Well I’m searching for some propaganda and I came across this Memphis City School Teachers website that had the slogan: Be the difference in our city schools. Apply now.” That doesn’t seem like much, I’m not even 100 percent sure it’s propaganda, but it stroke as a little odd. A picture on the main page also said: “How will you change Memphis? Teach.” It seems like propaganda for teachers. To me, these quotes say that Memphis City School Teachers really do change and empower students to be better people. Now, I’m not saying they don’t, I’ve never been taught by a City School teacher, but this goes against what I have heard about Memphis City School teachers.
In class a couple of weeks ago one student in our class talked about how his Spanish teacher didn’t really teach and he wasn’t able to learn any Spanish (I’m not entirely sure that’s all correct, but I think that’s what he said). I have always heard of public school teachers being like this. Not really teaching the kids or challenging them. Of course, it’s probably just a stereotype.
As I got more to thinking about it, I was just going to discard that ‘propaganda’ about the teachers. But then I remembered the school shooting that happened a couple of days ago. If the Memphis City School teachers are really doing their job, then why are we having things like school shootings and violence? Maybe it was mostly home or parental issues, but the teachers count too. Shouldn’t teachers be doing the job of helping teach kids about violence?
If anyone has their own ideas or experiences about City School teachers feel free to leave a comment (I need it). Are they really as bad as I hear?
Wednesday, February 6, 2008
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So, do you think it's the responsibility of teachers to quell violence in their students? How might they do that, and wouldn't that take away time from their teaching of whatever subject they're supposed to be teaching?
It's a hard thing. Seems to me that everyone's the loser, and everyone's participating in the problem. Parents, students, teachers, administration, society . . . .
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