Wednesday, August 31, 2011


I can follow you but
I have no idea why you're so stupid.
I'm just being snarky ...

If we're supposed to differentiate our teaching to each student in the class, why can't Guidance schedule it so that each student in each class is roughly similar.  I know that every kid is an individual and all that, but after 20-something years of teaching I've realized that they fall into groups pretty easily.

Second, if everything is so individualized and shit, why does our administration keep demanding lesson plans - shouldn't we be more flexible than that? I mean, having just ONE plan?

Finally, if that differentiation is really different, how is it that the first two things at Inservice are:
"We've got to eliminate the bell curve. There is no bell curve. We need to flatten the bell curve." and "All kids are proficient. We just have to find it."

If there's no bell curve, then why do we need to get rid of it? If we don't have one, what is the purpose of differentiating our teaching? 

What the hell does "Flatten the bell curve mean? Do we want to have equal numbers at each ability level instead of all the students at the proficient one? 

I was able to understand what incorrect psychobabble he was trying to say even though he was too stupid and confused to actually rise to that level. But all people are equal and we've got to differentiate even in Professional Development, don't we?
"I know you believe you understand what it is you think I said, but I am not sure you realize that what I said is not what I meant. " ~ President Richard M. Nixon to the International Press Corps

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