Students can learn in class of any size, but teachers need support
Despite its emphasis in DeWayne Wickham’s column, class size isn’t the most significant factor in a student’s education (“Romney stubs toe in flawed education pitch,” The Forum, Tuesday).
In the 1930s and 1940s, there were large class sizes with students in different grades being taught by a single teacher. Parents made sure their children attended school, did their homework and were respectful to teachers. Teachers were able to work with the parents and students to deal with learning or disruptive behavior problems. There was no automatic promotion.
In the 1950s, progressive education began with the concept that every student should get promoted. Grading systems changed to accommodate a pass-fail structure, and many parents seemed to relegate their responsibilities to the teachers by no longer demanding their children attend school, study or respect teachers. Teachers are capable of handling small or large class sizes with appropriate ground rules. The students need to behave in class, be respectful, complete requirements and accept help. Mitt Romney was correct. Marvin L. Hoovis Centerville, Mass.
What about teachers’ unions?
DeWayne Wickham seems to be making a racial issue out of what is a failed education system in many inner-city schools. Often the ability of school administrators to take necessary steps to improve the quality of education is thwarted by a union.
Teachers’ unions refuse to embrace performance-based merit systems while making it nearly impossible to fire poor-performing teachers. Teachers’ salaries and benefits are such that lowering class size and hiring more teachers is cost prohibitive to taxpayers. Hence, parents need an alternative to seeking quality education for their kids other than moving to another school district. There is a place for charter schools in our education systems. But, improving the quality of existing schools is needed to serve those who cannot afford that option. Perhaps Wickham should address the role teachers’ unions should play in improving education in a future column. Dennis Brady
Exeter, N.H.
Include teachers in reform debate
Far from being against education reform as some claim, the National Education Association is for it. The NEA wants to make sure that teachers are included in the conversation of how to reform education. We want to give voice to teachers who often have as much as 20% of his or her students attend class only one day out of five.
The vision of education reform advocated by those who accuse teachers of being bullies is a top-down privatized public school system run by a business that packs students into crowded computer labs for a one-size-fits-all education. Stephen E. Hauf, M.Ed.
Santa Fe
Degree is worth cost if in right field
With regard to student loan burdens and students asking whether an education is worth it, the answer is yes if your degree is in something that the employment market wants (“Debt has grads asking: Is an education worth it?”, Money, May 14).
Engineering. The sciences. Nursing. Auto mechanics. People with these degrees and certifications will have no problem finding employment and paying off loans. Most of the non-technical degrees are probably not worth going into debt to obtain. Students must examine the salaries and how many grads are hired in their chosen field before taking out loans. Looking solely at salaries earned in certain professions is misleading if relatively few jobs exist in them. Don’t accept the bunk about studying what you love if the market for graduates in that field is low. Students need to study what will pay the bills upon graduation. Richard Slocum
Amherst, N.H.