With all due respect to the former state senator and retired physician, Tom Patterson of Arizona, I strongly disagree with his assumptions (“Here’s what’s plaguing poor students”). Yes, there are drawbacks for minors who attempt to use computers to learn, as they were forced to do because of COVID-19. Likewise, cellphones are not a great match with middle and high school children with regards to cognitive learning. But you missed the mark on the importance of wealthy versus poor students with your comment, “Meanwhile, poor students once again are saddled with misdirected compassion and low expectations.”
That alone is a very demeaning statement regarding professionals who work very hard to help all students, rich or poor. Once again, sir, how many years of public education have you taught? Your posted résumé indicates to me that you have never taught one day in public schools, rich or poor. I suggest that you read my posting in this publication to hear what I — as a professional teacher, a dean of students, an assistant principal, a graduate school professor teaching teachers who wished to become public school administrators and a principal of AHRC High School for severely handicapped 13- to 21-year-old individuals — has to say about teaching all children, rich or poor (“Student success not as simple as test scores”).
Are there good and bad teachers? For sure! Just like there are good or bad professionals in every career one can imagine! Your blanket statements do not do justice to the many professionals in any field who are hardworking and go to work each day with the goal of doing their very best in their field of choice.
Peter Graffagnino
Bridgeville
Reader reactions, pro or con, are welcomed at civiltalk@iniusa.org.
