The Teacher’s Dilemma, By Roger Behra

SHORT COMMUNICATION 225

The Teacher’s Dilemma

By

Roger Behra

It is not hidden information that the best schools in America are the PRIVATE SCHOOLS, and there are several reasons for that fact. They have not had to suffer the consequences of the takeover by the U.S. Government that PUBLIC SHOOLS have had to suffer over the last four decades, which has been a monumental disaster for the American culture. Teachers in non-public schools are very happy there because they can really teach without government interference and the great discipline problems that are so prevalent and disruptive in America’s public schools. And the high school graduation rate in private schools is the envy of the public schools. The only drawback is private schools pay teachers less per a school year.

On the other side of the coin a public school teacher has a double dilemma situation from the start of career. The beginning teacher has to decide one way or another if teaching for less money will be worth it. Most beginning teachers decide not to teach for less money, and many of them regret that decision, because their double dilemma starts immediately.

Very soon after the public school year begins, disillusionment sets in because of the teaching environment. That means crucial decisions have to be made. How can quality teaching take place in rum down schools with so many government rules and regulations and the great amount of bad discipline on a daily basis? All of this causes many beginning teachers to leave at the middle of the school year. It is on record that fifty-percent of beginning public school teachers leaves after teaching only half of the school year. That is shocking!

Along with schools in poor repair, government interference, and great daily discipline problems down the pike came the “No Child Left Behind”. That addition has been absolutely a non-productive one. It has not improved the bottom line: more quality teaching results and less disruptive discipline problems. Instead, it has introduced more problems and stands in the way. It is another mandate and interference that has produced negative results.

It is not a coincidence that America’s public schools went into great decline little by little, year after year, for four decades, to what exists today, with no remedy on the horizon. The facts and result speak for themselves. The dilemmas that public school teachers are facing through America will, unfortunately, continue indefinitely, as well as the irreparable harm to America’s culture because of clueless meddling and mandates forced into public school education .

Only 35% of high school students in Washington, D.C. graduate. Elsewhere it is around 50%. When high school graduates entering college have to take remedial courses in reading, spelling, and writing before they can start their college courses, the facts and embarrassment have a fierce and indelible sting, while the world is laughing at America, especially CHINA, NORT KOREA, RUSSIA, IRAN, and various other smaller terrorist countries. It is an exponential situation, indeed, and to realize it is self-inflicted by government interference is very sad.

R. B.

12-29-10