-a-country not be so terrible at it.
For example, when I was in college I was pretty good at math, and I found that extremely disheartening as I don't consider myself good and feel sorry for those worse at it than I.

Centuries ago, Rush frequently reminded us that words have meanings .... perhaps he should resurrect that statement

Oh, I fully agree that they do.
Too bad that they're frequently ignored in our political-/legal-system. (I refer, of course, to the constitutions of the various states and the constitution for the US as well.)

31 posted on 03/28/2014 9:52:12 AM PDT by OneWingedShark (Q: Why am I here? A: To do Justly, to love mercy, and to walk humbly with my God.)
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To: dr_lew
I THINK I see what they mean by "friendly numbers". In the first example 530-270. With "friendly numbers, you try to make the numbers whole/even, thus easier to manage.

However you end up getting there by STILL using addition and subtraction FIRST, which is the whole point of arithmetic.

IMHO, this is going about the problem in a really convoluted and complicated way.

I usually think in this manner, like when calculating percentages in my head. But it's because I know the basics, THEN I can stretch out and use my knowledge in fancy ways.

Teaching "fancy ways" first makes no sense at all.

Sorry, no sale on common core.

32 posted on 03/28/2014 7:30:30 PM PDT by boop (I just wanted a President. But I got a rock.)
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